Disability Inclusion and Awareness Training: material, tips and information from OneAbility members

This document collates information & material about disability awareness & inclusion training from the OneAbility members as well as some national sports and recreation organizations. All members have been willing to share their documents, resources and principles and together this forms a significant body of work. Some of the material is available online, some of it is printed and some of it is direct advice & information collected during interviews. Please contact the individual organizations if you would like to access printed material, contact details are included.

1. Recreation Integration Victoria (RIV)

RIV are an inter-municipally funded service designed to assist people with disabilities, in the Greater Victoria area, pursue active lifestyles. For RIV active living is more than simply living actively. Active Living contributes to our social, mental, and emotional well-being. It also involves cooperation and caring, peace and harmony.

Participation in recreation and leisure are essential aspects of human life that improve one’s quality of life. RIV strive to ensure an equality of access to community parks and recreation facilities, programs, services, and special events for people with disabilities. Equality of access provides positive experiences, choice, challenges, and empowerment.

Document Format Contact‘Guide to RIV services for municipal staff’. Examples of services are: Summer Inclusion Service, Leisure Assistant’s Pass, Equipment Loans, Leisure Assistance Program, Information & Referral Service.

Leaflet RIVRecreation Integration Victoria4135 Lambrick WayVictoria, B.C. Canada V8N 5R3Tel: (250) 477-6314 TTYFax: (250) 477-6046General Enquiries: information@rivonline.orgWebsite: rivonline.org

RIV/Active Living Alliance (ALA) Inclusion Leaflet

Leaflet RIV

‘Yes You Can Sail’ Disabled Sailing Association Leaflet

Leaflet RIV

Principles of Empowerment A4 Sheets RIV

‘When Meeting a Person With a Disability…’

A4 Sheets RIV

ALA Blueprint for Action Booklet RIV. For other ALA resources see: http://lin.ca/collections/active-living-resources-canadians-disability

ALA Positive Images booklet Booklet RIVALA Inclusion Action pack Folder RIV. Contains inclusion checklists, workshop kit, idea file.

Contact info@ala.ca for a copyDisability in Canada Govt of Canada

reportRIV. More up to date (2012) info & stats at http://www.statcan.gc.ca/pub/89-654-x/89-654-x2013002-eng.htm

Best Practices for Inclusion: Disability & Activity

Powerpoint presentation

Included in the ‘Training Resources’ section

Supporting Youth & Children with Disabilities: Understanding Autism

Powerpoint presentation

Included in the ‘Training Resources’ section

2. Power to Be

Power To Be is a nonprofit organization that empowers people to explore their limitless abilities through inclusive adventures rooted in nature. They design, adapt & deliver community recreation programs, empowering people to overcome a variety of barriers to nature and adventure. They work on a partnership & networking model, collaborating with other OneAbility members, using similar materials. They also have partnerships along the coast, around Vancouver Island and in the US.

Adaptive Recreation programs support people living with a disability or barrier to experience inclusive recreational activities while exploring nature and their natural abilities. Programs are adapted to the participants and the organization provides the equipment and support they may need to experience year-round adventures. Families are encouraged to participate and share in the experience.

Training for both staff & volunteers is experiential, i.e. people learn by doing. So the two main principles are ‘Do it in person’ and ‘Modelling’, for example staff will give extra tips to new volunteers on how to encourage participants. Feedback is crucial, Power to Be always asks for feedback on their programs and is always trying to learn, grown and do more for participants. Soft skills – such as talking points while accompanying a Trailrider hike – are encouraged and exemplified. Volunteers come to the organization with their own skills – such as kayaking or rock climbing – so they have already ‘bought into’ the activity and want to share their skills.

