leisure4youth.euleisure4youth.eu/wp-content/uploads/2019/10/IO2-English … · Web viewPositiveLeisure4Youth is a partnership project of four European countries (Austria, Belgium,

PosistiveLeisure4Youth

“Leisure time as a positivist youth peer pedagogy”

Handbook with inclusive youth leisure and recreation activities for the youth community

IO number 2

Status Final

Project start date 01/09/2017

Project duration 24 months

Authors University Of Plovdiv “Paisii Hilendarski”, Bulgaria

Voluntary Unit Plovdiv 112, Bulgaria

National Association of professionals working with people with disabilities, Bulgaria

PhoenixKM BVBA, Belgium

Belgrade Open School

Vienna Association of Education Volunteers (VAEV)

For further information related to the project please visit:Website: www.leisure4youth.eu

Facebook group: www.facebook.com/POSLeisure

This project (2017-2-BG01-KA205-036419, “Leisure time as a positivist youth peer pedagogy”) has been funded with support from the European Commission (Erasmus+ Programme). This communication reflects the views

only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

http://www.facebook.com/POSLeisure/

http://www.leisure4youth.eu/

Table of contentsPosistiveLeisure4Youth..........................................................................................................................1

“Leisure time as a positivist youth peer pedagogy”...............................................................................1

Handbook with inclusive youth leisure and recreation activities for the youth community..............1

Table of contents...................................................................................................................................2

I Project aim..........................................................................................................................................6

II Handbook aim....................................................................................................................................7

III Handbook Structure..........................................................................................................................8

IV Some Practical Suggestions...............................................................................................................9

1. Introduction.................................................................................................................................10

2. Terminology.................................................................................................................................11

3. What is leisure time and why is it important?.............................................................................12

4. Leisure time and the youth with disabilities................................................................................13

5. Social Exclusion, Social Inclusion and Leisure in between...........................................................14

6. Social Environment for the youth with disabilities......................................................................16

7. Understand the problem: Social Inclusion challenges for youth with disabilities on local and European level.....................................................................................................................................17

7.1. Lack of Family & Community support..................................................................................17

7.2. Lack of Social Skills and Low Self-Esteem.............................................................................17

7.3. Lack of Infrastructure, Human resource & Financial Support..............................................18

7.4. Awareness and Attitude towards social inclusion................................................................18

7.5. Communication and Language barriers...............................................................................18

8. Defining types of disabilities........................................................................................................20

8.1. Physical Disabilities..............................................................................................................20

8.1.1. Progressive Physical Disabilities - get worse over time but can fluctuate....................20

8.1.2. Non-Progressive Physical Disabilities - remain stable..................................................20

8.1.3. Fluctuating Physical Disabilities...................................................................................20

8.2. Sensory Disabilities..............................................................................................................21

8.2.1. Blindness and low vision..............................................................................................21

8.2.2. Deaf blindness..............................................................................................................21

8.2.3. Autism spectrum disorder (ASD)..................................................................................21

8.2.4. Hearing loss and deafness............................................................................................21

8.2.5. Sensory processing disorder........................................................................................22

8.3. Intellectual Disabilities.........................................................................................................22

2This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

http://creativecommons.org/licenses/by-nc/4.0/




8.3.1. Fragile X syndrome (FXS)..............................................................................................22

8.3.2. Down syndrome...........................................................................................................22

8.3.3. Developmental delay...................................................................................................22

8.3.4. Prader-Willi Syndrome (PWS)......................................................................................23

8.3.5. Foetal alcohol spectrum disorder (FASD).....................................................................23

8.4. Different Disabilities present different challenges...............................................................23

9. Defining leisure activities types and guidelines...........................................................................24

We will look over each type in detail...........................................................................................25

9.1. Physical Leisure Activities....................................................................................................25

9.2. Creativity: Arts & Crafts.......................................................................................................26

9.3. Social & Cultural Activities...................................................................................................27

9.4. Educational cooperation......................................................................................................29

9.5. Peer learning........................................................................................................................30

10. Guide on Successful Youth with Disabilities Leadership and Inclusion in Leisure Activities.....32

10.1. Purpose and Responsibilities of a youth leader working with youth with disabilities......32

10.2. Get to know your own Youth Leadership.........................................................................32

10.2.1. Ask the 4 W’s...............................................................................................................32

10.2.2. Why do I want to be a youth leader?...........................................................................33

10.2.3. What do I want to give to the youth with disabilities?................................................33

10.2.4. What do I want to gain from the youth with disabilities?............................................33

10.2.5. Who do I need to become to be a successful youth leader for the youth with disabilities?..................................................................................................................................33

10.3. Be the right organisation: Creating a Safe Environment..................................................33

10.3.1. Psychological Safety.....................................................................................................33

10.3.2. Physical Safety and Emergency preparedness.............................................................34

10.3.3. Culture of inclusion in your organisation.....................................................................35

10.3.4. Facilities and modification ideas to accommodate youth with disabilities..................35

10.4. Attract the right people...................................................................................................37

10.5. Tips on Effective communication with youth with disabilities.........................................37

10.6. Disability Etiquette...........................................................................................................39

10.6.1. Deaf and Hard-of-Hearing............................................................................................39

10.6.2. Wheelchair The users/Mobility....................................................................................39

10.6.3. Speech & Language......................................................................................................40

10.6.4. Learning Disability/ADHD.............................................................................................40






10.6.5. Blindness & Visual Impairment....................................................................................40

10.6.6. Chronic or Acute Health...............................................................................................40

10.6.7. Neurological.................................................................................................................40

10.6.8. Psychological................................................................................................................41

10.6.9. Cognitive......................................................................................................................41

10.7. Look around, Self-Assess..................................................................................................41

10.8. Spread the news..............................................................................................................42

Annex I: Use of mobile application......................................................................................................43

Annex II: Self-Assessment list..............................................................................................................50

This project (2017-2-BG01-KA205-036419, “Leisure time as a positivist youth peer pedagogy”) has been funded with support from the European Commission (Erasmus+ Programme). This

communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.











I Project aim

PositiveLeisure4Youth is a partnership project of four European countries (Austria, Belgium, Bulgaria and Serbia) designed with the main objective of establishment and support of an inclusive youth community through leisure time social and recreational activities as such are considered the main tool for promoting well-being, reducing educational dropout, stable mental health and beneficial participation in the society.

In its essence, the project aims the encouragement of all youth - especially young people with disabilities (YWD) to take part in leisure activities for the creation of an inclusive youth community and mutual growth. Any young person of any background or ability are welcome.

Project goals are to be achieved through establishing awareness campaigns which integrate the youth with disabilities, organising of leisure motivator workshops to stimulate verbal human interaction, spread of tried and tested inclusion strategies and leisure activities, mobile application on inclusive leisure and recreation, and this particular handbook for youth workers.






II Handbook aim

We intended this handbook to be used as a powerful tool to inform, instruct, aid and inspire youth workers to create and develop an inclusive environment for youth with disabilities within their organisation and their organised leisure activities.

In the handbook, you will discover all the information required to make a conscious choice to become a next-generation youth leader. One who acknowledges all the angles within the social inclusion issue regarding youth with disabilities and is willing to inform and improve themselves in order to contribute to the well-being of the youth and their relationship with the society.

We believe the book contains the theory and the practice to get you started on the journey of changing lives for the better. However, you must at all times keep in mind that in order to be a successful youth leader you need to constantly seek new angles of improvement, update your knowledge database and self-access.

Use this handbook as a starting-off guide to the path of all-youth social inclusion and put efforts in trying out and implementing as many of the listed practises and tips as your organisation and yourself are capable of. Only then will this handbook have served its purpose.






III Handbook Structure

This handbook is divided in separate sections from 1 to 8. Each section corresponds to a different building block towards a more inclusive and leisure-friendly community. It is up to you to put the blocks together and make something out of them. That something will depend upon you as a leader and your goals and means as an organisation.

Section 1 provides introduction to the project itself as well as its goals and significance within the social environment today. It also includes all the terminology you need to understand in order to successfully interact with youth with disabilities and their associates.

Section 2 deals with the in-depth understanding of the two essential terms of this project namely leisure time and social inclusion. You will be introduced to the two concepts within the social context and you will discover the value and interconnectedness of each in terms of the well-being of the youth with disabilities.

Section 3 is crucial for the understanding and classification of the various disabilities and will clear the waters around what exactly is considered a leisure time social activity.

Section 4 is concerned with the positive impact a leisure activity can have on young people with disabilities, it is a great source of inspiration.

Section 5 is the game-changer of this handbook. It is the most important section as it contains the practical information. It is a guide within the handbook where you will find how to successfully include youth with disabilities within your activities or create brand new ones.

