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Facilitators Handbook Practical guide to leading person centred planning processes Inclusive Solutions Facilitators Handbook ã Inclusive Solutionss 48 Whittingham Rd Nottingham NG3 6BJ Phone 0115 9556045 • Fax 0115 9567305 Chapter 1 Why have we written this book? What is facilitation? What are person centred planning tools anyway? I Often a wider group of community, friends and family members will get involved in planning meetings than was ever traditionally the case and this has called on new ways of working, planning and communicating. This book focuses on how leaders and support agencies can facilitate meetings, problem solving and visioning processes. In short how facilitation of diverse groups can best be carried out. Such facilitation can be exciting as well as challenging and new opportunities to discover new skills and gifts of communication are daily provided! People need to be worked with and communicated with in ways that offer: · Respect · Good listening · Energy and enthusiasm · Warmth and genuineness · Honesty and integrity · Clear direct language
These are not new concepts, but are revisited and tested to the
full in emerging person centred planning processes. What is facilitation? By this we mean the process whereby typically someone leads, chairs and guides a group through a process to achieve some form of consensus, solve a problem or to form a view of the future. A skilled facilitator is able to: · Maintain high levels of interest and attention within a group · Steer the group through an agreed process or agenda · Deal successfully with conflict within the group · Support consensus building · Listen at a deeper level Qualities of a facilitator 1. Pacing 2. Belief 3. Supportive 4. Non-judgemental 5. Listener 6. Teamwork 7. Humour 8. Flexible 9. Sharing 10. Self confidence We would fully support this list and believe that people can learn these qualities in many different ways. ü Who is this book for? · Deputy heads · SENCOs · Teachers · Educational psychologists · Support Service leaders · Parent activists · Inclusion coordinators · Inclusion facilitators · Voluntary organisation leaders and activists
A whole range of people who are engaged in inclusive educational processes will need to learn facilitation skills. Person centred tools are a key area where facilitation is essential. What are person centred planning tools? ‘Personal futures planning is an orderly process for describing a desirable future with a severely disabled person and deciding on a schedule of activities and supports that will organise available resources to move towards that future’ (John O’Brien, 1998) We cannot provide full detail of these but would point the reader in the direction of : 1. MAPS. Jack Pear point and Marsha Forest(1991) work on the MAP’s 7 step mandela is well described in a number of Inclusion Press videos and publications. This process uses wall sized paper and colourful graphics.
2. PATH or Planning alternative tomorrows with hope was devised by Jack Pearpoint, Marsha Forest and John O’Brien (1990) This approach is similar but different to MAPs. This is a very powerful visioning tool and is again well described in publications and videos available from Inclusion Press in the UK and elsewhere. PATH is a team-facilitated graphic planning process that was developed by Marsha Forest, Jack Pearpoint and John O’Brien. It combines the best elements of a number of vision-building and future planning tools (including MAPS). We learned PATH (the acronym stands for ‘Planning Alternative Futures with Hope’) from Marsha and Jack over 6 years ago. They taught us to facilitate our own personal PATHs, and explaining the thinking that was at the heart of each step. We were surprised, delighted and inspired by the process, and began using it in our work and as a key facilitation tool. Interestingly, PATH isn’t a ‘disability’ tool. It’s a process that can be used to plan a life, a group, a building, an organisation, a community. PATH begins with the Dream. Your vision. Your north star. Asking what is it that you hope for, yearn for? What is the dream you have for your life? What are you key values? What gives your life direction and meaning? What’s at the centre? This is in the realm of ‘direction’ - no limits. It has to do with our heartfelt yearnings for connection, meaning, relationships, and contribution. When we’re doing a PATH with a child, or with someone who has great difficulty expressing