Power to Be Inclusion principles, experiences, advice & concerns include:

- Power to Be encourages volunteers & staff to ask honest questions, there are no taboos- The Experiential learning model is used for training. Volunteers learn by taking part in the activity & from the

culture and staff of Power to Be. ‘The creativity of how we train volunteers is not a problem.’- Training is based on the Power to Be approach to people & ‘soft skills’. Plus practical skills such as lifts and

transfers, backpocket games, Trailrider use, kayaking skills.- In the wilderness/adventure field people want to share their skills, so they buy into the activity and are very keen

to be creative for people with disabilities. Staff will give extra tips, e.g. how to encourage people. Feedback to volunteers is really important, this is a big role for the staff.

- Best practice is to ‘Do it in person’ (with trained staff on hand) and ‘Modelling’ i.e. showing by example. “People are craving connection. They want to feel safe to try something new. That is what Power to Be offer. Doing stuff not by the book.”

- Offer choices- Be ‘prepared, present, playful’ ‘fun, fair, authentic’- Be the people who say ‘yes’- Person first, ability centred perspective – ‘I can’ culture of total inclusion- Participants as expert – on their situation, their needs, their abilities

- Provide opportunities for people to push their comfort zone and encompass new experiences- Think outside the box re: adaptations, come up with solutions together- Role of staff & volunteers is to connect to participants and provide moral & social support

All this is backed up by informed consent, professional behaviour codes and strong risk management practices outlined in the document Power to Be Participant Protection Polices (Included in the ‘Training Resources’ section).

Contact:POWER TO BE1017 Fort StreetVictoria, BC, V8V 3K5T:250.385.2363F:250.385.2360Info@powertobe.ca

3. Coaching Association of Canada

Document Format Contact‘Coaching Athletes with a Disability’Includes:

- Stages coaches go through

- First introduction- Communication- Inclusion- Accessibility- Contacts &

resources

BookAlso available online:

http://www.coach.ca/files/Coaching_Athletes_Disability_update2016.pdf

Coaching Association of Canada1155 Lola Street, Suite 201Ottawa, ONK1K 4C1CanadaTelephone: 613-235-5000Fax: 613-235-9500www.coach.ca

http://www.coach.ca/files/Coaching_Athletes_Disability_update2016.pdf

(Available in ‘Training Resources’ section)

Coaching Association of Canada Inclusion principles, experiences, advice & concerns include:

- There is no need for highly specialized skills, coaching is fundamentally no different when working with people with disabilities

- Understand the person, focus on their abilities- Coaching people with disabilities enhances coaching abilities – coaches are compelled to see things differently

& be creative- Determine where people are, assess what they need, find a path down that road- Engage in frank dialogue, learn about the person’s situation- The coach is not a nurse or helper- It is important not to treat adults as children. Coaches may have to adjust instructions, but their job is to design

activities to improve skills and ability to perform- First impressions are crucial – be welcoming. Sport is the communication mechanism. Talk to other participants

if it is an integrated program. Coach should lead by example in how to interact. - Aim to develop good understanding of the disability(ies) of the athletes coached; focus on information that

concerns their ability to perform in sport (e.g. balance)- See the potential, not the limitations- Don’t be scared to ask questions- Advice to parents: let the kids take a chance and get them the best possible equipment- Look at coaching athletes with a disability as an opportunity to enhance coaching abilities and knowledge of

sport.- Don’t look for limitations, look for possibilities- Don’t pretend to understand if you don’t (e.g. people with speech impairments). Ask the athlete to repeat or

write it down, get help if necessary- Some of the challenges are around issues of fear, coaches doubts in their own ability, how to integrate people

into programs- Fear of the unknown is an issue

4. Canadian Sport for Life:

Document Format Contact‘No Accidental Champions: Long-term athlete development for athletes with disabilities.’

