Inclusion for youth organizations

Inclusion for youth organizations

Inclusion for youth organizations

Title: Inclusion for youth organizations Copyright © by autors, 2024 Author: Katarzyna Żelek Chapter author: Piotr Jaros “Think Tank - chance for Youth” logo author: Wiktor Oleś Cover design, interior design and book implementation author: Wiktor Oleś ISBN: 978-83-970707-0-7 License: CC-BY 4.0

The publication was produced as part of the “Think Tank chance for Youth” project, under the honorary patronage of: the Vice-Rector for Education and Students of the University of Silesia in Katowice the Mayor of Katowice the President of Bytom the Chair of the Management Board of Metropolis GZM

Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.

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I. INTRODUCTION What is Inclusion?

Why is inclusion so important?

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II. INTRODUCTION TO AN INCLUSIVE EDUCATION

CONTENTS

Why is inclusion education so important?

Equality and equity

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III. THE FUNCTION OF INCLUSION COORDINATOR

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IV. INCLUSION POLICY - TEMPLATE

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V. INCLUSION BEST PRACTICE The Inclusion Coordinator The Essential Role of an Inclusion Coordinator in a Youth Think Tank Gender-Neutral Language Policy Description of the Gender-Neutral Language Policy Ensuringboth physical and digital accessibility Training Individual support Evaluation

I. INTRODUCTION What is inclusion?

Inclusion is the idea that everyone should be able to use the same facilities, take part in the same activities, and enjoy the same experiences, including people who have a disability or other disadvantage. It is the act of allowing many different types of people to do something and treating them fairly and equally (source: Cambridge English Dictionary).

Why is inclusion so important?

EQUALITY and INCLUSIVENESS are part of the core values of the European Union.

Everyone has the right to quality and inclusive education, training and life-long learning.

Inclusion of people facing access barriers or having fewer opportunities in education, training and youth work is key objective of: European Education Area EU Youth Strategy European Youth Goals.

It is also in line with the United Nations 2030 Agenda for Sustainable Development.

Modern societies and political systems rely on the inclusion and active participation of citizens regardless of their background.

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EQUALITY and INCLUSIVENESS are part of the core values of the European Union.

Everyone has the right to quality and inclusive education, training and life-long learning.

Inclusion of people facing access barriers or having fewer opportunities in education, training and youth work is key objective of: European Education Area EU Youth Strategy European Youth Goals.

It is also in line with the United Nations 2030 Agenda for Sustainable Development.

Modern societies and political systems rely on the inclusion and active participation of citizens regardless of their background.

However, societies are increasingly diverse in many respects: cultures abilities social groups sexualities political opinions identities education training literacy levels That is why we should learn more about diversity and to create inclusive and cohesive societies in Europe.

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How to prepare inclusion and diversity actions?

Define people with fewer opportunities Set up a framework to include them in the actions Ensure positive approach to diversity and commitment to inclusion and diversity from all participants of the actions Reduce barriers to participation for people with fewer opportunities Help applicants and potential applicants to overcome the barriers Establish appropriate conditions for learning, working or volunteering Address the needs for support Focus on inclusion and diversity at all stages of the action.

After the action: Recognize the experiences and competences developed by people with fewer opportunities in the action and by the people working with them Increase the visibility of inclusion and diversity of the action.

Sources: https://www.unicef.org/education/inclusive-education https://www.unicef.org/eca/sites/unicef.org.eca/files/IE_summary_accessible_220917_brief.pdf European Commission, DirectorateGeneral for Education, Youth, Sport and Culture, Data collection and analysis of Erasmus+ projects – Focus on inclusion in education – Final report, Publications Office of the European Uni, https://erasmus-plus.ec.europa.eu/document/implementation-guidelineserasmus-and-european-solidarity-corps-inclusion-and-diversity-strategy https://dictionary.cambridge.org/dictionary/english/ on, 2022, https://data.europa.eu/doi/10.2766/575429 Centre for Studies on Inclusive Education https://www.csie.org.uk/index.shtml

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II. INTRODUCTION TO AN INCLUSIVE EDUCATION

“Inclusive education allows all students of all backgrounds to learn and grow side by side, to the benefit of all.”