himself, we first respectfully ask the person directly about their dreams. We then invite the people who care deeply about that person to add their vision, their dreams for a good life. We always check in with the person at the ‘centre’ to make sure that this expression matches their dream. When we say ‘no limits’, we understand that inside every dream there is always an underlying message and meaning which can provide an indicator of direction. If someone who might have great learning challenges says that they want to be a chef, we put that on the PATH, and then ask what are the things that a chef does that are so important? “Well, she cooks” (we put that on the PATH). “She feeds people” (we put that on the PATH). “She is good at her job” (we put that on the PATH). Is it likely that Jane will become a chef? Maybe not (or even probably not). Is it possible that she can move in a direction that allows her to help feed people, nurture people, and be admired and respected? Definitely. The next step (the Goal) is a chance to develop a good sense of what is achievable in time. Positive, possible movement towards the dream. We ask the person what their life would be like if they were doing effective work in the direction of their dream for perhaps two years (they choose the time-frame). We encourage the person to imagine this as if it had already happened. Thinking backwards over the last year as if events have actually happened is a very rich way of sensing the goals for a person or group. So when Paul who dreams of being a doctor says, “Well, in two years I’m volunteering at the hospital. And I’m taking a class at the FE college.” Great! Paul, how did that happen? “Well, my mum knows this lady who works at the hospital, and we went to her office and met her ...” At this point, Mom pipes up: “He’s right. When we told Deirdre about Paul’s gift for listening to older people, she knew exactly how she could fit in. Now Paul is getting a sense of what he might be able to do in a year, and also how it fits with his desire to help and comfort (to be a doctor). When he looks ‘backwards’ for the answer to “how did that happen?”, he’s inventing a plan for making the connection. By this time, mum is inventing like mad, and seeing how she can be part of making this all happen. Now we know something about who else needs to be enrolled (Deirdre, from hospital personnel), and some of the first steps (Call Deirdre, make a date...). Our experience has been that if enough of the right people are present at the PATH (Paul’s brother, the vicar from their church, their next-door neighbour, etc.), they all begin to contribute ideas, solutions, connections, action steps. More importantly, they all begin to see their part in the picture. The reason we like PATH so much is that it’s partly a ‘planning’ tool, but also a great tool for community-building, team-building, and commitment-building.
Once the ‘positive possible future’ (the Goal) is developed, we do look at what’s happening in the present (the Now). Here we initially focus on the facts and figures of now. We then explore the feelings, challenges, resources, obstacles, and commitments ... the current state of affairs? It gives the pathfinders a sense of the work that has to be done in order to move effectively towards the goal. We spend time looking at the stretch between the emotions of the now and those of the desired future. In order to fill the gap between ‘Now’ and what people sense could actually be accomplished in a year or so, we can begin to identify: who we need to enrol One thing that can help is remembering that PATH isn’t an Individual Education Plan (although you can derive an IEP from a PATH ... “What can the school do to help Arun along his path?”). It isn’t a ‘Behaviour programme plan’ (although you can derive a programme plan from a PATH ... “What can our agency do that will help Sarah and her family on this journey?”). It’s Paul’s PATH. We have used PATH in situations that are very conflicted, confusing, challenging. We’ve facilitated PATHs for projects, agencies, LEAs, schools, and families. The one essential ground rule is that you never facilitate someone else’s PATH until you’ve had your own done. We teach PATH and other facilitation tools in workshops around the
country (lots of practice, and everybody gets their own PATH done).
The best PATH sessions and workshops are diverse, including family
members, people with disabilities, professionals, and especially ‘non
professionals’.