BookAlso available online:

http://sportforlife.ca/wp-content/uploads/2016/06/NAC_ENGLISH_SCREEN_rev2013.pdf?x96000

www.sportforlife.cahttp://sportforlife.ca/contact-us/(email form)

Other Sport for Life resources

http://sportforlife.ca/resources/#category_id_104

Inclusive Physical Literacy workshops (bookable)

http://sportforlife.ca/physical-literacy-501-inclusive-physical-literacy-half-day/

https://canadiansportforlife.ca/sites/default/files/resources/No%20Accidental%20Champions.pdf (Available in ‘Training Resources’ section)

Canadian Sport for Life Inclusion principles, experiences, advice & concerns include:

- Long-Term Athlete Development (LTAD) promotes the well-being of all Canadians through physical activity & sport by providing suitable & recognizable pathways to engage in activities and pursue goals

- LTAD ensures the physical literacy upon which excellence can be built and promotes lifelong physical activity. - Two more stages to the LTAD have been added for people with disabilities – Awareness & First Involvement

o Awareness: inform the public and prospective athletes of the range of opportunities. ‘Sports & recreation organizations need to develop awareness plans to make their offerings and resources known’

o First Involvement stage: to ensure people with disabilities have a positive first experience of an activity & remain engaged. Coaches need training – must display positive attitudes, have strong instructional and interaction skills, and create a positive learning environment.

5. Canucks Autism Network (CAN)

Document Format ContactI-Can Develop Physical Literacy

Available in ‘Training Resources’ section Canucks Autism Network101-2020 Yukon Street Vancouver, BC, V5Y 3N8P: 604-685-4049F: 604-685-4018www.canucksautism.ca

Other documents & resources

http://www.canucksautism.ca/Learn_more_about_autism/Frequently_Asked_Questions.htm

Canucks Autism Webinar

https://www.youtube.com/watch?v=Eh9NtFkei_YSupporting Individuals with Autism in recreational settingsIncludes a section on non verbal behaviour , inclusion strategies e.g. frustration is ‘not a teachable moment’ ‘It’s about knowing your athletes, seeing when the limit has been reached, being aware of the “whispers”.’https://www.youtube.com/watch?v=ieD8o152ZEUvideo showing the impact of inclusion on a familyhttp://www.canucksautism.ca/

Learn_more_about_autism/Visual_Supports.htmResource on using visual supports

Canucks Autism Inclusion principles, experiences, advice & concerns include:

- In an inclusive program:o Activities are modified, adapted and individualized as necessaryo Expectations are realistic yet challengingo Assistance is provided only to the degree required.o Dignity of risk and availability of choices are respected and fosteredo Visual cues are used to include children with varying abilitieso Activities are taught/led using different learning styles.o Equipment is adapted/modifed as necessary.

- The goal is to make each program a place where kids look forward to going each week, staff members play a HUGE role in that.

- As much as possible, staff are kept consistent in programs so that they have a chance to build relationships with the children. Building rapport opens the doors to building physical and social skills in participants.

- Their experience means they have great, simple advice for other programs, e.g. Three questions to ask parents:

o What does your son/daughter like? (Use this information to build rapport) o Is there anything I should avoid? o Is there one support strategy you would recommend that I definitely use?

- Resources such as tips for adapting activities, skill level modifications, rule modifications

6. OneAbility/CanAssist

Document Format Contacthttp://oneability.ca/resources/ Online http://oneability.ca/

http://oneability.ca/contact/

(email form)Inclusive Physical Literacy portal

http://physicalliteracy.ca/inclusion In ‘Training Resources’ section

CARSA Inclusion Presentation Powerpoint presentation ‘Creative Opportunities for all’- key messaging- be creative- don’t worry about exact language

In ‘Training Resources’ section

Vikes Inclusion presentation ‘lunch & learn’

Overall inclusion: race, gender, disability – good resource section

In ‘Training Resources’ section

Physical Literacy in Campus Recreation

PresentationGood activities for training – e.g. choose a program, how would you adapt it? What resources or training would your staff need? When will you start doing this? How will you incorporate physical literacy?

In ‘Training Resources’ section

7. Lisa Tschannen – Coach, Gorge Para-rowing

Inclusion principles, experiences, advice & concerns include:

- Comes from a coaching & physio perspective. Physios ‘tend to have their own ideas about adaptations & capabilities & can be rigid’ – so: LISTEN!

