access matters educational module. - dublin · 2 access matters educational module. ... 2. group...

2

ACCESS MATTERS EDUCATIONAL MODULE.

Section 1: MODULE OUTLINE.

Objectives of Module:

1. To make young people aware of the importance of access as an equality and

business issue.

2. To ensure young people have a practical understanding of access issues.

3. To support young people to carry out an Action Learning Project on

accessibility in their own community.

4. To support young people to enrol local businesses to join the Access Matters

Network by registering for an assessment with Dublin City Council.

5. To support young people to evaluate their Action Learning Project and

document and share the learning.

Structure

This module is designed to be taught and carried out over a 4-5 week period and has

four lesson plans, including facilitator Notes, Handouts and Guidelines for an Action

Learning Project.

Methodology

The methodology combines community education and Action Learning approaches.

Action Learning comes from action research. It is ‘a way of learning and working on

solving a problem at the same time’. The notion of taking action is central to action

learning. Whereas the main purpose of traditional learning is to understand and to

inform, action learning is concerned with bringing about change. The following are

key characteristics of an Action Learning approach:

1. Deals with real problems: learning is based on grappling with real tasks. 2. Group reflection: learning with, and from, a group who are also engaged in

dealing with real problems. 3. Responsibility: members of the group take responsibility for creating solutions

to problems and not just identifying and analysing them. 4. Action-based: members of the group are concerned with change and making

a real difference through their learning. They are not simply seeking theoretical solutions to problems.

Action Learning is particularly suited to education and training initiatives which seek

to bring about change, especially in a community setting.

3

Community Education has the following characteristics:

• participative – inter-actively engages young person in the process.

• experiential – draws on young person’s own experience.

• empowering - empowers young people to make a difference.

• community development - focused on the practical application of the learning

to make a difference in the local community.

• flexible – uses a range of training methods and materials e.g. DVD, guest

speaker, internet and multi-media.

Materials

This pack includes:

1. Outline of Module.

2. Background and context to Access Matters.

3. Five Lesson plans including Facilitator Notes and Handouts:

• Lesson plan 1: How aware are you of Access Issues.

• Lesson plan 2: Understanding Access Issues.

• Lesson plan 3: Guest Speaker (if possible).

• Lesson plan 4: Making a difference to accessibility.

• Lesson plan 5: Reflection, evaluation and sharing learning.

• Glossary of terms.

4. Youtube Video and Resources:

• Type Access Matters (School Subtitle) into Youtube search engine.

• Type Access Matters (Business Subtitle) into Youtube search

engine.

• View from Here –DVD. Obtained from www.iwa.ie/DVD. (Irish

Wheelchair Association DVD resource).

• DVD Inside I’m Dancing Is part of leaving Cert curriculum (obtained

from your local library.)

(Please note facilitator refers to teachers, youth leaders or anyone facilitating the learning session).

4

ACCESS MATTERS EDUCATIONAL MODULE. Section 2: Background and Context of Access Matters.

See enclosed document on Dublin Access Matters Network – The How and Why of

Registration.

Below is a summary of some key points:

What is the Dublin Access Matters Network?

The Network consists of businesses, public services and community organisations

that are committed to ensuring that their premises, business activity, facilities and

services are accessible to everyone. The Network assists with the level of

accessibility in each of its participating members, and informs the public here in

Ireland and abroad on what each venue offers. It informs by providing a guide to the

level of access in venues across Dublin through the online access guide

www.accessdublin.ie

What is accessdublin.ie?

www.accessdublin.ie is an innovative online tool, developed by Dublin City Council,

to assist all citizens, visitors and tourists to Dublin alike, who might require

information, assistance and guidance relating to accessibility issues in the city.

Why is Access Matters important?

Access Matters to us all…………People with disabilities do not encounter difficulties

because of their own mobility, age or circumstance; they encounter problems

because of the inadequate environment that surrounds them.

Justice and Equality are two key values that must be realised if we are to create a

sustainable city where all people are valued in the same way. Improving access for

everyone, regardless of age or ability, is an important part of making the city a better

place. For City Government this means improving the streets, developing attractive

and accessible public spaces and improving access to public buildings and services.

Businesses can help through improving the accessibility of their business/ premises.

Do people have Irish Sign Language options and could Government recognise Irish

Sign Language as an official language?