- UNICEF According to UNICEF, one of the most serious barriers to education across the globe is disability. Inclusive education means: all students in the same classroom, in the same school.

Inclusive systems require changes at many levels of society: at school level: trained teachers to work in inclusive schools refurbished buildings and “reasonable accommodation” practical support or adaptations for students to meet individual needs accessible learning materials for students at community level: stigma and discrimination tackled individuals educated on the benefit of inclusive education at national level: laws and policies aligned with the Convention on the Rights of Persons with Disabilities regular data collection and analysis to ensure students are reached with effective services.

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Why is inclusion education so important?

All students learn more effectively.

It promotes understanding, reduces prejudice and strengthens social integration. It contributes to more inclusive societies.

It ensures that students with disabilities are equipped to work and contribute economically and socially to their communities.

But disability is not the only barrier to inclusive education.

People can face obstacles that prevent them from having access to education and put them in a disadvantageous situation compared to their peers. Those obstacles may be: economical, social, cultural, geographical, migrant background, educational difficulties or other factors leading to discrimination.

According to the Centre for Studies on Inclusive Education (CSIE), inclusion in education involves processes of increasing the participation of students in the cultures, curricula, and communities of local schools and preventing exclusion from them. Inclusion is concerned with the learning participation of all students vulnerable to exclusionary pressures, not only those with impairments or categorized as having special educational needs. Inclusion is concerned with improving schools for staff as well as for students. In the past, more focus was placed on equity of access to education.

Nowadays, a focus on engagement in quality education was added.

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Equality and equity Equality - “giving everyone the same pair of shoes”, means a group or individual has the same resources or opportunities.

Equity - “giving everyone a pair of shoes that fit”, recognizes that each individual needs an exact resource to achieve the same outcomes as everyone else.

An inclusive teacher notices differences between the students, plans and delivers learning in ways that respond to these differences. Differentiation is about offering variety and choice.

Differentiation in practice - all of the students work towards the same learning outcome, but they might do it in different ways. One can differentiate: the content given to students – the amount, and type of material: images, text, audio, video, or a combination of some or all of these the type of task – the activities given students to increase their understanding of a particular topic the type of outcome students produce to show their understanding: their ‘product’ the type of questions asked the way the students are grouped when they are learning.

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Provision mapping. The way of planning for inclusion.

The school evaluates the needs of all learners, paying particular attention to those who may be: vulnerable have special educational needs and disabilities (SEND) are underachieving.

Then, the school looks at all the resources, support and interventions available and creates a ‘map’ of provision for additional needs, such as providing extra help for certain groups of learners, for example: students who need help with reading and writing; students who are not attending school regularly; students who need help with speaking and communicating.

Good provision mapping should empower all learners and raise standards in the school. It is an ongoing process with constant reviews and all teachers need to be involved. This approach looks at the problems students have and asks the question: ‘What should we do differently to address this problem?’

Inclusion in education in the Erasmus+ programme In the final report of the European Commission, DirectorateGeneral for Education, Youth, Sport and Culture Data collection and analysis of Erasmus+ projects – Focus on inclusion in education, several recommendations were issued regarding inclusive education.

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To improve inclusion in education - schools and other local stakeholders should: focus on local needs and specificities and on individual learner need experiment with a range of learning environments include practical, hands-on learning opportunities consider including peer-to-peer mentoring as an efficient way to support low-achieving students.

To create a lasting impact, one should: ensure engagement of school management address the school culture involve the whole school community involve families, where children are concerned make sure to integrate professional development for teachers.

To boost successful approaches, one should: make funding available for schools to appoint dedicated staff to carry on and develop initiatives involve local or regional public authorities in Erasmus+ projects more often, possibly as coordinators.

The recommendations for the Erasmus+ programme to increase its impact on inclusive education are: to ensure that the evaluation of project proposals includes contributions by experts in inclusive education to prioritize quality of the partnership further promote approaches with a strong element of peer learning involving experimentation with the creation of varied learning environments to provide the possibility for projects of a longer duration than 2 or 3 years, to explore possibilities to provide funding for follow-up activities.

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III. THE FUNCTION OF INCLUSION COORDINATOR The Inclusion Coordinator is a person responsible for the supervision, coordination and support of all inclusion and diversity activities in your organization.