Section 6 show you how to use the mobile application which is the main digital aid tool within the project.

Section 7 & 8 includes many useful contacts for you to get in touch with like-minded people and gain updated knowledge and ideas.






IV Some Practical Suggestions

When you find an activity that appeals to you:

1. Read through it and any information about given about it here.2. See how the participatory requirements fit you and your organisation. Make any necessary

adaptations.3. Look at what the activity can accomplish. Does this work for you, or can you change it

slightly to better suit your objectives and facilities?4. Look at the process and see which works best: working in a group, standing or sitting, and so

forth. What modifications are best for your youth with disabilities peers?

Although the time spent doing this can be brief, the clarity and security you bring to the activity will be greatly increased.

Does this sound like a lot of trouble? Perhaps. Is it worth it? Definitely.

Does everyone have to do it? No. Working with youth with disabilities is challenging and can be bewildering at first. The time you do commit to preparation, informing yourself and visualising the activity process so that you are not just following directions but understanding why you are doing what you do will yield a great benefit both to you and to the youth with disabilities.






1. IntroductionHow youth invests their time and energy for leisure activities reveals a lot about them as individuals. Leisure is that time free from the demands of school, chores or other required activities when they can develop skills, take care of their health, get away from stress, experience valuable social interactions and make new friends all of which allows a wonderful feeling of joy for life.

Youth, and people in general, most often choose leisure time activities which they can be good at. Athletic individuals seek to do sports activities, talented arty people paint or draw, craftspeople create, musicians engage in activities associated with music, social people engage in group activities, while the ones who enjoy appreciating other people’s efforts attend art galleries, museums, concerts, sports games, etc.

However, when it comes to youth with disabilities, they may find themselves with limited opportunities to fully participate or enjoy leisure time.

Unfortunately, this is due not only to their particular disability, but also to the lack of support and assistance provided by everyone within the community - from government to individuals alike. Such societal isolation often results in fear of failure in the youth with disability which may limit their reaching out to access recreational activities.

As youth leaders and members of society we must put our efforts and attention towards resolving the lifestyle issues which surround people with disabilities and especially the lack of leisure activity options as those play such a vital part in catering for the well-being and inclusion of the persons with disabilities. Youth leaders are a valuable tool to teach skills and provide practice so individuals with disabilities can achieve some recreational proficiencies which will ultimately create a better life for them. When skills are not as well developed as necessary and compensations are not made, youth leaders and their organisations have the skills and knowledge to help make the necessary accommodations and change the status quo of the everyday life of the youth with disabilities.

Should youth leaders and their organisations decide to embark upon youth with disability inclusion, they must be aware that this is a rocky journey which demands efforts, patience and devotion and yet rewards with personal satisfaction and immense quality of life and well-being for the person with disability.






2. Terminology

Leisure time - Leisure time is time spent away from business, work, domestic chores, and education, as well as necessary activities such as eating and sleeping.

Community - a unified body of individuals such as:

People with common interests living in a particular area (town, city, village) Group of people with a common characteristic or interest living together within a larger

society (people with disabilities) Body of persons of common and especially professional interests scattered through a larger

society (youth leaders)

Social Inclusion - Social inclusion is the process of improving the terms on which individuals and groups take part in society—improving the ability, opportunity, and dignity of those disadvantaged on the basis of their identity, capabilities and social status.

Disability - a physical, mental, cognitive, or developmental condition that impairs, interferes with, or limits a person's ability to engage in certain tasks or actions or participate in typical daily activities and interactions.

Youth Leader - Youth leaders are persons that are active in youth work field. They gain skills and knowledge necessary to lead civic engagement, education reform and community organizing activities.






3. What is leisure time and why is it important?

"Those who decide to use leisure as a means of mental development, who love good music, good books, good pictures, good plays, good company, good conversation ― what are they? They are the happiest people in the world." ― William Lyon Phelps

Leisure is activity - apart from the obligations of work, family, and society - to which the individual turns at will, for either relaxation, diversion, or broadening his knowledge and his spontaneous social participation, the free exercise of his creative capacity.1

The importance of leisure should not be understated, although in nowadays fast-paced success-driven society it often is. Most of us treat life as an Olympic endurance even where we rush to work, eat, sleep and leave little time to enjoy ourselves and our surroundings. As Benjamin Kline Hunnicutt, professor of leisure studies, so aptly put it, “Having to go so fast to keep up, we miss stuff—our existence is truncated. Some things simply cannot be done going full speed: love, sex, conversation, food, family, friends, nature. In the whirl, we are less capable of appreciation, enjoyment, sustained concentration, sorrow, memory.” 2

If we manage to properly insert leisure activities to our everyday life, we discover that leisure holds a secret key to a more de-stressed and joyful life. It diverts attention away from the everyday busyness and rewards with a sense of completion and freedom of choice. Leisure time could be considered any type of non-obligatory activity. The primary aim of which is to give a sense of self.

In leisure time:

You are not engaged in the everyday obligations and tasks you need to complete at school, work or home;

You can enjoy yourself, take some rest, have fun and spend quality time with friends; You can develop your skills and proficiencies as well as talents; You are free to create new friendships, increase your well-being and experience the fun side

of life.

If properly understood and appreciated leisure can trigger awe, wonder, rapture, and enthusiasm in both adults and children from any background imaginable. Leisure is something we want to do, we choose to do - that is not work, that we enjoy, and receive gratification and fun from. Leisure activities can give us the opportunity to imagine, to be creative, to be curious, and within those lies its invaluable purpose.

1 Wikipedia contributors. (2018, August 6). Leisure. In Wikipedia, The Free Encyclopedia. Retrieved 09:40, October 8, 2018, from https://en.wikipedia.org/w/index.php?title=Leisure&oldid=8537492442 Benjamin Kline Hunnicut, “A Fast-Paced Look at the Whirl and Flux of Modern Life,” Chicago Tribune, September 19, 1999, Books, 8






https://en.wikipedia.org/w/index.php?title=Leisure&oldid=853749244

4. Leisure time and the youth with disabilities

People with disabilities, and especially the youth and children among them, experience lower or near to none participation in leisure time activities and this is due to several factors. Fewer governmental policies to promote participation, lack of society awareness and funding, lack of infrastructure and facilities for people with disabilities are among the leading factors for this to be so. Youth with disabilities, especially those with severe limitations, generally have more difficulty developing and maintaining a social network.3 For this reason, leisure, in its broadest sense, appears essential, especially for the psychological, social, mental and physical development of people with disabilities.4

It has been scientifically proven that leisure plays a key role in the physical and mental well-being of individuals.5 This reality is even more significant for people with disabilities, who are two to three times more likely to be overweight or obese because of a more sedentary lifestyle.6

From the youth point of view, leisure time is probably the most enjoyable time of the week when you socialise and enjoy your passions and interests. What is more, leisure time aids and elevates the physical and psychological growth, which makes it even more critical for the positive development of the young members of society.

However, from the youth with disabilities perspective, situation significantly differs as the opportunities for indulging in a leisure time activities are fewer and more limited. The youth with disabilities have the same preferences and wishes for leisure activities as their peers without disabilities, unfortunately their access to such is harder to obtain. This inevitably has its consequences on the mentality of the youth with disabilities and directly affects their social inclusion, psychological well-being and health.

f we spend a moment to imagine ourselves in the shoes of a youth with disability, who has near-zero opportunities for personal development and satisfaction, we can firmly realise the critical significance of leisure activities.

It is important for leisure time activities to be recognised and appreciated as one of the most vital instruments to aid social integration and more enjoyable life and which, when used and supported

3 Bodde, A.E.; Seo, D.C. A review of social and environmental barriers to physical activity for adults withintellectual disabilities. Disabil. Health J. 2009, 2, 57–66. 4 Lord, E.; Patterson, I. The benefits of physically active leisure for people with disabilities: An Australian perspective. Ann. Leis. Res. 2008, 11, 123–144.5 Elkington, S.; Gammon, S.J. (Eds.) Contemporary Perspectives in Leisure. Meanings, Motives and Lifelong Learning; Routledge: London, UK, 2015.6 Aubé, J. La Promotion de la Saine Alimentation Auprès des Jeunes Ayant une Limitation Fonctionnelle; Extenso, Centre de Référence Sur la Nutrition Humaine: Montréal, QC, Canada, 2012.






properly, can serve as a facilitator to numerous positive effects upon the psyche and body of the youth with disabilities.