Dublin can only become an internationally acclaimed accessible city if both the public services and private enterprises work together. This Dublin City Council initiative is about creating a practical partnership between public agencies, voluntary organisations and businesses. This partnership is focused on access, because Access Matters. It matters for our customers; the people we serve. It matters for the city internationally because there is a substantial untapped market of people who travel

5

but require the places they visit and the businesses they do business with, be accessible. It matters for business as it offers additional selling points that make business more attractive to customers. Every city and every business depends on people. People have different needs at different times in their lives or because of health or life circumstances. A significant percentage of the human race is born with or develops a disability. As we grow older our mobility needs change. Most people experience the joy of family and the challenge of trying to travel, shop and do business with small children in tow. Many people, because of accidents or health challenges, may develop temporary restrictions to their mobility; the bandaged eye that limits vision, the crutch supporting the broken leg, the hamstring pulled on the football pitch. People differ in their ability to move, access and use business services for differing reasons at different junctions in their lives. Yet all of these people are/ or could be our customers in Dublin. Think about the choices they might make between visiting a city that is accessible as opposed to one that is not. Think about the choices they might make between dealing with a business that is accessible as opposed to a business that is not?

By reaching a new, important audience.

Approx 13% of the Irish population have some type of disability (over 139,000 in

Dublin).

About 50% of citizens at some point in their lives will need accessible premises,

especially with our ageing population.

Importantly for you..

Spending of families, friends and carers (over 183,000 in Ireland) is influenced by

people with access needs.

Young parents with children, older people and tourists also look for accessible

venues.

That’s a lot of buying power!

6

ACCESS MATTERS EDUCATIONAL MODULE

Section 3: LESSON PLANS

Overview of Lesson Plans.

There are four Lesson Plans, designed to be taught over a 4 - 5 week period or done

over several days. Each Lesson Plan contains:

• Facilitator Notes.

• Young person’s Handouts.

• Accompanying resources.

Please Note the following for each lesson:

1)

General Lesson Guidance

If there is a young person with a disability, we recommend that you discuss

the lesson plans with that person and their parents beforehand to make sure

they are happy with the content and what will be discussed.

If there is a young person with a disability, there may be a need to provide

alternative ways to make the activities/lesson plan accessible to them.

If requested by a young person, the lesson plan should also be available in

Braille, audio and large print. NCBI Media Centre offers Braille transcription

and audio recording services Tel 01 8642266. You can also download the NCBI

Make It Clear Guidelines, which also explain what clear print is, guidelines on

clear print design and a clear print checklist at:

http://www.ncbi.ie/services/services-for-organisations/making-print-and-

multimedia-accessible-mcs

7

The lesson plans are summarised below;

Lesson plan 1: How aware are you of Access Issues?

• Facilitator Notes on Access Awareness.

• Young person Handout A: What are Access Needs and who has them?

• Young person Handout B: Access Needs Analysis.

• Type Access Matters (School Subtitle) into Youtube search engine.

Lesson plan 2: Understanding Access issues.

• Facilitators Notes on Understanding Access.

• Young person Handout C: Needs Analysis Summary.

• Young person Handout D: The Two Models of Disability.

• Young person Handout E: Attitudes to Disability and Accessibility.

• DVD: View from Here.

Lesson plan 3: Guest Speaker (if possible?)

Lesson plan 4: Making a Difference to Accessibility through Action

Learning.

• Facilitator Notes on Action Learning.

• Dublin City Council: Dublin Access Matters Network – The How and

Why of Registration.

• Young person Handout F: Planning Your Action Learning Project.

• Type Access Matters (Business Subtitle) into Youtube search

engine.

Lesson plan 5: Reflection, evaluation and sharing learning.

• Facilitator Notes on Evaluation.

• Young person Handout G: Evaluation and documentation of learning.

Conclusion / discussions on findings.

• Group discussion.

• How useful was module?

8

Lesson 1: How aware are you of Access Issues?

Facilitator Notes.

Lesson 1 Objective:

• To make young people aware of the importance of access as an equality and

business issue.

Content.

There are 3 sections in this lesson. The lesson can be done in a single or double

period. Sections are recommended to be allocated time as follows:

• Introduction: 15%.

• Small group work: 70%.

• Video and evaluation: 15%.

Materials.

• Copies of Young Person Handouts A and B for every small group of 4-5

students.

• Type Access Matters (Business Subtitle) into Youtube search engine.

Section 1: Introduction.

1).

This module is called Access Matters and is sponsored by Dublin City Council. It is

part of an initiative developed to increase public and business awareness of the

importance of improving accessibility for people with particular access needs.

Show young people some of Access Matters materials and tell them about web-site

www.accessdublin.ie

2).

What does accessibility mean?

Encourage students to brainstorm answers.

Here is one definition of accessibility: “Everybody, regardless of ability, mobility, age

or circumstance, has equal opportunity to services and facilities to enable full

participation in everyday life”.