This person should be: appointed by the management body of your organization his/her/their tenure should be defined (fixed or indefinite) his/her/their responsibilities, rights and obligations should be described in a relevant document e.g. in the Inclusion Policy.

Examples of the Inclusion Coordinator duties: participation in all inclusion-related activities monitoring and evaluation of the effectiveness of the Inclusion Policy periodic review of procedures and practices to ensure they are in line with the Inclusion Principles training, guidance and support regarding Inclusion participation in the anti-discrimination activities resolving cases of discrimination being a point of contact for any inclusion-related questions

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IV. INCLUSION POLICY - TEMPLATE The Inclusion Policy is designed to promote equity, diversity and inclusion in your organization and to show that you value these principles.

The Inclusion Policy should be enacted and be the part of internal law of your organization. All members should be informed about the Policy, its meaning, goals and rules. The Policy should be updated regularly to be in line with the current recommendations and regulations.

The document hereby is a template of Inclusion Policy for youth think tank. It was written according to the Implementation guidelines Erasmus+ and European Solidarity Corps Inclusion and Diversity Strategy.

It provides you with the examples of paragraphs, mechanisms and procedures as well as guidelines. It aims to help you to create your organization’s Inclusion Policy. You can adapt it to your needs.

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

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Implementing an inclusion policy in a youth organization Here is a step-by-step guide: Assessment of Current State: Begin by evaluating the current state of inclusion within your organization. Identify areas of strength and areas needing improvement. This can involve surveys, interviews, or discussions with members to understand their experiences and perspectives.

Customization of the Policy: Tailor the inclusion policy template to fit the specific needs and context of your organization. Consider the unique challenges and opportunities within your group and adapt the policy accordingly.

Training and Education: Organize training sessions for all members, including leadership, staff, and volunteers. These sessions should cover the importance of inclusion, the policy, and practical ways to apply it in daily operations.

Implementation: Start applying the policy in all aspects of the organization's operations. This includes recruitment, programming, events, and any other activities.

Regular Evaluation: Periodically evaluate the effectiveness of the policy and the implementation process. Be open to making changes and adaptations as needed, based on feedback and changing needs of the organization.

Celebrate Diversity: Actively celebrate diversity within your organization. Acknowledge and appreciate the different backgrounds and perspectives that each member brings.

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V. INCLUSION BEST PRACTICE The Inclusion Coordinator

I am the Equal Treatment (Inclusion) Coordinator at SIPE Silesian Institute of Political Education in Poland. My job is to make sure everyone feels included and respected here. The leaders of our think tank chose me for this important job.

What I Do: I look after all the things we do to make sure everyone, no matter who they are, gets a fair chance. I keep an eye on how well we are doing with including everyone. I also make sure the rules we have for this are good and make changes if needed. I teach and help everyone here understand why it's important to include everyone. If I see something that's not fair, I can say something about it. If people don't listen, I tell the leaders so we can fix it.

In short, my job is to help our think tank be a place where everyone feels welcome and valued.

Best, Piotr Muchowski

Piotr Muchowski Equal Treatment (Inclusion) Coordinator

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The Essential Role of an Inclusion Coordinator in a Youth Think Tank In the dynamic setting of a youth think tank, the Inclusion Coordinator stands as a cornerstone, championing the values of diversity and inclusion. This role, typically appointed by the leadership, is integral to nurturing an environment where every member, irrespective of their background, feels acknowledged and respected.

The Inclusion Coordinator's duties encompass a wide range of activities, all aimed at bolstering inclusivity within the think tank. They are tasked with overseeing the entirety of the think tank’s inclusion efforts. This involves not only ensuring that all members are treated fairly and with respect, but also actively working to incorporate diverse perspectives into the think tank's discourse and decision-making processes.

Part of their role involves continuously monitoring the effectiveness of the think tank's inclusion policies. They stay vigilant, making updates and adaptations to these policies as needed to ensure they remain effective and sensitive to the evolving needs of the members. This aspect of their work ensures that the think tank's approach to inclusion is both proactive and responsive.

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Education and support form a crucial component of the Inclusion Coordinator’s responsibilities. By providing training and guidance to members, they help foster a deeper understanding of the nuances of inclusion. This education is key in creating a culture where diversity is not just accepted but celebrated, and where every member feels empowered to contribute their unique perspectives.