5. Social Exclusion, Social Inclusion and Leisure in between

Leisure activities are a critical tool for the fruitful inclusion of youth with disabilities within the society and possibly the best and most enjoyable means to achieve social inclusion. Inclusion refers to a philosophy that goes well beyond non-discrimination and takes a proactive approach to include all people in all life within the society.7 It is the process of improving the terms on which individuals and groups take part in society—improving the ability, opportunity, and dignity of those disadvantaged on the basis of their identity.8

The goal of social inclusion is to ensure equal opportunities for all individuals, so they can realize their full potential. Inclusive societies are characterized by equal access to public information; equity in the distribution of resources; effective leadership; strong civil society; universal access to public infrastructure and facilities; respect for human rights, freedoms, and the rule of law; and people’s participation in social, economic and political life.9

In order to understand Social inclusion correctly, we can take a look at what its counterpart embodies, namely Social exclusion.

Social exclusion, or social marginalization, is the process in which individuals or people are systematically blocked from (or denied full access to) various rights, opportunities and resources that are normally available to members of a different group, and which are fundamental to social integration and observance of human rights within that particular group such as housing, employment, healthcare, or in our case - leisure activities for youth with disabilities.10

Social exclusion is the fruit of alienation within the society and can be due to various aspects of the person’s background, physique or beliefs. 11 Basically, no one is safe from social exclusion and anyone who appears to deviate in any way from perceived norms of a population may become subject to coarse or subtle forms of social exclusion. However, some social groups are inclined to exclusion more than others. Youth with disabilities unfortunately fall in the latter category.

The good news is that Social Exclusion is a process, and just like any other process, it has the ability to be reversible. Leisure activities are a powerful tool to aid and speed up this reverse.

Fortunately, the European Union has begun to focus on and implement various Inclusion strategies facilitated through the Council of Europe Disability Action Plan and more and more people begin to

7 Stephanie Montgomery, M.S.,CTRS and Alayne Kazin, M.A., CTRS. What is inclusion? Retrieved October 9, 2018, from https://www.nchpad.org/59/435/ Providing Inclusive Recreation Opportunities, The Cincinnati Model8 Social Inclusion. In World Bank. Retrieved 16:45, October 8,2018, from https://www.worldbank.org/en/topic/social-inclusion#19 DESA, 2009, pp. 9-1010 Wikipedia contributors. (2018, October 4). Social exclusion. In Wikipedia, The Free Encyclopedia. Retrieved 12:55, October 8, 2018, from https://en.wikipedia.org/w/index.php?title=Social_exclusion&oldid=86241781811 See footnote 10






https://en.wikipedia.org/w/index.php?title=Social_exclusion&oldid=862417818

https://www.worldbank.org/en/topic/social-inclusion#1

https://www.nchpad.org/59/435/

realise the power of unification hidden in something so simple as ‘’pastime activities’’. This handbook is a small contribution to those strategies.






6. Social Environment for the youth with disabilities

Successful social inclusion requires adequate Social Environment and this applies as much to the daily routine of the youth with disabilities as to their leisure activities.

Overall the social environment is considerably less accessible to people with disabilities thanhealth and social services and this includes leisure activities. Funding for facilities, trainers, accessibility and awareness are still scarce. Therefore, people with disabilities find themselves excluded from most of the leisure and cultural activities. Access to theatres, concert halls, and sport facilities is often very difficult, or impossible. Significant barriers also exist, even though slightly less significant to other areas of social life, such as participating in religious services, or be able to do his/her own shopping whether in commercial centres or shops.12

12 Disability and Social Exclusion in the European Union Time for change, tools for change.. Final study report. Retrieved 13:37, October 10, 2018 from http://sid.usal.es/idocs/F8/FDO7040/disability_and_ social_exclusion_report.pdf






http://sid.usal.es/idocs/F8/FDO7040/disability_and_%20social_exclusion_report.pdf

http://sid.usal.es/idocs/F8/FDO7040/disability_and_%20social_exclusion_report.pdf

7. Understand the problem: Social Inclusion challenges for youth with disabilities on local and European level

The World Leisure Organization supports the belief that appropriate and well selected leisure activities can enhance the individual’s quality of life13. This implies not only to children but to human beings in general regardless of their background of physical abilities.

Leisure activities are powerful tool for experiencing self-reflection, self-exploration and personal growth as leisure gives the individual freedom to choose what they want to do, rather than impose an activity which the individual needs to carry out. This can prove to be of a significant value to the youth with disabilities as they are among those who are most threatened with not only limited contacts with the outside world and their own community, but also with sedentary style of living which proves to be harmful for the physical and mental well-being. By themselves leisure activities tackle all the aforementioned issues.

Unfortunately, in the life of the youth with disabilities, leisure activity participation has its constraints. While for the typical person without disability the main constraint to enjoying leisure activities is most often ‘time’, for the individual with disability, weather youth or adult, there are significantly more difficulties.

7.1.Lack of Family & Community support

Support from parents, friends and relatives and from community itself is necessary for the inclusion of youth with disabilities in various activities. It should be flexible and tailored to their needs. Involvement in different activities can be hampered by the lack of: parental support related to past negative experiences; knowledge on the value of inclusion activities or possible difficulties performing them. To overcome these difficulties, you will need to provide information about the activities, how to access and perform them and what their value is, and also help the parents with none experience in providing support by teaching them the basics of Do’s and Do Not’s. You may encounter lack of support from the community itself, which can create the so called "learned helplessness" - if so you have to focus your efforts in making youth with disabilities and their parents realize the importance of the social inclusion and the benefits it delivers for the well being of the youth with disabilities.

7.2.Lack of Social Skills and Low Self-Esteem

Low self-esteem and fear of failure among young people with disabilities may be due to prejudices, distortions, exclusion and discrimination that they have previously experienced. There is a tendency among young people with disabilities to perceive themselves as unable to become involved in different group activities. Over time they start to feel uncomfortable when they need to participate

13 “From childhood to later life” (World Leisure Organization, 2008, p.4)






in joint activities. There could be also difficulties stemming from the misunderstanding of disabilities and the corresponding needs as well as the lack of sensitivity to the different disabilities, such as the prejudice that young people with disabilities cannot engage in joint activities with the others. To these challenges insecurities, fear of failure or violence, fear of large groups, the sense of isolation and rejection, mistrust and insecurity, lack of motivation for inclusion in group activities, can be added.

7.3.Lack of Infrastructure, Human resource & Financial SupportPositive attitude is not always sufficient for inclusion. Inclusion requires infrastructure, technical and financial resources. In many cases, the lack of access to activities is due to the absence of means of transport, wheelchairs, infrastructure, and the remoteness of leisure facilities, material and financial resources, lack of qualified staff and experienced volunteers and youth leaders. In order to be overcome - such problems should be dealt with the help of the local organisations, community, municipal authorities, etc.

7.4.Awareness and Attitude towards social inclusionAs a youth leader, you may have experience in organizing different activities, in spite of that you can face challenges related to the specifics of the various disabilities or the communication with young people with disabilities; as a result, you will not have a complete understanding of the complexity of your work. Absence of knowledge can lead you to fear working with young people with disabilities. The loss of sensitivity to disability is often expressed in the absence of empathy or misunderstanding and lack of openness. Misunderstanding and ignorance can create low or false expectations about the abilities and the potential of the youth with disabilities. Low expectations can form the belief that the youth with disabilities cannot reach the level of the youth without. Lack of experience can get you focused on their disability and not on their abilities. To the lack of experience and abilities, you can add other barriers - the absence of volunteers and trained staff, lack of time, information and appropriate activities.

7.5.Communication and Language barriersLimitations in linguistic and communicative abilities due to the specificity of disabilities may also make inclusion more difficult.

The above mentioned types of constraints can come into play which can hinder engagement in leisure activities. These three constraints are: intrapersonal, interpersonal and structural.14

Intrapersonal constraints are considered the psychological barriers - for a youth with disabilities this could mean physical and mental abilities, fear or being ‘different’, various internal constraints towards leisure.

Interpersonal constraints are the interaction or relations with other individuals - for youth with disabilities those are related the lack of experience with social relationships, fear of being mocked at, previous unpleasant experiences within the community.

Structural constraints - for the person with disabilities those could be interpreted as the lack of facilities to cater for the specific disability to allow participation in leisure activities.

14 Crawford & Godbey, 1987






These 3 most important constraints should be tackled and overcome in particular sequence so that participation in leisure activities occurs. First, the youth with disability must overcome the intrapersonal constraints and fears, and then overcome the lack of social experience and lastly the structural barriers.

However, all this cannot be done by the youth with disability themselves. Exactly here comes the importance of the youth leader and educator. Their role is to guide the youth through those steps and help them overcome the constraints. This can be done through a lot of interaction, establishing a trustworthy environment of communication and efforts from the youth leader’s organisation to make their facilities accessible and welcoming to the youth with disabilities.