3).

How many of you have particular needs around access or know someone with

specific access needs? (See General Lesson Guidance on Page 6).

(Facilitator to note all questions/ answers for further modules)

9

Listen and note young people’s answers. If not many young people respond move

on quickly, as the question will be revisited at the end of the lesson.

Section 2: Small group work.

Organise young people into small groups.

4).

Give out Handout A only.

• What do we mean by access needs?

• Do a list of people who might have particular access needs?

After about 5 minutes take feedback and have someone write answers on board/

flipchart.

Check answers against following list:

• People with a disability.

• People who use wheelchairs.

• Someone on crutches or with a

broken limb.

• Someone who is blind or vision

impaired.

• Some older people.

• Someone who has to use a

stick or a Walking frame.

• Someone who is deaf or hard of

hearing.

• Someone with a child in a

buggy.

• Someone with baby or young

children.

Note other

answers________________________________________________________

NB if young people bring up intellectual disability then discuss this along with other

categories.

5).

Only ask following question if original answer to question 3 was limited. Then

contrast the answers.

Can you name people you know that would be part of above list (point 4)? (See

General Lesson Guidance on Page 6).

Possible answers: Grandparents, mothers, neighbours with children etc.

Note answers;

___________________________________________________________

6).

There are different types of access needs, depending on your situation and where

you want to go. What are ordinary places we all go to?

10

Have young people brainstorm answers and write on board and then compare with

following list:

Local shops.

Restaurant or Café.

Cinema.

School.

Big shops in the centre of

Dublin.

Shopping Centres.

Train station or bus station.

Peoples houses.

Public Transport, buses, trains,

trams i.e. the LUAS.

Streets.

Library.

Airport.

Omniplex.

Going on holiday.

Park.

Swimming Pool.

Youth Club.

Community Centre.

Church.

Football Stadium.

Hospitals.

Social Welfare Offices.

Hotels.

Banks.

7).

Give out Handout B to small group.

A “needs analysis” is a way to systematically identify what people’s particular needs

are. Ask young people to fill out the needs analysis worksheet.

Take feedback, bearing in mind that the following will be given out as a handout at

the beginning of Lesson 2.

People Some Challenges, Obstacles

& Barriers

Possible solution

Person

using a

Wheelchair.

No car parking near facility.

Narrow doors.

Door handles (Height and

Shape)

High footpaths.

Stairs.

Non-accessible toilets.

No room to move around a shop

or store.

No room for wheelchair at

restaurant table.

Height of service counters &

tables.

Car parks with disability space

near entrance.

Doors wide enough for

wheelchair access.

Doors that open automatically.

Lifts.

‘Dished’ or sloped footpaths

e.g. At crossings.

Accessible toilets.

Room to move around for

wheelchair user.

Facility for wheelchair space in

restaurant.

Creative design of counter tops

and table heights.

Someone Doors hard to open. Automatic doors.

11

on crutches. Stairs.

Long walks e.g. in shopping

centre or airport

Small toilets.

Lifts or escalators.

Moving carpets.

Accessible toilets.

Seating with armrests.

Someone

who is blind

or vision

impaired.

Poor signage.

Small print or writing.

No contrasting colours,

everything looks the same.

Poor or dull lighting.

Technology based information.

Traffic crossing.

Slippery/ wet surface.

Large clear signage.

Information in larger print,

audio CD and in Braille.

Colours that contrast

effectively – what does this

mean?

Good lighting that highlights

obstacles but does not create

glare.

Technology that is accessible

to screen readers (note to

facilitator - maybe explain what

a screen reader is i.e. screen

readers read aloud what’s on

the persons computer screen)

Providing accessible websites.

Tactile paving stones with bumps that can be felt underfoot and audible signals at crossings. (Note to facilitator –maybe simplify the language used and avoid jargon). [Note to author – you could also include lifts with audio announcements e.g. level 1, door opening/closing].

Older

people –

possibly on

a walking

stick or

Walking-

frame.

Car park far away.

High footpaths.

Slippery or wet surfaces.

Crowds.

No toilets or inaccessible toilets.

Stairs.

Long walks.

Ramps.

Tired easily.


Accessible parking (Note to


“accessible” means eg: near to

the door and with more space

to get out of the car).

Dished or sloped footpaths.

Non-slip floors.

Width and surface of footpaths.

Space to move around.

Lifts & escalators.

Accessible toilets [Note to

facilitator – what does

12

“accessible toilets” mean –

maybe explain]

Seating.

Handrails.