3. Solution Circles 4. Circles of friends 5. Circles of adults
What these approaches share and how they challenge those involved in meeting special needs in the UK and elsewhere are the following keys: · Focus on gifts and positives as opposed to preoccupation with negatives and problems · Working in a team, usually of two to facilitate · Possible and positive outcomes · Diverse membership at meetings encouraged for richer creativity and problem solving · Use of direct language and avoidance of jargon · Social and educational models of change precluding medical explanations and perspective The use of person centred planning tools presents many UK special educators with something of a radical paradigm shift. Consider the following:
Traditional approach Person centred · Pseudo medical perspective: ‘what is wrong with this child?’ · Remediation of diagnosed problem is purpose · Test to locate deficits · Inform and counsel parents about problems
· Focus on gifts and strengths to inform teaching and learning · Listen to dreams and visions to lead planning · Involve those who really know the person in meetings · Jointly lead change process together with parents
Inclusive facilitators will warm to this new way of thinking readily others will take a long time to unlearn habits of a professional lifetime. Key questions to ask yourself when considering your own practice and how person centred it is must include the following: 1. How would I feel to be dealt with like this? 2. If we were discussing my child would I feel this process to be respectful of them and me? 3. Does this practice really let me express myself and be truly listened to? 4. Is what I say not only heard but responded to meaningfully? 5. Do I feel accepted for who I am or judged for my weaknesses? 6. Am I now feeling more in touch with my gifts and those of my child? 7. Have I felt the supportive presence throughout this process of someone or a range of people I really care about and trust or have I been on my own working with relative strangers?
Many of our practices would fall short within our UK public services for children labelled as having special educational needs within Health, Education and Social Services despite many legislative attempts to make the child and their parents more likely to be involved in planning processes in practice attempts have been at times crude and dangerous at others superficial and meaningless. But looking closer there have also been brilliant pockets of practice where parents and children have felt supported, involved and listened to. They have also been in meetings that have been well led and safe. Chapter 2
We feel that meetings need to respect people. People’s time, their commitment to the meeting, their humanity, needs and gifts. The risks can appear great at the start of many meetings. Will the chair be ignored, will people walk out, will their be no agreement and no progress. Will you as a leader experience loss of control, rejection, and embarrassment? Will the meeting become an angry monster with you barely able to catch its tail? Clear rules and structures can make meetings of all kinds feel safer, more constructive, focused, a better use of time and more likely to lead to productive consensus. They are the coat hangers for meeting content and a good facilitator makes sure they are always in excellent condition. Before embarking on any kind of facilitation it is essential to be clear yourself and ideally even clearer with the group as to the nature of the ground rules that you will be following throughout the process. Elsewhere we have described a preferred set of rules when dealing with ‘circles of adults’ (Newton, 1999) as follows: · Speak from your own experience. ‘Own’ your statements! · Don’t give ‘good advice’/Don’t preach. · Give feedback to other group members that is owned, specific and balanced. Speak for yourself and of your own experiences in detailed and precise terms, providing both positives and negatives in balance. For instance: ‘Fore me, my feelings about Paul are that he can be both likeable and totally infuriating.’ · Maintain confidentiality regarding all personal materials unless agreed otherwise. Don’t discuss outside group unless clearly in interests of those concerned
This is a robust set of rules, which should stand the facilitator in good stead in many group situations. Even better if you have the time to negotiate a similar set of rules with the group you are working with to gain a high level of consensus at the start regarding how the meeting is going to be. A number of person centred tools have their own process steps, which provide an excellent structure for group process.
For instance the MAPs process already mentioned above provides 8 key steps:
1. What is a map? 2. The story so far 3. The dream 4. The nightmare 5. Who is the person? 6. What are our gifts and strengths? 7. What are our needs? 8. The action plan
Anyone straying from these headings can easily be reminded and refocused, as all present know that these steps are what constitute the meeting. Its not what you say it’s the way that you say it…thats
what gets results A few examples will underline this point. · One head teacher had found that more than any other form of support just physically helping teachers in their classrooms working alongside them in practical ways such as mounting pictures on the wall · The psychologist came into the room and stated working directly with the tutor group enlisting their support to help one of their troubled classmates feel more included · He gave me his home phone phone number and said if ever I needed support, just to call · There was a cup of tea and a drink for everyone waiting in the room for us, including the children · She really listened, she didn’t actually tell me anything · I was impressed by who had been invited to the meeting. · We were all personally welcomed to the meeting, the name stickers were simple but really helped · The wall graphic made sure everyone could keep track of the meeting. Not rocket science but powerful messages that relied less on what was said than what was actually physically done and the rich meaning that was conveyed. The key nonverbal facilitators tools include the following: 1. Eye contact 2. Listening deeper 3. Use of hands and body 4. Proximity…how close you are 5. Your actions! The use of eyes, whole body, posture and intonation with emphasis from hand movements and proximity to others when either you or they are expressing themselves, all play a crucial part in the nonverbal communication of the facilitator.