8. Defining types of disabilities

According to most resources on the subject, there are 4 types of disabilities based either on a person’s physics, mentality or both. However, it is important to remember that a disability can be quite complex and two people with the same type of disability may not have the same experiences. 15

Also, 90% of disabilities are invisible – so while you may not see any visible signs, the disability can still be a part of someone’s day-to-day life.

8.1.Physical Disabilities

Those may affect, either temporarily or permanently, a person’s physical capacity and/or mobility.Whilst there are tests available for some physical disabilities, they are often diagnosed through observations of a person’s development, behaviour, and physical capabilities.16

There are different causes of physical disabilities but they can include inherited or genetic disorders, serious illnesses, and injury.

Characteristics:

Physical Disabilities include functional, physiological and/or mobility impairments They can be fluctuating, progressing, non-progressive, chronic, visible or invisible Some Physical Disabilities involve extreme pain, some less and some none at all

8.1.1. Progressive Physical Disabilities - get worse over time but can fluctuate Multiple Sclerosis – neurological deterioration Muscular Dystrophy – muscular disorders Chronic Arthritis – inflammation of the joints

8.1.2. Non-Progressive Physical Disabilities - remain stable Cerebral Palsy – neurological condition Spina Bifida – congenital malformation of the spinal cord Spinal Cord Injury – neurological damage resulting from trauma Dwarfism - short stature (abnormal skeletal growth)

8.1.3. Fluctuating Physical Disabilities17

Fibromyalgia – chronic pain condition Chronic Fatigue Syndrome – chronic fatigue condition

15 House with no steps. Types of disabilities in HWNS. Retrieved 14:04, October 10,2018 from https://www.hwns.com.au/about-us/about-disability/types-of-disabilities/16 House with no steps. Types of physical disabilities in HWNS. Retrieved 16:34, October 10,2018 from https://www.hwns.com.au/about-us/about-disability/types-of-disabilities/types-of-physical-disabilities/17 House with no steps. Types of physical disabilities in HWNS. Retrieved 16:50, October 10,2018 from https://www.hwns.com.au/about-us/about-disability/types-of-disabilities/types-of-physical-disabilities/






https://www.hwns.com.au/about-us/about-disability/types-of-disabilities/types-of-physical-disabilities/

https://www.hwns.com.au/about-us/about-disability/types-of-disabilities/types-of-physical-disabilities/

https://www.hwns.com.au/about-us/about-disability/types-of-disabilities/

Epilepsy - neurological condition where a person has a tendency to have recurring seizures due to a sudden burst of electrical activity in the brain. Seizures can cause unusual movements, odd feelings or sensations, a change a person’s behaviour, or cause them to lose consciousness.

8.2.Sensory Disabilities

Disability of the senses (hearing, sight, touch, smell, taste). As nearly 100% of our information from the outside world comes from the senses (especially sight and hearing), a sensory disability can significantly lower the amount of information a person gathers from their surroundings.

Types of Sensory Disabilities:

8.2.1. Blindness and low visionBlind and partially sighted are both indicated with the term ‘visual impaired'. Partially sighted and low vision are used as equal indication of ‘limited sight’.

“Legally Blind” describes an individual who has 10% or less of normal vision.

Only 10% of people with a visual disability are actually totally blind. The other 90% are described as having a “Visual Impairment.”

8.2.2. Deaf blindness18

Deaf blindness is a condition that combines in varying degrees both hearing and sight loss. Two sensory impairments multiply and intensify the impact of each, creating a severe disability with a high risk of isolation and exclusion.

8.2.3. Autism spectrum disorder (ASD)This is a lifelong developmental disability which affects the way someone interacts with the world around them. The effect of the condition can include difficulties in social interaction and communication, restricted and repetitive interests and behaviours, and sensitivity to sensory experiences – noise, light, touch etc.

8.2.4. Hearing loss and deafnessHearing loss, also known as a hearing impairment, is the partial or total inability to hear. Damage to any part of the external, middle, or inner ear can cause hearing loss which can range from being mild to profound.

“Deaf” describes an individual who has severe to profound hearing loss. “Deafened” describes an individual who has acquired a hearing loss in adulthood. “Deaf Blind” describes an individual who has both a sight and hearing loss. “Hard of Hearing” describes an individual who uses their residual hearing and speech to

communicate.

18 House with no steps. Types of sensory disabilities in HWNS. Retrieved 17:15, October 10,2018 from https://www.hwns.com.au/about-us/about-disability/types-of-disabilities/types-of-sensory-disabilities/






https://www.hwns.com.au/about-us/about-disability/types-of-disabilities/types-of-sensory-disabilities/

8.2.5. Sensory processing disorderThis is a condition where a person has trouble receiving and responding to information that comes in through the senses. This may mean they misinterpret everyday sensory information, such as touch, sound, and movement.

When someone has sensory processing disorder, they are able to sense the information, however, the brain perceives and analyses the information in an unusual way. It may affect one sense only or it may affect multiple senses.

8.3.Intellectual Disabilities

A permanent limitation in a person’s ability to learn. Most common effects include difficulty communicating, learning, and retaining information

An intellectual disability is characterised by an intellectual development and capacity that is significantly below average. There’s a significant difficulty with daily living such as self-care, safety, communication, and socialisation. It is common that people with learning disabilities process information much slower than others and have difficulties with abstract concepts such as time and money.

There are various types of intellectual disabilities.

8.3.1. Fragile X syndrome (FXS)This is a genetic condition caused by a mutation (a change in the DNA structure) in the X chromosome. Those affected may experience a wide range of physical, developmental, behavioural, and emotional difficulties, however, the level of severity varies.

Common signs include a developmental delay, intellectual disability, communication difficulties, anxiety, ADHD, and behaviours similar to autism - hand flapping, difficulty with social interactions, difficulty processing sensory information, poor eye contact.

8.3.2. Down syndromeThis is a genetic disorder which occurs when someone is born with a full, or partial extra copy of chromosome 21 in their DNA.

People with Down syndrome most often have a distinguishable physical and developmental characteristics - slight upward slant of the eyes, a rounded face, and a short stature. Some level of intellectual and learning disabilities can be present, but this can vary widely from person to person.

8.3.3. Developmental delayThis occurs when a child develops at a slower rate compared to other children of the same age, they may have a developmental delay. One or more areas of development may be affected including their ability to move, communicate, learn, understand, or interact with other children.

Sometimes children with a developmental delay may not talk, move or behave in a way that’s appropriate for their age but can progress more quickly as they grow. For others, their






developmental delay may become more significant over time and can affect their learning and education.

8.3.4. Prader-Willi Syndrome (PWS)Prader-Willi syndrome (PWS) is a rare and complex genetic disorder caused by an abnormality in the genes of chromosome.

One of the most common symptoms of PWS is a constant and insatiable hunger which typically begins at two years of age. People with PWS have an urge to eat because their brain (specifically their hypothalamus) won’t tell them that they are full, so they are forever feeling hungry.

The symptoms of PWS can be quite varied, but poor muscle tone and a short stature are common. A level of intellectual disability is also common, and children can find language, problem solving, and maths difficult.

Someone with PWS may also be born with distinct facial features including almond-shaped eyes, a narrowing of the head, a thin upper-lip, light skin and hair, and a turned-down mouth.

8.3.5. Foetal alcohol spectrum disorder (FASD)These are a number of conditions due to an unborn foetus’ exposure to alcohol. Alcohol could cross the placenta from the mother’s bloodstream into the baby’s, exposing the baby to similar concentrations as the mother and thus causing irreversible changes. Symptoms can vary - distinctive facial features, deformities of joints, damage to organs such as the heart and kidneys, slow physical growth, learning difficulties, poor memory and judgement, behavioural problems, and poor social skills.

Environmental and other factors could also be the causes for an intellectual disability. For example, children in poor families may acquire intellectual disability because of malnutrition, disease-producing conditions, inadequate medical care, and environmental health hazards.

8.4. Different Disabilities present different challenges19

Mobility impairment affects the range or speed of movement to varying degrees. Sensory impairment affects the ability to gather information through the senses such as

sight or hearing. Cognitive or mental health impairment affects the capacity to process information and react

appropriately. With hidden disabilities, the stress of an emergency situation may trigger a condition such as

asthma or heart problems.

19 Employer Disability Information. Retrived 27 October,2018, 16:40 from http://www.employerdisabilityinfo.ie/advice-and-information/health-and-safety/different-disabilities-present-different-challenges






http://www.employerdisabilityinfo.ie/advice-and-information/health-and-safety/different-disabilities-present-different-challenges

http://www.employerdisabilityinfo.ie/advice-and-information/health-and-safety/different-disabilities-present-different-challenges

9. Defining leisure activities types and guidelines

Many young people with disabilities live a rather different life than that of their peers. There is a high chance that they do not feel as part of their community as they wish they were, or might not have the access or financial means to attend desired activities.