- People already know what’s most important- ASK: ‘What do you need from us?’ ‘What are your goals?’ The person with the disability is the expert- Give staff permission to say they don’t know the answer to questions, but that ‘we’ll figure it out’ (as long as the

facility has a mandate to provide)- Staff use specific phrases: e.g. ‘What do you want to do here?’- Behave how you always behave, natural, aware. No looking away from a person with a disability but also no

effort to be ‘over-friendly’- Lisa learned by watching other coaches fail – e.g a coach who told someone they should ‘try another sport’

- Observation & awareness is key- When you are coaching: deal with the reality of the situation, meet the person where they are & move forward- Be creative, be fun, be excited – turn the fears & assumptions upside down. This has a snowball effect in the

community if staff get excited * engaged- Use simple guidelines e.g what is a teachable moment and what is not.

Gorge Narrows Rowing ClubPhone: 250 995-2290http://www.gorgenarrows.caEmail: David.calder@smus.caAddress: 2940 Jutland RoadVictoria, BC V8T 5K6Canada

8, Andrea Carey, Sport for Life

Document Format ContactPhysical literacy webinars & bookable workshops

http://physicalliteracy.ca/community-engagement/inclusive-physical-literacy/

www.physicalliteracy.cawww.sportforlife.ca

In ‘Training Resources’ section

Physical literacy for special needs

http://activeforlife.com/special-needs-physical-literacy/ In ‘Training Resources’ section

childrenActivity adaptations

http://lin.ca/sites/default/files/attachments/Activity%20Adaptations.pdf In ‘Training Resources’ section

Catalogue of resources for physical activities

http://cdpp.ca/sites/default/files/ Physical%20Activity%2C%20Active% 20Living%2C%20and%20Sport%20Resource%20Catalogue.pdf

Sport for Life Inclusion principles, experiences, advice & concerns include:

- Have the baseline conversations- Give staff space to ask all the questions – make a safe place for the conversation. Forget politically correct –

people get so worried about what not to say they don’t say anything. It’s more important to talk, the conversation is crucial

- Create an anonymous ‘Question Desk’ – everyone has to read out a question – which might be something they would never ask personally

- Individual champions have a big role: identify who are they and support them- Canadian sport for life learning facilitators can be booked by rec. centres on the Sport for Life website. Best

practices around different disabilities (including invisible), webinars, workshops- Municipalities should be encouraged to program together. Don’t double up & then leave huge gaps. Ask ‘What

else is needed?’

9. Tracy Lemke VOCYL (Victoria Opportunities for Community Youth Leadership)

VOCYL Inclusion principles, experiences, advice & concerns include:

- VOCYL aims to give voice to participants, to break the stigma around disability & inclusion- Attitudes are a barrier

- Initially there is parental anxiety over children participating, worries that they will embarrass themselves, not be able to ‘do it’ (whatever ‘it’ is!)

- There is a lack of awareness of services & opportunities within the community- The need for an accompanying person is big issue especially for people with developmental disabilities. If they

have to pay it is a huge barrier. There is a lack of volunteers. Volunteers need recognition and a mentor/support person. They (also) need to know it’s OK to struggle or get irritated and that they can talk to someone about it

- Use the skills within the group e.g. asking them ‘how can we adapt this activity’ (e.g. touch football for wheelchair users). Participants are creative, and also they buy in to the activity when this approach is used

- People need to think outside the box. VOCYL have used a sensory ‘test’ (using balls, colours) & word puzzles at community events so that people start thinking about sensory differences (everyone perceives differently). The message is that what we see isn’t always what is

- Strong message that we are all still challenging ourselves, constantly evaluating ourselves, that’s OK- The conversation is the important thing. Go by intent (e.g when making ‘mistakes’ with language).

