By taking this training, within Module 1 of the Disability Awareness and Inclusion Curriculum, you are gaining basic knowledge of what inclusion means. This information is intended to help you become comfortable with disability terminology, gain general disability understanding, and increase confidence in creating the most inclusive environment within the Chicago Park District.
Audio TranscriptAuto-generated 00:03 - 00:07 Welcome to part three of the what is inclusion training 00:12 - 00:15 here is a brief overview of the different support options 00:15 - 00:18 available. A lot can be done with and without the 00:18 - 00:22 support of an aid, but regardless all types of support 00:22 - 00:26 are most beneficial when all staff work together to support 00:26 - 00:30 a participant to help connect these supports to CPD programs 00:32 - 00:32 for the next three bubbles. 00:33 - 00:36 Let's all put ourselves in a park kids program that 00:36 - 00:38 is playing red light, green light and we have a 00:38 - 00:40 participant with a disability in our group. 00:45 - 00:49 The accommodation means adjusting the program to fit the needs 00:49 - 00:54 of the participant, which can include equipment, support, verbal instruction 00:54 - 00:59 reminders, support spatial support through offering different activity roles in 00:59 - 01:03 games and are safe spaces or extra break times when 01:03 - 01:09 appropriate. Accommodating an activity provides the least restrictive environment which 01:10 - 01:12 is our goal and what we are looking for to 01:12 - 01:14 achieve full inclusion or assimilation. 01:16 - 01:20 Let's circle back to the previously mentioned example of a 01:20 - 01:22 park kids program playing red light green. 01:24 - 01:28 An example of an activity accommodation for this game would 01:28 - 01:30 be to hold up a red cone and a green 01:31 - 01:35 cone or pieces of red or green construction paper to 01:35 - 01:37 help visually support the participant. 01:39 - 01:42 This simple adjustment to the activity will help our participants 01:42 - 01:45 be successful and enjoy the game without altering the games 01:45 - 01:55 intent instructional support means adjusting the instruction to accommodate the 01:55 - 01:56 needs of a participant. 01:58 - 02:03 This could look like verbal reminders, instruction breakdown, visual reminders 02:04 - 02:09 and communication connections such as eye contact instructional support provides 02:10 - 02:14 the participant with more confidence and security throughout a program 02:15 - 02:20 to help the participant be successful going back to our 02:20 - 02:22 park kids program playing red light green light. 02:23 - 02:26 A simple adjustment could be breaking down the directions to 02:26 - 02:28 the game and writing them on a piece of paper. 02:30 - 02:33 The participant can take their time looking at and processing 02:34 - 02:37 the rules which will allow the participant to learn in 02:37 - 02:47 their own way while not adjusting the game, behavioral modification 02:48 - 02:51 is only needed if there are behaviors that need to 02:51 - 02:57 be modified for safety or social purposes, the modification will 02:57 - 03:00 depend on the behavior and the participant since no participant 03:01 - 03:05 is the same, they may or may not require the 03:05 - 03:08 placement of an aid based on the needs and abilities 03:08 - 03:09 of the participants. 03:11 - 03:13 It is only successful with consistency. 03:15 - 03:19 Therefore, whether an 18th placed or not working on a 03:19 - 03:22 specific modification to help the participant be successful. 03:23 - 03:26 It is best if all staff followed the same modifications 03:29 - 03:32 by supporting the behavioral modification in the same manner across 03:33 - 03:36 the board, it will create a more consistent and stable 03:36 - 03:42 environment to boost growth for the participant for our part 03:42 - 03:44 kids, Red light green light game. 03:46 - 03:50 If our participant cannot run next to their peer because 03:50 - 03:52 they have trouble keeping their hands to themselves. 03:53 - 03:56 We may give them something safe to hold while running 03:57 - 04:00 like a string or a small ball to keep their 04:00 - 04:04 hands occupied or an aid can be running with the 04:04 - 04:08 participant holding their hand to help them go through the 04:08 - 04:13 game doing this, creates a modification that keeps the participants 04:14 - 04:19 included and safe at the same time, there are many 04:19 - 04:24 different approaches and skill sets to behavior modification to learn 04:24 - 04:29 more continue onto the participant support strategies module of this 04:29 - 04:41 curriculum. The ultimate goal for our participants with disabilities is 04:42 - 04:43 independence in a safe environment. 04:44 - 04:48 This is the best way to accomplish assimilation in an 04:48 - 04:48 inclusive environment. 04:50 - 04:53 Doing so is the ultimate support any staff could give 04:53 - 04:57 a participant because it knows you trust their progress and 04:57 - 04:59 support the continuance of that growth. 05:01 - 05:03 The least restrictive environment is one that allows a participant 05:04 - 05:08 to participate safely as them, they work extra hard to 05:09 - 05:12 be their best selves and we as recreation staff want 05:12 - 05:14 to encourage that positivity as much as possible. 05:16 - 05:18 Some days can be more challenging than others, but each 05:19 - 05:22 day revolves around progress even if it doesn't seem like 05:22 - 05:22 it to you. 05:33 - 05:35 The special recreation department is here for you. 05:36 - 05:37 For CPD assistance. 05:38 - 05:43 Please contact the special recreation department act Special dot recreation 05:44 - 05:45 at Chicago park district dot com. 05:47 - 05:50 Thank you for taking this training, please continue through the 05:50 - 05:54 curriculum for more information on other topics related to empowering 05:55 - 05:55 people with disabilities. 05:59 - 06:00 This is the end of this online training. 06:01 - 06:04 Please click next or exit this training to be taken 06:05 - 06:05 to the review quiz
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