This social exclusion has profound effects on their mentality and even their physical well-being and might result in a constant sense of alienation from the society. Lack of activities which involve social, physical or intellectual efforts may result in unnoticed by the rest of the society. Often they feel unnoticed by the others. May be they lack of friends, extremely narrow social circle, no new points of view towards life and very few or none at all people to share their dreams, spare time and their lives with.

Leisure activities are a meaningful way of integration providing various opportunities for:

developing meaningful relationships and experiencing the sense of belonging; connecting with peers with common interests; meeting friends and creating new friendships; being accepted by the community; active integration in the community; active participation in social life and experiencing personal their own contribution to the

community- accepting a valuable role in the community; developing and practicing social skills; increasing the sense of worth, value and kindness; developing self-confidence in their own abilities; developing positive self-esteem; mastering self-presentation; widening their social experience; overcoming the feeling of isolation and loneliness.

Leisure activities may vary and may include but are not limited to participation in community environment protection projects, volunteering in the organization of different community events and holiday celebrations, games for social skills development, public celebrations of special events, talks with friends on different socially important topics, taking group trips to historically significant places or/and group outdoor activities such as hiking and camping.

Leisure activities have to:

be on a regular basis; be catered to the participants’ interests; provide meanings for the acquisition of a wider social experience and skills; provide positive experiences - joy, relaxation, fun, satisfaction from being able to achieve

goals; be in groups;






contribute socially; be accessible; be appropriate to the disabilities of the participants; increase the participants’ social responsibility.

5 main types of leisure activities can be identified:

Physical Activities - Outdoor Leisure Activities, Sports & Games Creativity: Arts & Crafts Social & Cultural Activities Educational cooperation Peer learning

We will look over each type in detail.

9.1.Physical Leisure Activities

This category is broad as it includes all in- and outdoor leisure activities, sports and games.Physical leisure activities not only promote physical well-being but also come with numerous benefits to the psychological health and social integration of the youth with disabilities.

Physical activity is an important aspect of a healthy and fulfilling lifestyle and provides significant benefits to any individual regardless of ability or developmental stage.

Youth with disabilities, who have a tendency to be less physically active due to their disability are at a higher risk for complications associated with inactivity have an especially significant benefit from being involved in Physical Leisure Activities.

The benefits of regular physical activity for youth with disabilities can range from physical, emotional and social:

strength gains increased flexibility improved bone health better body endurance cardiovascular fitness good maintenance of mobility lowered risk of being obese improved mood and wellness improved self-esteem and self-confidence developing of teamwork competencies self-regulation and decision making skills new and exciting social surrounding meeting new people socialising






Examples of physical leisure activities:

group sports (football, basketball, badminton, ball games, etc.) hiking (exploring mountain or hill trails, backpacking, riverside walks, etc.) activities with campfire walks made for investigating animals walks made for investigating plants garden works cave investigation martial arts (judo, karate, wing chun, tai chi, aikido, etc.) dancing (ballet, oriental, latin, aerobic dances, etc.) aerobics, fitness or gym activities (street fitness, going to the gym, group trainings, etc.) in- and outdoor games (table tennis, hide and seek, team games, active games, target games

(dart), throwing games (Frisbee), etc.)

Tips for the youth leader! Don’t approach physical activity as something the youth with disabilities can’t do, but rather

guide them toward activities in which they can succeed. Many sports and leisure activities can be adapted either by the rules of the game or the required equipment.

Remember the number one factor when choosing and adapting appropriate physical activities for youth with disabilities should be having fun.

9.2.Creativity: Arts & Crafts

This is the creative category which is best able to bring out the personality of the individual. This is especially beneficial for the youth with disabilities as it could help promote their sense of self, discover new and exciting passions, develop skills, and help them get a general sense of fulfilment and purpose.

Arts and crafts leisure activities can benefit youth with disabilities by giving them entirely new mediums through which they may express themselves and their experiences and this is vital to their mental well-being. Those leisure activities can be relaxing as well as therapeutic. Arts and Crafts can significantly help youth with disabilities to perceive the world in a better and more in-depth manner. Through being part of these creative activities, positive changes in the emotional, thought and behavioural patterns can occur.

Arts and Crafts leisure activities benefit the youth with disabilities by:

building fine motor and problem solving skills enhancing communication and expression of the self promoting self-esteem and motivation to succeed growth in mental agility gaining a sense of inventiveness giving good sense of achievement and pride






instilling positive thoughts - enabling to learn there's more to the world than the youth’s disability

developing social skills

Examples of Arts and Crafts Leisure Activities:

making celebration cards decoupage fabric painting ceramics paper folding art photography sketching mosaic art sculpture art painting (watercolour, finger, glass, etc.) pottery crocheting jewellery making performance arts (singing, drama, theatre, etc.)

Tips for the youth leader! Eliminate distractions: Give a choice. Offer up two or three potential craft projects and let them choose. Ease into the work: Help them to build a tolerance for the materials which will be used and

give them advice on how to work with them. Offer specific encouragement. Point out the good details of the project the youth with

disability is working on. Help, but don’t hover. Before jumping in to assist, first engage in conversation. Helping with

problem-solving rather than assisting with the task, will give the youth with disability a sense of empowerment.

Limit materials. Too many materials can be overwhelming and distracting. Keep things simple and add more materials if boredom or desire to make more occurs.

Use the “hand over hand” technique. Place your hand over the youth’s to help him trace or paint. You serve as a guide and support, and they will still be building fine motor skills.

Show off the work. Everyone loves being acknowledged for the good work they’ve done and youth with disabilities do not fall short.

9.3.Social & Cultural Activities

This is the category that provides the most social interaction not only because the youth with disabilities meet other individuals, but also because these activities are a vital part of the societal way of living which many persons with disabilities are deprived of. Therefore, it is vital for the youth with disabilities to participate in such activities as those aid to their inclusion within the community the most and usher them into the normal way of living.






Social & Cultural Activities benefits for the youth with disabilities:

meeting new friends with similar experiences of interests feeling as a full member of the society broadened perception of the world feeling of fulfilment and well-spent time gaining new knowledge on various topics

Examples of Social and Cultural Leisure Activities:

volunteering educational workshops language cafes and classes attending cultural events (theatre, music concerts, cinema) participating in performance clubs participating in mental game clubs (chess) taking part in chorus participating in social clubs poetry reading and literature classes personal development group lessons attending museums and galleries field trips with historical value classes for developing skills (cooking, design)

Tips for the youth leader! The various social activities offer great opportunities for social integration, as well as for the

development of social competencies and a sense of civic responsibility in young people with disabilities.

Organize their participation in various forms of voluntary work. Such participation will enhance their sense of self-worth and of making a meaningful contribution to society.

Propose activities which bring about positive experiences - of joy, relaxation, fun, satisfaction from being able to achieve a goal.

Organize visits to different social and cultural events, as well as to events which offer opportunities for discussions on different topics. This will give young people with disabilities an opportunity to practice their communications skills and to express their views on different social issues.






9.4.Educational cooperation

Combining school activities with leisure time and out-of-school activities provides opportunities not only for cognitive, emotional and social development but also for inclusion in different communities.

Many youth organizations offer different activities that provide activities to develop your abilities, knowledge and capacity, that are useful for achieving the educational goals set out in the various European programs and, in addition, for the inclusion of young people with disabilities.

Promoting educational activities to be performed during leisure time complements national strategies for improving the social environment, social interactions and the integration of young people with disabilities. Joining various organizations in providing education-enhancing activities promotes future career development, well-being and health, and is in line with the policies and educational programs of the European Union.

The activities provided by individual organizations in the field of education have a broad public response at local and national level.

These can be different learning games, group activities in the field of science and art, drawing up various projects, collaborative learning, and joint volunteer activities.

The joint activities offered by your organization and other organizations in the field of education expand even further:

the inclusion in different social communities; the integration of knowledge and experience derived from different activities; the improvement of motivation and self-efficacy.

Examples of educational cooperation

going to cinema/theatre going to concerts (classical and contemporary) and music festivals going to exhibitions going to museums language cafés computer classes discussions on topics related to social life, politics and history educational games doing art projects visits to the parliament and public institution educational seminars on healthy lifestyle






Tips for the youth leader! Propose activities which can help participants complete their learning tasks. Create an atmosphere of trust and mutual support while discussing the different ways of

completing the learning tasks. Organize discussions on different topics related to the educational curriculum. Emphasize the importance of feedback as the development of skills and knowledge

progresses. Organize the participation in different events such as Olympiads, debates, seminars or clubs. Propose activities which challenge participants’ strengths and capabilities. Challenges

shouldn’t be so big as to cause worry and lack of confidence. Create spaces at school (such as notice boards or special spots) where jointly created

products can be exhibited and discussed. Combine seriousness and effort with pleasantness and fun.