Team work Off the waters of the UK divers often need to tie themselves together. We would encourage facilitators to ‘tie’ themselves together too for safety and to enhance complementary skills. Fortunately many of the emerging person centred planning tools such as PATH and MAP for instance build in the presence of a graphic facilitator as an essential team worker with the verbal facilitator. Close working between two workers sharing such a process with a group can only be achieved through: · Mutual trust · Practice of working together · Preparing sessions in advance · Establishing clear roles within the process
Well what do you say? Welcome Welcome is the first key to successful inclusion of anyone so is a must for the start of a successfully facilitated inclusive meeting. Smiles, warm words, handshakes, hugs as people come into the room depending on your relationship with the participants and the cultural expectations of those you are meeting with all play an important part. At other times in larger settings especially the welcome needs more stage management and can be bigger and more dramatic. Open body position and upturned hands can accompany effusive warm welcomes. This is not a time to hold back or to only pick out certain people for a welcome. Particular efforts should be made when welcoming parents, carers, pupils and other family members to a situation, which is unfamiliar to them or in which, they are feeling anxious, apprehensive, aggressive or defensive. This is often the case for people invited to meet on school premises (professionals included). Keeping it safe Use of humour can really help here, or simply restating the rules in a firm and clear way as soon as the line has been crossed, or you read that it is about to be. John to Arran: What you need to do to change your life is to go out more, get a girl friend and to stop smoking Facilitator: Aha John…lets not forget what we agreed at the start…no preaching or advising each other! Do you think you might have strayed off that a little (laugh)? John: Woops, oh yeh, sorry Arran( laughs too) Timing is everything! Colin once ran a workshop session for a group of parents. When he lost track of time, the parents did not and when 3pm was reached the simply all stood up and left the room, while Colin tried desperately to close the session. In this example the group shared the issue and were certainly not going to stress themselves and more important l their children, so they left! Be clear at the start of any meeting what you believe the finish time to be and check if you need to negotiate over this. Jack and Marsha taught us another rule. If someone cannot stay to the end of the meeting who will they speak to to catch up with what happened in the part they missed? This needs asking at the start of the meeting. How often have people announced their intention to leave early minutes or even moments before the end of a meeting? This way gives you much more sense of what is going on and the individual can feel less guilty about their early departure and more likely to get a sense of completion when filled in by a colleague as to what happened at the end of the session. It is rather like the film you were watching lat e at night, fell asleep, missed the end but were able to hear the ending from a close friend or family member who had stayed up. You already have the story so far and the images in your mind so hearing the ending retold as narrative works very well. So seldom is the same approach used with regard to meetings and planning sessions. Reflecting back and paraphrasing The purposes of reflecting back and paraphrasing are many and include: 1. They indicate real listening. You have heard what I am saying because you have repeated it. Many therapists have argued that to be really listened to like this can actually bring about personal growth and change with no other intervention being present. 2. They provide time and a repeat of the contribution for your graphic facilitator to hear and translate into key words or graphics. 3. They help everyone present to hear and reflect upon what has just been said. Having reflected back we have also found it helpful to check out with the speaker, ‘have I got it right?’ ‘Was that it?’ especially when paraphrasing a long input. Be positive and do not interpret It is essential for the facilitator to avoid getting absorbed by negative, blaming and judgemental thinking within the group. This will not help bring about change. What is needed is the maintenance of an optimistic, hopeful meeting and the facilitator models this by the way they speak and act. The processes of good person centred planning processes will also help here. Carry out a PATH or MAPs process and be surprised that the issue everyone worried would not be addressed if all were positive is remarkably planned for in a much more effective way than if the whole meeting had been spent discussing it. Focus on gifts, strengths, abilities, skills and assets. Do not get bogged down by deficits or negative description or even problem obsessing. When facilitating always be careful to take what is said as it stands without putting on the psychotherapist’s hat and diving into deeper realms of meaning. Lets those meaning explain themselves and develop naturally. It is a distortion of these tools to spend time probing your own hypotheses, Reflect on these after the event. Remember Jack and Marsha’s Checklist 1. Is this the right tool to be using? 2. Theme. Do we have a clear focus on an issue or problem? 3. Invitation. Have all the essential players been invited? 4. Time. Is there adequate time to complete the process? 5. Location. Can we be in a comfortable, inviting room with a big enough wall for a graphic and interruptions minimised? 6. The wall. Is there space for a wall graphic? (Approximately 10’ by 4’) 7. Hospitality. Are drinks and snacks available to make the environment welcoming? 8. Drawing equipment. Paper, markers and masking tape? 9. The facilitation team. Is the team balanced? Some one to draw the graphic and someone to verbally facilitate?