Furthermore, the Inclusion Coordinator serves as a mediator and a voice of reason in instances of disputes or misunderstandings related to inclusion. They ensure that any issues are resolved amicably, maintaining a harmonious and cooperative environment. In cases where inclusion-related concerns are not adequately addressed, the coordinator possesses the authority to escalate these issues to the leadership, ensuring that the think tank’s commitment to inclusivity is upheld at every level.

In essence, the Inclusion Coordinator in a youth think tank is more than just a role; they are a key architect in building and maintaining an inclusive culture. Their presence and active involvement ensure that inclusivity is woven into the very fabric of the think tank’s operations, shaping it into a place where diverse ideas and individuals coalesce to foster innovation, collaboration, and a richer understanding of the world.

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Gender-Neutral Language Policy

I would like to address an important linguistic challenge we face in Poland. In our language, Polish, we traditionally use masculine and feminine forms in sentence construction, including in legal documents.

This poses a challenge in ensuring gender-neutral and inclusive communication.

To tackle this, we at the Polish Foundation have decided to implement a policy that balances the use of feminine/masculine forms with gender-neutral language in our documents and communications.

This decision reflects our commitment to respect and acknowledge the identities of all individuals we interact with.

Our approach is twofold: First, we prioritize the use of Impersonal Form wherever possible. This means, for instance, instead of using a genderspecific term like 'uczestnik' for 'participant,' we recommend using 'osoba uczestnicząca,' which means 'person participating.' This shift helps us eliminate gender bias in our language.

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Second, in cases where impersonal form isn't feasible, we adopt the Combined Gender Form. Here, we blend the masculine and feminine forms. For example, instead of just saying 'wolontariusz' for 'volunteer,' we use 'wolontariusz/ka,' incorporating both masculine and feminine forms. This ensures that both genders are represented in our language.

Our linguistic policy is a testament to our dedication to inclusivity and equality. By adapting our language, we are not only acknowledging the diversity of genders but also promoting a culture of respect and equality. This is especially crucial in the Polish context, where our language structure poses unique challenges to gender-neutral expression.

We believe that such thoughtful and inclusive language use in our Foundation’s communication sets a positive example and encourages other organizations to create more inclusive environments, recognizing and embracing the diversity of all individuals."

Piotr Jaros Chairperson FEIS Foundation

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Description of the Gender-Neutral Language Policy In the pursuit of creating a more inclusive and respectful environment, the adoption of gender-neutral language has become a key focus within the think tank. This approach is guided by a set of principles designed to respect and acknowledge the diverse gender identities of all individuals involved.

The first principle is the Usage of Impersonal Form. In line with this, the think tank strives to use language that is neutral in terms of gender wherever possible. This means choosing terms and constructs in communication and documentation that do not imply a specific gender. For example, rather than using gender-specific titles or pronouns, the language is adapted to be inclusive of all, regardless of their gender identity.

Another significant aspect of this policy is the Respect for Individual Pronoun Preferences, especially for transgender and non-binary people. This involves acknowledging and using the preferred gender pronouns of individuals, be they he, she, they, or any other pronoun that the person identifies with. This practice is a fundamental expression of respect for each individual’s gender identity and their right to be addressed accordingly.

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In situations where there are uncertainties or disputes regarding the use of gender-neutral language, the Inclusion Coordinator plays a crucial role. They are responsible for resolving these ambiguities, ensuring that the language used aligns with the principles of inclusivity and respect for individual preferences.

Through these measures, the think tank demonstrates its commitment to creating a space that is welcoming and inclusive for all, recognizing the importance of language in reflecting and respecting the diverse identities of its members Ensuring both physical and digital accessibility

Ensuring that everyone can access our meetings, both physically and digitally, is vital. It allows all of us, regardless of our abilities or circumstances, to participate fully and contribute to our think tank's work.

David Kaszper Member Mosaic Minds Think Tank

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Ensuring both physical and digital accessibility is a fundamental principle in our youth think tank. This commitment extends to all aspects of our operations, including training sessions, meetings, and events. We recognize the importance of making our facilities and activities accessible to people with a variety of disabilities, ensuring that everyone has equal opportunity to participate and contribute.