9.5.Peer learning

Peer learning opens up opportunities for developing different skills and capacities and also to experience the joy of joint problem solving in different areas. Peer learning creates security and confidence as well as openness to inclusion in various group activities.

Learning with peers has the following benefits:

it broadens one’s understanding of social and personal life it enhances one’s social skills and experience it develops diverse problem solving skills it develops an interest in society it teaches one to defend one’s needs, desires and opinions while respecting those of others it builds conflict resolution skills it enhances one’s confidence in one’s strengths and abilities it offers an opportunity to experience positive emotions

Examples of peer learning activities

joint project implementation board games “worth it” international youth exchanges and educational workshops camping visits to other organisations for joint celebrations playing a musical instrument






Tips for the youth leader! Choose fun activities based on the interests of the young people with disabilities. Propose activities which capitalize on participants’ strengths. Create an atmosphere of acceptance and security which creates positive emotions and

brings about joy. Combine seriousness and effort with pleasantness and fun. Provide opportunities for sharing experiences and responsibilities. Provide opportunities for discussion on various current issues of importance.






10. Guide on Successful Youth with Disabilities Leadership and Inclusion in Leisure Activities

Become the right person: Great changes are made with the right attitude

10.1. Purpose and Responsibilities of a youth leader working with youth with disabilities

A Youth Leader’s main purpose should be providing support to youth with disabilities and help them develop and strengthen their relationships with family, society and the supporting organisations. This will be achieved by working with the youth with disabilities and the youth leader’s organisation to develop approaches and strategies that enable participation and engagement of youth with disabilities and respond adequately to the needed type of support for their participation..

Main Responsibilities:

Work within the philosophy, policies and procedures of their organisation ensuring youth with disabilities support undertakings are consistent with the framework of the organisation.

Understand and acknowledge duty of confidentiality to ensure they will not at any time disclose sensitive information regarding youths with disabilities or the organisation.

Serve as a valuable and efficient connection between the organisation and the youth with disabilities and their families.

Work sensitively and compassionately with the youth with disabilities and their family and community.

To supervise youth with disabilities and ensure general health & safety and rules of conduct. Be responsible for individual and personal support of youth with disabilities in the form of

information, advice, engagement and understanding. Organise and participate in activities with youth with disabilities and perform and effective

outcome evaluation. Self-reflect and self-evaluate their own performance. Assist with the necessary set-up and clean-up in order to provide a safe and thriving

environment for everyone involved in the leisure activities. To facilitate and participate in games, activities and discussions with youth with disabilities To undertake required record keeping procedures including reporting verbally to supervisor

and completing any relevant forms.

10.2. Get to know your own Youth Leadership

10.2.1. Ask the 4 W’sIt is no secret that each individual have their personal reasons for becoming a youth leader and choosing to work with youth with disabilities. Therefore, it is important for each youth leader,






weather novice or experienced, to ask themselves and find out the exact reasons such volunteering position is or isn’t a fit for them:

10.2.2. Why do I want to be a youth leader?What are the reasons behind your eager to become/be a youth leader and get involved in the lives of people with disabilities?

10.2.3. What do I want to give to the youth with disabilities?Ask yourself what your mission towards those people is and what do you want to see yourself contribute to their lives and well-being.

10.2.4. What do I want to gain from the youth with disabilities?Each volunteer, although performing a non-paid work, want to gain something for themselves in return - experience, a sense of self-completion or maybe the good feeling of doing a selfless deed. What are your reasons?

10.2.5. Who do I need to become to be a successful youth leader for the youth with disabilities?

Working with youth with disabilities is after all a demanding effort and requires certain qualities such as patience, compassion for other human beings, understanding and willingness to improve yourself and others. Think about the qualities that make a successful youth leader in your opinion. Consider which area of your life/personality would need improvement to help you become a better youth leader and evolve even more as a human being.

10.3. Be the right organisation: Creating a Safe Environment It is paramount for the well-being of the youth with disabilities and their successful inclusion within leisure activities to create a safe and nurturing environment which corresponds to their needs. This means that you as a youth leader and your organisation should make the effort towards inclusion-friendly modifications which will aid the participation of youth with disabilities in and outside the premises of the organisation. Such modifications apply not only to the facilities/premises of the organisation but also to the mentality of everyone involved in the creation and execution of leisure activities for the youth with disabilities.

These are the main domains which require attention:

Psychological Safety of youth with disabilities Physical Safety and Emergency preparedness Culture of inclusion in your organisation Facilities and modification ideas to accommodate youth with disabilities in and outside your

organisation premises

10.3.1. Psychological Safety

This has to do with the strive to provide a barrier-free communication environment in which the youth with disabilities will feel safe to share and thrive in. It is the aspect of getting to know the






individuality of each youth with disabilities and provide them with emotional support that corresponds to their needs.

Psychological safety has little to do with the physical facilities and amenities for the persons with disabilities and a lot with setting the right mental environment of inclusion and understanding in you as a youth leader and the rest of the workers in the organisation.

Tips on establishing psychological safety:

Recognise the internal barriers - those that have their roots within the youth with disability - and combat those through communication and understanding. Whether lack of motivation, limited aspirations or fear of rejection because of being different, the inner barriers can be tackled through explanations, get-to-know you questions and unconditional support.

Get to know the factors that influence an individual’s personal disability experience. Hear their story.

Understand the previous leisure experiences of the youth with disabilities or the lack of such.

Prepare youth with disabilities for participation in leisure activities involving a group of people. Thus you’ll make them aware of what will come next and have the understanding to be an active participant in the social circle which will be formed through the leisure activity.

Avoid pity, charity and hero worship: Pity, feeling sorry for the youth with disabilities, and inclinations towards charity, can make them feel uncomfortable and deprived of the chance to participate independently and effectively in the leisure and social activities your organise.

Avoid stereotyping: do not stereotype youth with disabilities, assuming their quality of life is poor or that they are unhealthy because of their impairments.

Shift your focus: do not consider disability as a personal deficit or shortcoming, instead think of it as a social responsibility in which you, your organisation and the society has the mission to support the independent and fulfilled living of the people with disabilities.

10.3.2. Physical Safety and Emergency preparedness

It is vital to create a physically safe environment for the youth with disabilities and be prepared for extreme circumstances such as disasters, injuries, fires, etc both in and outside your premises.

Upon arrival at the organisation’s premises or any other place you will conduct the leisure activities, get familiar and explain to the youth with disabilities all the emergency exits, safety cards, fire escape plans, etc.

Collect information from each youth with disabilities regarding emergency numbers and family contacts and keep those at hand before, during and after the leisure activities.

Get instructions on personal assistance needs and how best to provide them from each youth with disabilities.

Conduct frequent safety and emergency preparedness training within the premises of your organisation and keep yourself and the rest of the people within the organisations aware how to act in extreme circumstances.

Communicate with the youth with disabilities about their health condition, potential threats to it and find out if they require medicine, which and how often.






Keep a concise record form of each youth with disabilities where you include their emergency/family contacts, description of their condition, medicine they require and any other information you would need access to quickly. Keep those forms confidential.

10.3.3. Culture of inclusion in your organisation

This is the domain which has a lot to do with the people factor within your organisation and aiding them create the right mindset for working with youth with disabilities.

Tips on improving the culture of inclusion within your organisation:

dispel disability-related myths and barriers. ensure everyone in the organization has the latest factual information about working with youth with disabilities

understand how becoming "disability friendly" gives to your organisation aan advantage and positive contribution to the life and well-being of youth with disabilities

ensure your diversity strategy includes disability as is the largest minority group. develop policies, procedures, practices, and training related to the successful inclusion of

and communication with youth with disabilities develop or adapt a proactive, open and defensible interactive process for successfully

accommodating youth with disabilities within your premises and activities

10.3.4. Facilities and modification ideas to accommodate youth with disabilities

One of the main reasons people with disabilities are excluded from leisure and societal activities are the unmodified facilities and buildings which are not accessible for people with disabilities.

Below are steps your organisation can incorporate, where reasonable, to make structural or physical changes to the organisations’ premises:

Widening doorways to allow a wheelchair to pass through easily Attaching a portable wireless doorbell Installation of sliding doors Installation of intercoms Replacing steps with ramps Relocating light switches and door handles to a level that considers people who have

difficulty in reaching Putting in place audio-visual fire alarms Providing accessible toilet facilities for persons with disabilities Review signage – both inside and outside of premises so that it is accessible in

terms of size, location, colour contrast and typeface. Identify any fixtures or fittings, furniture, equipment or materials that could cause difficulty

for persons with disabilities with different impairments such as lighting levels, colour contrasts, the width of doors, handrails, types of flooring and hearing loops.