Chapter 3
1. What do you do if the meeting starts to break down into conflict? Keep calm! Breathe, go to the balcony, look at the view think what you will do and say, return and act! Or more simply in the words of Jack and Marsha: ‘ Breathe, think, act!’ Prevention of conflict as ever is the best cure and by following the processes described above, particularly the positive orientation difficulties should be minimised. However if things do erupt calmly remind the group of the ground rules or process boundaries. Assert the need to listen to each other respectfully without having to fully agree with each other. People are entitled to a point of view. Inclusion is about constructive coexistence, not everyone loving each other all the time. Look for opportunities to build a consensus in which those in the room can live with the way forward or solution, rather than having to be completely in agreement about it. 2. Everyone goes silent? What do you do? You can often simply live with the silence and let people really think. Too often we want to rush in and fill silences unnecessarily. At other times recapping over what has been said and using the wall graphic (if present) to focus people. Sometimes if a group has never really got going warm up activities even in the middle of a session can be helpful involving moving seats, standing up and so on.. If the silence is hostile and people have sat next to negative allies, it can help to rotate every other person in a kind of dance routine so that new pairings may throw up new chemistry. Buzzing in pairs rather than speaking in front of the wwhole group also works well in this scenario. 3. The focus person starts crying. Tears are OK. However do not ignore them or what they may be communicating. Marsha taught us to ask the key question: ‘What are these tears telling us?’ Either the focus person or his or her supporters should be able to help answer this. At a minimum naming the tears and offering tissues and comfort directly or via other group members or through physical contact if this feels appropriate.
Chapter 4
And links The Internet is a growing source of information and news about inclusive practice and we have included some websites that we think are worth a visit. Adams, J.L. (1986) The Care and Feeding of Ideas: A Guide to Encouraging Creativity. Reading, Mass.: Addison-Wesley.
Asher, S. and Cole, J. (eds.) (1990) “Peer Rejection in Childhood” Cambridge University Press.
Bliss, T. and Tetley, J. (1993) “Circle Time” Lucky Duck Publishing. Bristol.
Carlson, M. C. (1994) “Stories of Circles, Circles of Stories” Published by the Wisconsin Council on Developmental Disabilities. 722, Williamson St. P.O. Box 7851 Madison, WI 53707-7851 Dessent, T. (1987) “Making The Ordinary School Special” Falmer Press, Lewes Sussex.
DfEE (1997) ‘Excellence for all children. Meeting Special Educational Needs’ The Stationery Offuce, London
Falvey, M.A., Forest, M., Pearpoint, J. and Rosenberg, R. (1994) “All My Life’s a Circle- Using the tools: Circles, Maps and Path”. Inclusion Press. Toronto. Gold, D. (1994) “We don’t call it a “circle”: the ethos of a support group”, Disability and Society ((4), 435-452. Gray, C. A. and Garand, J.D. (1993) “Social Stories: Improving Responses of students with autism with accurate social information” Focus on Autistic Behaviour, 8(1), 1-10. Hanko, G. (1995) “Special Needs in Ordinary Classrooms-From Staff Development to Staff Support” (Third Edition). David Fulton Publishers, London. Hawkins, P. & Shohet, R. (1989) “Supervision in the Helping Professions” Milton Keynes: Open University Press. Heine, H. (1985) ‘Friends’ Macmillan, New York. Highfield Junior School, Plymouth (1997) “Changing our School: Promoting Positive Behaviour “ Published by Highfields Junior School and the Institute of Education, University of London. Available from Highfield School, Torridge Way, Efford, Plymouth, Devon PL3 6JQ. Hughes, Ted (1994) “Winter Pollen- occasional prose” Faber
and Faber. London
Lovett, H. (1996) “Learning to Listen: positive approaches and people with difficult behaviour” Jessica Kingsley, London.