Community Living Victoria 3861 Cedar Hill Cross RdVictoria BCV8P 2M7Telephone: 250.477.7231Fax: 250.477-6944

10. Sarah Black – Victoria Wheelchair Sports

Victoria WC Sports Inclusion principles, experiences, advice & concerns include:

- You have to have a champion, and someone who is passionate, who wants to build something long term- Everyone wants the title of accessible/inclusion but no one really understands what it means- Accessibility: facility, equipment, parking, elevators, bathrooms, signage, environmental stuff – this should be

relatively easy (building code) but isn’t always. Code doesn’t always mean accessible. Access needs to be

consulted upon and checked by people with disabilities. Architects generally don’t use wheelchairs. Especially important for shower rooms etc. They can be spacious and roll-in but don’t have a shower seat: ‘do designers think people take a shower in their wheelchair?’

- Inclusion is largely the things you can’t see: individuals, culture. Creating a positive, welcoming environment, the ability to adapt, be flexible, non-threatening, creative. Which means not being threatened by people with disabilities, which meant contact, which means doing something, taking a risk. Fear of engagement is a barrier

- Reverse integration works – enabling situations where both able-bodied and people with disabilities play a para sport e.g. wheelchair basketball, sledge hockey. Creates a fun environment where people are engaged & challenged. Has been shown to reduce and even reverse attitudinal barriers in youth – suddenly the child wheelchair user becomes cool and is praised for their ability

- Identify the barriers to having an inclusive program? E.g. cost, risk, more work, making sacrifices elsewhere (e.g. saying no to someone else, or making someone else in the class uncomfortable) – these are perceptions, but they are also a block

- Target the people who do want to change things, focus energy on open minded people. Those who don’t want to know, don’t want to know

- Simplified language guidelines are needed. - Encouraging people to think outside the box is good for everything about your staff member!- People think they need to know all the answers. None of us know everything. We’re all working together,

bringing expertise & experience together. You have start somewhere - Presence creates awareness – try rotating staff through an adaptive program to increase contact and reduce

fear barriers- Informal peer mentorship within sport is very powerful, especially for people who are newly injured. Use the

people you have to encourage & support others- There is strength in numbers, build the bubble

BC Wheelchair Sports Association780 Marine DriveVancouver BC V6P 2Y7604 333 3520

10. Jon Richot (Fitness Professional’s perspective)

Fitness Professional’s Inclusion principles, experiences, advice & concerns include:

- Many organizations ‘still don’t get it’- Has been delivering In-Person adaptive fitness training in conjunction with PISE, Canucks Autism & Sport for

Life using the LTAD model. Canmore, Castlegar, Whistler. Fitness, not S&C. - Message is that ‘you don’t have to be an expert’. - Two biggest issues are Access & Willingness. There is a ‘blob’ of resistance – to anything that is challenging,

avoidance tactics- Key message is to ‘Find the People’- The ideal situation is to give people with disabilities leverage to improve their fitness, and opportunities to

achieve- The message delivered to recreation centres is: ‘Here are your checks & balances’ – risk management, how to

prevent risk, you won’t hurt anyone. Now go and do it. We’re not teaching people to be a fitness professional but how to use their skills.

- Handbook for OneAbility is a starting point for fitness instructors. Available through ViaSport in June. - Gaps: There is a gap in empathy around the concept of ability. Fitness staff are fit people who have got a lot out

of sport – but don’t understand the mental/psychological benefits for themselves yet, especially those in entry level positions, who have less life experiences

- On the flip side of this there are also people who have been working in a facility for 20 years doing the same thing and it’s the only thing they do

- This is why face-to-face training is needed. To ask those questions of staff, e.g How many of you have felt stress/anxiety? And felt better after a run? It’s not just you.