Doors are wide enough for all persons with disabilities






Signs have Braille or raised lettering wherever possible The light in your organisations’ building should be distributed evenly. There should be no

large variations in lighting levels and the light should not be too bright or too dark. Avoid glossy, shiny and polished surface finishes and keep reflections, shadows, and glare to

a minimum.

Want to make a difference but you haven't got the financial means in place?

corridors and routes are not obstructed by machinery, or anything else doors are kept open where possible doors that are closed are easy for persons with disabilities to open reposition leaflet displays, photocopiers and other equipment so that they are in the range

of 450-1300mm off the floor the range in which most people can reach things easily next time you are painting, make sure that the doors are in a contrasting colour to the walls

people with visual impairments will be able to find their way around your premises more easily

reorganise the furniture so that there is a clear route through rooms and round your premises that way people who need more space to move around or who can't see things which might be in their way will be able to get around independently

put up a notice beside the entrance saying that your staff and volunteers are ready to help any people with disabilities who may need assistance to access your premises and services (and that you welcome feedback about what you can do better)

carry out a maintenance audit by making sure that everything you have is working properly and is maintained in the best possible state

eliminate trip hazards inside your premises by tidying up, attending to unstable furniture, tears in flooring etc.

clear the pavement outside your premises of bikes, bins and anything else that might get in people's way

make sure that the cleaning agents you use aren't toxic and don't make people's asthma or breathing difficulties worse

mark emergency exits clearly put together Personal Emergency Egress Plans for any people with disabilities on your staff

or who are regular visitors to your premises

Want to make a difference but have less than € 100 to spend?

put down textured rubber matting to indicate to visually impaired people that they have reached a doorway

put a visually contrasting strip on the top and bottom step of flights of stairs to show people with low vision that they have reached the end of a stairway

make sure that you have some seating with arms, it's easier for people with mobility impairments to get into and out of

put your information leaflets voice recorded. All you need is someone with a clear speaking voice, recorder and loudspeaker. Information is useful for adult learners and people whose first language is not English, as well as people with disabilities






arrange disability equality training for your organisation - staff, volunteers and/or management committee

arrange for a staff member or volunteer to go on a sign language course visit a project like yours that has more experience of providing reasonable accommodation

for people with disabilities replace failing light bulbs and/or upgrade your lighting get rid of door saddles20

10.4. Attract the right people

Human environment and the importance of like-minded helpers.

Below are tips for scouting for volunteers just like you who are eager to spend time and effort working with youth with disabilities:

The best resources are the current volunteers within your organisation. Ask existing volunteers if they know anyone who would be interested in volunteering to work with youth with disabilities.

Get your organisation on social media. Through it you can expose your projects and missions, post photos and tag volunteers and generate excitement and awareness about working with youth with disabilities.

Focus on the volunteers! Your organisation does need help, but for a volunteer this is rarely the most compelling reason to join your projects. Instead of making the theme of your recruitment about your organisation’s needs, help volunteers see how beneficial will be their volunteer experience for them and what they will gain by it. In the case of working with youth with disabilities you can focus on things like meaningful experiences, making a difference in the lives of youth with disabilities, helping others in need by using skills and talents, supporting something they believe in.

Recruit volunteers on school and university campuses through leaflets and posters.

10.5. Tips on Effective communication with youth with disabilities

Terminology is as good as it depicts the positive attitude of the society towards people with disabilities, but also the person with disabilities towards society. It is necessary to respect the rights and needs of a particular group and to avoid the terminology that creates a negative image of this group and supports stereotypes, prejudices and discrimination. The language and terms we use are a powerful means of (anti) discrimination.

20 DESSA, Disability Equality Specialist Support Agency.Making your existing premises more accessible to people with disabilities without breaking the bank. Retrived 27 October, 2018, 17:00 from http://www.dessa.ie/making-your-existing-premises-more-accessible-people-disabilities-without-breaking-bank






Before you continue reading it is important to know that besides books and brochures about correct communication with persons with disabilities, a precise recipe does not exist. When you are in interaction with persons with disabilities just keep in mind that each person, with or without disabilities, is individual for him/herself and do not be afraid to say something wrong or not. If you are not sure, ask the person with disabilities how to communicate in the right way and put the focus on a person, not a medical diagnosis and disability.

When you use the correct language, you encourage equality for everyone. If you’re in doubt, use people first language (e.g., “a youth/person with a disability”; not “a disabled youth/person”). Below are some examples21:

USE: Person with a disability, disabledNOT: Cripple, handicapped, handicap, invalid (literally means “not valid”)

USE: Person who has, person with (e.g., person who has cerebral palsy)NOT: Victim, afflicted with (e.g., victim of cerebral palsy)

USE: Uses a wheelchairNOT: Restricted or confined to a wheelchair, wheelchair bound

USE: Persons without disabilities or able-bodiedNOT: Normal (referring to persons without disabilities as “normal” insinuates that people with disabilities are abnormal)

USE: Deaf, Hard of HearingNOT: Deaf-mute, Deaf and dumb

USE: Has disabilities since birth, born withNOT: Birth defect

USE: Psychiatric history, psychiatric disability, emotional disorder, mental illness, consumer of mental health servicesNOT: Crazy, insane, mental patient, wacko, a lunatic, a psychotic, a schizophrenic

USE: Epilepsy, seizuresNOT: Fits

USE: Learning disability, intellectual disability, developmental disability, cognitive disability, ADD/ADHDNOT: Mental retardation, slow, retarded, lazy, stupid, underachiever

Other terms that should be avoided because they have negative connotations and tend to evoke pity and fear:

Abnormal Burden Condition Deformed Differently abled Disfigured Handicapable

21 Words of Dignity. Vocabulary for addressing people with disabilities. Retrieved 28 October,2018 from http://3mc3pu3a8r0y2tbwjl479nd0.wpengine.netdna-cdn.com/wp-content/uploads/2015/04/2015_03_19_wwd_updated_FINAL.pdf






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Incapacitated Imbecile Manic Maimed Madman Moron Palsied Pathetic Physically challenged Pitiful Retard Spastic Stricken with suffer Tragedy Unfortunate Victim

10.6. Disability Etiquette22

10.6.1. Deaf and Hard-of-Hearing Tap someone who is deaf on the shoulder or wave your hand to get his or her attention. Write notes if you don’t sign (short sentences; common words). Look directly at the person while speaking and don’t obscure your mouth. Try to limit gum chewing Do not accept a head nod for understanding. Talk directly to the person, not the interpreter. Speak in a normal speed and tone unless asked to do otherwise. Avoid standing in front of a light source. Do not walk between two people using sign language as you will be cutting off their

conversation. Try to be expressive in your body language, gestures and facial expressions.

10.6.2. Wheelchair The users/Mobility Position yourself at the same eye level by sitting down if engaged in a long conversation with

someone who uses a chair. Treat the chair as part of the user’s personal space; do not touch or lean on the chair. Ask before giving assistance to a wheelchair user and take “No” for an answer. Feel free to use words like “run” or “walk”. Wheelchair users use these words too. Be aware of architectural features which may cause difficulty for wheelchair users, such as

steps or insufficiently wide doors. Remember that some parking spaces are reserved for people with mobility limitations, they

are not a luxury, they are a necessity. Direct your comments to the individual, not their companion or care attendant.

22 Disability Resources for Students. The whole section was taken 28 October, 17:00 from https://depts.washington.edu/uwdrs/faculty/faculty-resources/tips-for-working-with-different-disabilities/






Never pet, feed or otherwise distract a service animal without first obtaining permission from the owner.

10.6.3. Speech & Language Allow time for the person to speak, as they may need more time to respond to you. Avoid the urge to interrupt or complete a sentence for the person. Ask for repetition if you do not understand what the person said. Do not fake understanding. Be aware that you may need to use a variety of communication methods such as writing

notes, emailing, or technological options. Be patient and encourage the person toward expression.

10.6.4. Learning Disability/ADHD Understand that learning disabilities may impact a person’s reading, writing, math, memory,

and/or information processing. Realize that this is rarely visible evidence of learning disabilities. Use multiple methods to deliver information. Minimize environment distractions (screensavers, background noises, etc.). Keep in mind that an unconventional response may be influenced by a processing difficulty

which affects social interaction.