Luckner, J. and McDonald, J. (1992) ‘ Teaming to Learn’ Perspectives on Deafness, 10 (1)
Luckner, J., Schauermann, D. and Allen, R. (1994) “Learning to be a Friend” Perspectives on Deafness, vol.12 no.5. pp. 2-7.
Ludum, C. D. (1993) “Tending the Candle- A Booklet for Circle Facilitators” Distributed by Communitas Inc. and available via Circles Network.
Mallory, B. and New, R. (1994) “Social Constructivist Theory and Principles of Inclusion: Challenges for Early Childhood Special Education” Journal of Special Education vol. 28, no. 3, pp. 322-337.
Mason, M. and Reiser, R. (1992) “Disability Equality in the Classroom-A Human Rights Issue” Disability Equality in Education, London
McLeod, J. (1997) “Narrative and Psychotherapy” Sage Publications, London
Mosely, J. (1990) “ The Circle Book” Published by Positive Press. Trowbridge, Wilts. Mosely, J. (1996) “QualityCircle Time in the Primary Classroom” Published by LDA. Mount, B. (1990) “Imperfect Change: embracing the tensions of Person Centred work” Communitas Publications, Manchester, Connecticut. Available from Circles Network.
Murray, P. and Penman, J. (1996) “ Let Our Children Be. A collection of stories” Parents with Attitude, c/o 44, Cowlishaw Rd. Sheffield S11 8XF.
Newton, C. and Tarrant, T.(1992) “Managing Change in Schools” Routledge. London. Newton, C. (1995) ‘Circles of Adults’, Educational Psychology in Practice, 11(2), pp.8-14. Newton, C., Taylor, G., and Wilson, D, (1996) ‘Circles of Friends; An inclusive approach to meeting emotional and behavioural needs’ , Educational Psychology in Practice, vol 11, No 4. Newton, C. and Wilson, D.(1999) ‘Circles of Friends’,
Folens, London Pearpoint, J. Forest, M. and Snow, J.(1993) “The Inclusion Papers- Strategies to Make Inclusion Work”. Published by Inclusion Press. Toronto. Perske, R. and Perske, M. (1988) “Circles of Friends” Nashville, Abingdon Press. Priest, S. and Higgins, A. (1991) Resolving conflicts between pupils. DSDP Dissemination Conference paper, Chesterfield, Derbyshire: Educational Psychology Service Quinton, D. (1987) “The Consequences of Care: Adult outcomes From Institutional Rearing” Maladjustment and Therapeutic Education Vol. 5, No. 2 pp.18-29.
Rieser, R. (1995) “Invisible Children- Report of the Joint Conference on Children Images and Disability” Save the Children and The Alliance for Inclusive Education. London. Available from The Alliance for Inclusive Education.
Sherwood, Susan K. (1990) “A Circle of Friends in a !st Grade Classroom” Educational Leadership, 48(3), p.41.
Shaw, L. (1990) “Each Belongs- Integrated Education in Canada” The Centre for Studies in Inclusive Education (CSIE), Bristol
Sibbet, D. (1981) “I See What You Mean! Empowering through Visual Language” . Graphics Guides Inc. San Francisco.
Snow, J. (1994) “What’s Really Worth Doing and How to do It” Inclusion Press, Toronto.