- You need a willingness to try- Volunteer network is crucial – at the very least they come out of their experience with a different perspective,

chip away at the ‘blob’- What is needed (Jon’s dream) is individuals trained in gym on one-to-one basis – so they are available & ready

for participants. Rec centres could make it professional development – they do kettlebell training. Pitch as health & safety/risk management. Not doing this is riskier than doing it. People will show up one day, you need to be able to manage this. Could give Continuing Education credits or similar?

- Plus… Autistic/Developmental disability people are in the facility but not necessarily in the gym. Not maximizing potential.

11. Chris Wright PISE Physical Literacy coordinato

PISE Inclusion principles, experiences, advice & concerns include:

- This year PISE are delivering Inclusive Summer Camp training for all staff (not just those who are working with summer camp participants

- The idea developed because these participants will be in the facility, so staff need to be prepared - This has also happened in some recreation centres (Cedar Hill has already had it because of hosting Teen

Community Connections adaptive sports group)- Will also deliver Summer camp training for 7 Physical Literacy staff, along with with RIV staff and CLV staff.

This was a gap in training – could be extended- PISE have money for Play Group (like OneAbility for children) summer camp training for Saanich, West Shore,

Oak Bay, Panorama and Vic Native Friendship Centre. Will include adaptive info. Idea is to bring physical literacy into their camps

- Chris uses Canucks Autism material & other powerpoints etc. but most of his training is from time spent working in the field, building the knowledge & sharing it

- Key Points from training delivered to Canmore, Castlegar & Whistler: (on adapting activities)o Is the space correct? E.g pitch too big for people with cerebral palsy who can’t run faro Are the rules of the game/activity clear and concise and available in the right formatso Equipment

- PISE are applying this fall for money to extend this training, might be an option for rec centres. - Re: Risk Management – ‘prepared staff will mitigate liability’- Most people see barriers as

o Programs & serviceso Architectureo Communicationo Attitudes

In that order – reality is that it is reversed, attitudes are the biggest problem.- Also attitudinal training is ‘rounded’ training – not complete with out it- Focus on partnerships, working together, e.g. don’t be afraid to recommend another rec. centre outside your

municipality. Aim is to get everyone active!- General points emphasized in PISE training:

o What is physical literacy and how can it help?o How do we ensure that everyone knows how to move their body to the best of their ability in order to be

successful?o What is the point of the movement – e.g. locomotion, flexibility etc.o Understanding the games and activities that you want to play and the equipment that you have availableo Adaptations that to one or more of the following areas:   - Rules – clear, concise rules that everyone can understand – 3 simple steps (First, then, then /if)

- Equipment – how can you alter the equipment to the participants needs – e.g. bigger, softer, slower balls- Environment – does the space have too many distractions, what can you do to change this? Is the playing space to small, too large so the interactions with each other are too brief?

o Focus on adapting and modifying the game to the individual, not the disability!

http://piseworld.com/physical-literacy-resources/

Pacific Institute for Sport Excellence4371 Interurban RoadVictoria BC V9E 2C5info@pise.ca1 250 220 2510

12. MOVE Adapted Fitness Gym

MOVE is a specialized gym dedicated to addressing the needs of the persons with physical disabilities with therapeutic exercises. Their vision is to empower people with physical disabilities to achieve their potential and provide a supervised facility for people with disabilities to exercise on their own time at their own pace. MOVE serves persons of all ages specializing in the following areas: Spinal cord injury, Brain injury, Parkinson’s disease, Stroke, Multiple Sclerosis, Cerebral Palsy and other Neurological conditions.

MOVE Inclusion principles, experiences, advice & concerns include:

- MOVE use student volunteers from UVic & Camosun (Exercise & Wellness, Athletic Therapy, Kinesiology programes). They come to get experience with this clientele.