10.6.5. Blindness & Visual Impairment Understand that legally blind people may have some vision. Provide very explicit and specific directions if asked. Avoid using such terms as “over there”

or “turn this way”. Never pet, feed or otherwise distract a service animal without first getting permission from

the owner. Provide class information in accessible, electronic formats to support the individual in using

their technology to speak content aloud. Feel free to use words like “see” and “look”. Offer your arm/elbow when leading someone who is blind. Place the person’s hand on the side or back of the chair when seating them.

10.6.6. Chronic or Acute HealthExamples: Cancer, Asthma, Emphysema, Diabetes, HIV/AIDS, Sickle Cell

Understand that each person has unique set of symptoms and treatments. Accept that many health conditions are often invisible to others. Never define the person by the condition. For example, someone should be referred to as

“the girl who has cancer” not “the cancer girl”. Do not treat the person as if they are contagious.

10.6.7. NeurologicalExamples: Cerebral Palsy, Seizures, MS, Tourette, Muscular Dystrophy, TBI (traumatic brain injury)

Know that some of these conditions will have symptoms that look like mobility issues, others may have similar effects as learning disabilities.






Understand that someone may look like they have no disability.

10.6.8. Psychological Understand that social skills may be impaired. Be sensitive to emotional stress or triggers. Be patient. Set clear boundaries for people repeatedly interacting with you. For example, “Thanks John

for stopping by. If you want to chat, you need to make an appointment first”.

10.6.9. Cognitive Be very clear and specific in your language. Sarcasm and subtle humour is often missed. Present instructions in a clear, easy to understand way. Present oral information at a measured pace, using pauses as appropriate to encourage

understanding. Offer cues to help with transitions like “we have 5 minutes left until our meeting is done”. Reinforce information in multiple formats. Employ modelling, rehearsing and role-playing to help students learn appropriate

interactions. Keep in mind that an unconventional response may be influenced by a cognitive difficulty

which affects social interaction.

10.7. Look around, Self-Assess

Self-evaluation is a vital tool which can help you check your progress as a youth leader, find your weak spots and needs of improvement. It can also serve as a checkpoint for acquiring skills and can give you a sense of a job well-done.

To improve, check progress and maintain efficiency, follow these steps:

First: Think about your relationships with youth with disabilities, your skills in helping them and your ability to be a leader for them.

Second: Read through the list of characteristics/activities and decide which ones you do enough, which you should do more, and which you should do less and fill in the blanks with a check mark beneath the appropriate answer which corresponds to your experience. If some goals which you find important are not listed, use the blank lines down below to list them.

Third: Once you fill in the whole list, go back read it once again and circle 3 or 4 activities in which you want to improve the most.

The checklist in Annex II will help you to perform a self-evaluation.

10.8. Spread the news






Spreading the word when it comes to your organisation’s work and projects is vital - especially when you and your organisation deal with the sensitive topic of people with disabilities inclusion.

Publicity can raise awareness, inspire volunteers, attract potential benefactors, reach deep within the society and create a wave of positive outcomes.

Here are some tips to gain publicity and spread the news of your good deeds: Do not underestimate social media. Choose 2 or 3 social media platforms and invest time

and efforts to share your work and positive impact on a weekly basis. Keep the public updated.

Create and promote stories that your volunteers, benefactors and participants want to share with their social circle.

Do not underestimate word-of-mouth publicity. Assemble a team of volunteers who are excited about your organisation and committed to the cause of raising awareness and including youth with disabilities within all social life, train them to be your non-profit word of mouth marketers. This can create vital excitement and awareness about your non-profit and attract attention to your positive deeds.

Showcase the demonstrable results achieved by your organisation. Showcase the youth with disabilities which have benefited from your organisation’s work and the activities in which they participate. This can be done both on and offline through social media, local or national events you hold or printed/radio media.






Annex I: Use of mobile application

The mobile application on inclusive leisure and recreation for youth was designed as integrated software for the project. The mobile application addresses youth workers/leaders and youth organization members/beneficiaries to access a detailed and illustrated online version of this handbook.

The mobile application aims to establish a culture of quality development by adopting a self-review approach via an online self-assessment form for youth workers/leaders to assess their skills in supporting inclusive leisure activities.

There are 2 main parts in the mobile application.

TIPS: It provides a range of engaging leisure activities where youth with and without disabilities can be involved as peers, and can through common activities build together on a more inclusive society

MY CHECKLIST: It is an online assessment for youth workers on inclusive leisure activities.

Figure 1: Home page of the mobile application

There are 2 selection bars at home page. The user can change the mobile application language from the left corner.






The mobile application includes English, Bulgarian, Dutch, German and Serbian interfaces. The user can change the language via the language bar.

Figure 2: Language bar to select 5 different languages

The Main menu is at the upper right corner of the screen. It offers an easy navigation. This main menu includes links to reach “Home”, “About”, “Tips” and “My checklist”.






Figure 3: Main menu

“About” includes general information of the project that funded this handbook creation and a disclaimer text. The user can read the general information about the project and access the project’s website from this page.






Figure 4: About the project

“Tips” are various good practices that ensure the inclusion of young people with disabilities in different social communities. There are 5 domains for ensuring social inclusion. These are societal activities, educational cooperation, physical activities, creativity and peer learning.











The user can navigate with the buttons:

Previous tip Next tip Back to tip categories

“My checklist” was designed as a self-assessment for youth workers so as to continuously improve inclusive youth organization's activities and especially the activities with young people with disabilities. The self-assessment allows identifying those aspects of your activities that require improvements so as to make them inclusive.

When the user completes the self-assessment, the results are listed in 3 main domains: total score, strength sides and aspects that need to be improved. You can download it as a PDF file or send the result via e-mail.











Annex II: Self-Assessment list23

Communication Skills: Do Enough Should do More Should do Less

1. Personal communication witheach youth with disabilities _______ _______ _______

2. Effective talking in a group _______ _______ _______

3. Being forceful _______ _______ _______

4. Isolating certain youth _______ _______ _______

5. Patient listening _______ _______ _______

6. Open to sharing experiences _______ _______ _______

7. Giving constructive advice _______ _______ _______

8. Clarifying information _______ _______ _______

9. ______________________ _______ _______ _______

Problem-Solving Skills: : Do Enough Should do More Should do Less

10. Sense and prevent tension within the group _______ _______ _______

11. Sense and prevent tension in the individual youth _______ _______ _______

12. Clarifying issues _______ _______ _______

13. Giving ideas _______ _______ _______

14. Adjusting activities on the spot _______ _______ _______

15. Aid breaking psychological barriers for youth with disabilities _______ _______ _______

16. ______________________ _______ _______ _______

23 Idea for list taken from Designing Student Leadership Programs: Transforming the Leadership Potential of Youth by Mariam MacGregor, Youth Leadership.Com, 2nd Edition 2001, pages 63-65.











Observational Skills: : Do Enough Should do More Should do Less

17. Noting communication between youth with disabilities _______ _______ _______

18. Noting how interested the youthis in the particular activity _______ _______ _______

19. Sensing the feelings of YWD _______ _______ _______

20. Noting if anyone is left out _______ _______ _______

21. Noting how each YWD feelsduring the activity _______ _______ _______

22. Noting how each YWD feelswithin the given social environment _______ _______ _______

23. ______________________ _______ _______ _______

Giving emotional support: Do Enough Should do More Should do Less

23. Showing interest in YWD _______ _______ _______

24. Reduce psychological tension in YWD _______ _______ _______

25. Supporting the rights of YWDin case of group pressure _______ _______ _______

26.Give praise _______ _______ _______

27. Give appreciation _______ _______ _______

28. Help YWD if feeling ignored _______ _______ _______

29. ______________________ _______ _______ _______

Expressing Emotions: Do Enough Should do More Should do Less

30. Sharing what I feel _______ _______ _______

31. Emotion restraint _______ _______ _______

32. Disagreeing openly _______ _______ _______

33. Expressing appreciation _______ _______ _______

34. Expressing negative emotions _______ _______ _______






35. Expressing gratitude _______ _______ _______

36. Expressing warm feelings _______ _______ _______

37. Pity YWD _______ _______ _______

38. ______________________ _______ _______ _______

Dealing with Emotional Situations: Do Enough Should do More Should do Less

39. Handling conflict and anger _______ _______ _______

40. Sharing and expressing closeness and affection _______ _______ _______

41. Handling silence _______ _______ _______

42. Facing disappointment of YWD _______ _______ _______

43. Facing your own disappointment _______ _______ _______

44. Dealing with discrimination _______ _______ _______

45. Dealing with tension _______ _______ _______

46. Dealing with nervousness in YWD _______ _______ _______

47. ______________________ _______ _______ _______






Documents

leisure4youth.euleisure4youth.eu/wp-content/uploads/2019/10/IO2-English … · Web viewPositiveLeisure4Youth is a partnership project of four European countries (Austria, Belgium,