Inclusion Facilitation (IF) is an approach to enhancing the inclusion, in a mainstream community of any child or young person who is experiencing difficulties in the world because of disability, personal crisis or because of their challenging behaviour towards others. The IF approach works by mobilising the young person’s natural supports to provide support and engage with the person in difficulty. Inclusion Facilitation is designed to create a better life for an individual by the provision of an intense input designed to being about social change. This usually entails a series of visits focused on getting the person out and about to increase confidence, social skills and presence in their local community and to pursue goals and dreams.Uniquely, the work is carried out under the close clinical supervision of a practicing psychologist.
Inclusion Facilitation aims to:
1- To create a better life for the Individual.
2- Give Individual and family a clear vision of a good life and to support first steps towards this
3- To maximize individual’s inclusion and connection with the wider community.
4- To help with friendship, social connection and education
5- To increase confidence, social skills and presence in their local community and to pursue goals and dreams.
Behaviour and Relationships
Autism and Communication
Inclusion Facilitation is an approach to enhancing the inclusion, in a mainstream setting, of any child or young person who is experiencing difficulties in school because of disability, personal crisis or because of their challenging behaviour towards others. The ‘Inclusion Facilitation’ approach works by mobilising the young person’s natural supports to provide support the person in difficulty.
What is Inclusion Facilitation Work?
‘We do whatever it takes!’
Usually a Person Centred Planning event would be carried out using the PATH or MAP process – majoring on dreams and goal setting leading to precise action planning.
An experienced psychologist alongside the inclusion facilitator would carry out a PATH. A large graphic will be one of the outcomes of the meetings this is a great visual record and a shared memory of the event. This will also inform the priorities for the inclusion facilitation work Optionally following the PATH event a ‘scoping report’ is created outlining what Inclusion Facilitation could offer and highlighting what dreams and goals the individual has. The PATH is also provides a good opportunity for the Facilitator to meet the focus person in a comfortable positive environment.
12 weekly visits from the Inclusion Facilitator followed by 5 monthly visits is our preferred model but we can be flexible with the delivery of this input. This is just a guideline, however we have received good results using this time frame. After this intensive input the Inclusion Facilitator will hand over to the existing family, carers and PA team to carry on where he or she has left off. This transition time is planned from the outset. An experienced psychologist is there to support the facilitator at all times and will guide all work done by the inclusion facilitator.
Is this just Support work?
No! This is proactive engagement – doing whatever is required. We are not just passively or reactively providing what is asked for – we are actively pursuing a good life for the individual. Our work is built on careful research around a person’s interests and what opportunities exist locally. We carry out community mapping.
We actively work to tackle an individual’s own resistance and reluctance to engage more socially. We actively engage with people in social settings that the individual attends to build bridges and connections – we are bridge builders. We build circles around a person. We create the conditions in which friendships can flourish. We have direct psychological supervision and support throughout. This work is short term and intense. Enjoy participating in a multimedia workshop that willchallenge, entertain and reach for your emotions.
It was really insightful – we now have ways forward to make inclusion in school for particular children who find it hard to make friends – been very encouraging -we have learned a lot of new techniques to move forward with this.
It was really enlightening and helps you to think from everyone’s perspective not only your own – I see the potential of this for the inclusion of the children – and makes you think how we can make things better for the children
1.To be able to understand the values and wider context of inclusion.
2.To be able to set up and run an ‘Inclusion Facilitation’project to improve the life chances and connections of a child or young person.
3.To understand and be able to maximise the power of thepeer group in supporting relationships, achievement and behaviour.
The course answers the questions:
- What do you do with the child who is isolated by their aggression and anger, through being different, disabled or new to the school or community?
- Practically how do we go about including high profile children or young people?
- How can we help some children be friends?
We will cover:
- Inclusion values underpinning this work
- The Intentional Building of Relationships –‘Inclusion Facilitation’ work as an example
- Not doing it alone – The Importance of Teams in developing inclusive practice
- Practical setting up and running of IF work
- Lessons learned
- Stories of IF work
Who Is It For ?
- Case Managers
- Social Care workers
- Personal Assistants
- Primary and secondary teachers
- Learning Support and Guidance staff
- Advanced Skills Teachers
- Local Authority Support Services
- Community Development workers
- Early Years and School based Practitioners