- Training is given in how to assist people in stretching, range of motion, transfers etc.- Volunteers get regular shifts and personal contact, which builds confidence and breaks down barriers- BEST PRACTICE – volunteers start by shadowing the shifts of more experienced volunteers or staff. - At Move the barrier of needing a support worker disappears - Clients have Spinal Chord Injury, MS, Parkinson’s, CP, stroke, arthritis, cardio issues, neuro issues- Clients find out about move from HANDIDART DRIVERS, OTs, referrals from Neuromotion, disability specific

charities, outpatient physios – they know it is ‘safe’ for clients to work out at MOVE. NB this is a barrier – the perception that it is not safe to go to a public gym or fitness centre

- For clients it is a lot less intimidating than big fitness centres, there’s a sense of community, empathetic staff, fellow members with similar issues

- Staff find that volunteers are tentative to begin with and need to be given permission to use the knowledge they have (e.g. open chest in the same way as AB – with shoulder stretch – but may need to give trunk support)

- Volunteers also have to be able to ‘trust what they feel’ – even if the client can’t. This is a big learning curve- MOVE can always use more assistants, & staff from rec centres need hands on training with actual clients (not

people pretending they are paralysed) – they could get it at MOVE!- Staff need easy access to current research – don’t have time to search and browse- They also need access to equipment e.g. racing chair for client. - The first assessment is free- They are always encouraging and welcoming- They let clients know there are ways to do what they want to do

- Being comfortable is crucial for staff & volunteers- Clients feels that conventional gyms are an ‘unaccepting world’, need space to exercise at their own pace.

http://moveadaptedfitness.ca/testimonials/

MOVE#302 – 531 YATES STREET VICTORIA, BC778-433-6559WORKOUT@MOVEADAPTEDFITNESS.CA

Kelly Graham – Aquatics Co-ordinator, Crystal Pool

Inclusion principles, experiences, advice & concerns include:

- It is really easy to connect with other disability organizations to decide what to do next, but challenging to get other groups on board

- It’s important to make Inclusion a day-to-day priority. Otherwise things get lost. So even a passionate programmer/co-ordinator finds they can’t make progress

- Kelly has developed support tools, & delivered in-service training- Took a year to get staff comfortable with the tools. They then pass on to others with no further training. Staff

need more support as they progress.- In-service training needs to be regular, and there needs to be a ‘go-to’ person at each centre.- Rec centres should be given various options – none of them are NOT to include.- ‘Say yes & figure it out’ attitude of (for example) Power to Be can be missing in community recreation- Facilities need a ‘Champion instructor’ who is very comfortable with the tools, these tools work whether you

have a disability or not. Make it common practice.- All rec. centres should have basic visual tools as backpocket tools – and know when to use then, how to use

them, when to be creative. - Also build confidence: ‘You do this all time’ – problem solve, inclusion means adapting for this human being. We

adapt for everyone we work with.

- Training has to be rolling – focus on permanent staff, programmers, co-ordinators – then they have to continually include this in their training. That’s how you address attitudinal shifts. These people may be in their positions for a lifetime.

- Use experiential / modeling ideas - An ongoing pot of money for community for shadow training of staff would be excellent resource.- Change only comes when skills are demonstrated

o Watch me include this person I leado Then you come and help me We lead togethero Then you do it but I’m there You lead with my supporto Then I go You lead with me as resource

- Managers, co-ordinators, directors need to get round the table and have the discussion around the obligation to provide.

- Adaptive programming is more expensive. That does have to be addressed.- Autistic children have lower suicide rates when they have been involved in sports & rec.- First Involvement needs to be in the training. 7 year old at Crystal Pool who had had so many bad experiences,

mother was sobbing because child was in the pool. One bad experience can mean years of inactivity- Direct training face-to-face is crucial. Should be given to upper level managers by a Master Facilitator- If a parent/participant ‘takes issues’ with the inclusion of a person with a disability, then try & get them to be part

of the solution. Validate their concerns by observing things that are true, for example the instructor may need more support. However make it clear that everyone has their right to recreation, that what we’re doing is including this human being

- Resources used by Kelly include the ‘I CAN develop physical literacy’ document created by PISE & Canucks Autism, along with the Canucks Autism network basic tools.