Thomas, G. (1997) “Inclusive Schools for an Inclusive Society” British Journal of Special Education, Volume 24, No. 3. pp.103-107. Villa, R.A. and Thousand, J.S. (1995) “Creating An Inclusive School” Paul H. Brookes Publishing. Baltimore. Wertheimer, A. (1995) “Circles of Support- Building Inclusive Communities” Published by Circles Network. Bristol. Weinstein. M. and Goodman, J. (1980) “Playfair; Everybody’s guide to non-competitive play” Impact Publishers, San Luis, California Whitaker, P., Barratt, P., Joy, H., Potter, M. and Thomas, G. (1998) “Children with Autism and Peer Group Support: Using Circles of Friends” to be Published in the British Journal of Special Education. White, M. (1993) “Developing self esteem” in Bovair, K. and McLaughlin, C. (eds) Counselling in Schools - A Reader David Fulton Publishers. White, M. and Epston, D. (1990) “Narrative Means to Therapeutic Ends” W.W. Norton. New York.
----------------------------------------------------------------------------------------- Books and videos published or produced by “Inclusion Press” are available in the UK from “Inclusion Distribution,” 29, Heron Drive, Poynton Stockport SK12 1QR. Tel: 01625 859146 The Alliance for Inclusive Education can be contacted at; Unit 2, 70, South Lambeth Road, LONDON SW8 1RL Tel; 0171 735 5277 The Alliance campaigns for an end to compulsory segregation in education and for the facilities, curriculum and premises of mainstream educational establishments to be made accessible to all. ‘Circles Network’ is the UK national voluntary organisation committed to the development and maintenance of inclusive communities where people with and without disabilities participate, contribute and belong. Circles Network provides training and consultancy on building circles of support as well as a range of other person centred tools and strategies. Contact; Mandy Neville, Director, Circles Network, Pamwell House, 160, Pennywell Road, Upper Easton, Bristol BS5 0TX. VIDEO MATERIAL
PATH video and workbook produced by Inclusion press.
“With a Little Help from my Friends” Produced by Inclusion Press. This is the video that got our work started. A one hour video containing three twenty minute segments looking at fully inclusive school systems in Canada, Circle of friends work in a High school classroom (facilitated by Marsha Forest) and at the MAPS process in action. Available from Inclusion Distribution. “Altogether Better”- by Richard Rieser and Micheline Mason. This is a pack containing a video and back-up booklet. It is a powerful resource for disability equality training and in promoting the case against segregation in educational settings and beyond. Produced by Charity Projects it is available from; Comic Relief Education, Unit 2, Drywall Estate, Castle Road, Sittingbourne, Kent ME10 3RL. “Kids Belong Together” Produced by the People First Association of Alberta this 24 minute video illustrates the Circle of friends and the MAPS processes in action in Canadian schools. Available from Inclusion Distribution. “Circles of Support” -the companion video to the book “Circles of Support -Building Inclusive Communities” which is referenced above. Available from Circles Network, Pamwell House. 160, Pennywell Road, Easton, Bristol. Tel; 0117 939 3917. “NEW MAPS Training Video Shafik’s Map ( plus... “Dreaming” with Judith Snow) Created by Jack Pearpoint and Marsha Forest. A step by step guide to the MAPS process. Available from Inclusion Distribution.
WEBSITES ON THE INTERNET This is our very own web site with many resources and links to support inclusive education. The sectioon headed ‘problem solving’ is particularly useful for facilitators to visit. http://inclusion.com This is the website maintained by Jack Pearpoint Forest in Toronto. It provides many great links to other websites dealing with Inclusion as well as listing the resources produced by Inclusion Press. http://www.asri.edu/CFSP The website of the Consortium on Inclusive Schooling Practices- a 5-year federally funded institute in the US to provide assistance to states, programs and individuals involved in the development of inclusive educational and community supports. http://www.thegrove.com/~grove. the website of Grove Consultants International the leading authority on graphic facilitation and other process tools.
http://www.kidstogether.org/ A multi-award winning site that providing information and resources that improve the quality of life for children and adults with disabilities by promoting communities where all belong |