In terms of digital accessibility, we strive to make all educational materials widely available, adhering to the most open licensing standards. This approach guarantees free access for everyone, while still respecting intellectual property rights. We are mindful that, depending on the nature of the materials, certain restrictions might be necessary to maintain content consistency and integrity.

There are instances where access to materials might be limited, particularly when protecting third-party intellectual property rights or sensitive information. In such cases, our decisions to impose restrictions are made with complete transparency, ensuring that our commitment to accessibility is balanced with legal and ethical considerations.

By adhering to these principles, our think tank is not just a place for sharing ideas but also a model of inclusivity, where every member, regardless of their physical or digital access needs, is valued and has the opportunity to engage fully.

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Training

Promoting inclusion has always been an integral part of my life that I'm trying to cultivate through my studies and work.

Being able to participate in a job shadowing experience in Poland amongst like minded people has been an amazing opportunity and I would definitely recommend anyone to do it if they have the chance.

Anastasia Sapouna Participant of the Job shadowing programme

The value of inclusion training lies in its ability to enhance awareness and sensitivity among members. It educates them about the various dimensions of inclusion, highlighting the diverse needs and challenges faced by different individuals.

This education is vital in a think tank, where collaborative work and intellectual exchange are foundational.

Moreover, the training provides practical skills and knowledge on how to implement inclusive practices effectively.

Furthermore, training plays a significant role in building a cohesive and collaborative community within the think tank. It fosters a culture of mutual respect, understanding, and support among members, which is crucial for a productive and harmonious work environment.

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Individual support

A new potential member might sometimes need assistance to fully engage with our think tank. We try our best to identify their specific needs and provide the necessary help. This ensures their full involvement and prevents the loss of valuable members due to unaddressed needs

Ksenia Arnaut Member Mosaic Minds Think Tank

Individual support in the context of youth think tanks is a crucial aspect of inclusive policy, especially for individuals identified as having fewer opportunities.

The essence of individual support is to help overcome their barriers, enabling full participation in think tank activities.

This support is multifaceted and tailored to meet the specific needs of each individual. It may include consulting services, assistance in accessing resources, various forms of mentorship, technical support, translation services, educational adjustments, and help in navigating both internal and external resources. Recognizing the unique challenges faced by individuals with fewer opportunities is crucial for youth think tanks.

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These individuals bring essential experiences and perspectives that are vital in creating future strategies and analyses. Their involvement ensures that the outcomes are reflective of a wider range of needs and challenges, leading to more comprehensive and effective solutions.

Therefore, youth think tanks have a responsibility to assess each situation individually, ensuring that their rules and procedures are clear and accessible to all members and beneficiaries.

Evaluation

I had the great opportunity to participate in this training course was took place in Ostrava. The topic of the project was about Think Tanks and how we could create new opportunities in our local communities.

For me was a great experience to collaborate with interesting people with different way of thinking and cultural level. Last but not least the organizers provide us with best conditions about accommodation and hospitality.”

Dimitrios Mageiria Participant of the Youth Seminar, Ostrava

The evaluation process is integral to identifying areas where improvements can be made, monitoring ongoing progress, and assessing the overall impact of the think tank's initiatives in fostering an inclusive environment.

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Feedback collection is another aspect of the evaluation process. It is essential that feedback mechanisms are designed to allow anonymity, providing members with the freedom and security to express their honest thoughts and feelings. This approach encourages open and candid communication, allowing the think tank to gain a more accurate and comprehensive understanding of its members' experiences and perceptions.

Optionally, ensuring anonymity in feedback, acknowledges the importance of creating a safe space for expression. This is particularly important when dealing with sensitive topics related to inclusion, where members might feel hesitant to share their experiences openly. An anonymous feedback system empowers members to voice their concerns, suggestions, and experiences without fear of repercussions.

Overall, the process of evaluation and feedback is not just a formality; it's a critical component of commitment to inclusion.

Through this ongoing process, the organization can continuously adapt and refine its strategies, ensuring that its commitment to inclusion is not only upheld but also actively pursued in a manner that is responsive to the evolving needs and experiences of its members.

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Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.

SIPE Śląski Instytut Edukacji Politycznej

sipe_institute

Fundacja FEIS

feis.foundation