Choice of information sources

(note to facilitator – maybe list

these alternative information

options eg over the phone,

face to face etc).

Someone

deaf or hard

of hearing.

English may be their second

language.

Lack of interpreters to access

services. Need to ring help

lines/ telephone only services.

Door bells.

Public announcement systems.

Staff with no Deaf awareness.

Bad signage.

Alarms.

TV programmes with no

subtitles such as news,

educational programmes and

debates.

Plain English.

Brochures/information.

Information provided in ISL

(Irish Sign Language) or

access to an ISL interpreter.

Provide alternative ways of

contacting such as:

online/email/text/fax services.

Flashing door bells and

numbered queue systems

(take a ticket and wait for your

number on screen). Live on-

screen text announcements.

Deaf Awareness training for

service providers.

Clear signage in buildings.

Flashing or vibrating alarms

e.g. fire alarms, alarm clock.

Loop system in buildings (for

hearing aids).

Subtitling available on all

programmes. ISL taught in

schools.

Someone

with buggy.

Car park far away.

High footpaths.

Stairs.

No room to manoeuvre in

shops.

No place to park buggy safely in

a shop.

No toilets.

Accessible parking (note to


this is).


Lifts / escalators.

Space to manoeuvre and park

buggy in shop.

Baby changing facilities.

13

Someone

with baby or

young

children.

Stairs.

Excess walking distance.

No changing facilities.

No play area.

Lifts.

Seating.


Crèche or play area.

Play toys.

8).

What is the impact on any of the people mentioned above of not being able to

access a shop, school, restaurant, bus station (last minute announcements of

changes in bus routes), cinema (no subtitles screenings), airport (announcements of

delays or changes of departure gates. Deaf people not allowed to sit on exit rows in

planes) etc.? How would lack of access impact their ability to participate in

education, employment, social opportunities, sports, holidays, travel etc?

Have the group discuss the impact and write it down.

9).

What are the benefits of promoting accessibility from an equality, and a business

perspective?

Why do you think it is important to make businesses aware of the importance of

improving access?

Possible answers: Human rights, equal opportunities, inclusion, customer service,

and good for business, more customers.

Record other

answers________________________________________________________

Section 3: Youtube Video and Learning Reflection.

10).

Show Access Matters (Schools Subtitle) Youtube video.

11).

What did you learn from the Youtube Video?

Has today’s lesson raised your awareness of the importance of access?

In what ways?

12).

What is the relationship between equality and accessibility?

Allow group discussion:

Key points:

14

• Accessibility is an equality issue.

• Everyone should work towards an inclusive service and an inclusive society.

• People with disabilities do not encounter obstacles because of their own

mobility, age or circumstance; they encounter problems because of the

inadequate environment that surrounds them.

15

This module is called Access Matters and is sponsored by Dublin City Council. It is

part of an initiative developed to make the public and businesses more aware of the

importance of improving accessibility for people with disabilities and particular

access needs.

What do we mean by access needs?

Make a list of people who might have particular access needs:

16

Needs analysis is a way to identify people’s particular needs systematically. See if

you can fill out the following needs analysis worksheet for people going to everday

businesses e.g.

Local shops.

Restaurant or Café.

Cinema.

School.

Big shops in the centre of

Dublin.

Shopping Centres.

Train station or bus station.

Peoples houses.

Public Transport, buses, trains

and trams.

Streets.

Library.

Airport.

Omniplex.

Going on holiday.

Park.

Swimming Pool.

Youth Club.

Community Centre.

Church.

Football Stadium.

Can you think of any more places/ businesses in your areas?

17

People Possible Obstacles Possible Solutions

Person using a

Wheelchair.

Someone on

crutches.

Someone who is

blind or vision

impaired.

Older people–

possibly on a walking

stick/ walking-frame.

Someone in the deaf

community or that is

hard of hearing.

Someone with

buggy.

Someone with baby

or young children.

18

What is the impact on any of the people mentioned above of not being able to

access a shop, school, restaurant, bus station, cinema, airport etc.?

How would lack of access impact their ability to participate in education,

employment, social opportunities, sport, holidays etc?

Discuss and write down your thoughts.

What are the benefits of promoting accessibility from an equality and a business

perspective?

Why do you think it is important to make businesses aware of the importance of

improving access?

19

Lesson 2: Understanding Access Issues.

Facilitator Notes.

Lesson 2 Objective:

• To ensure young people have a practical understanding of access issues.

Content.

There are 3 Sections to this lesson, and a choice of methodologies to use.

Facilitators need to decide which methods they will use in advance as this will

determine the time needed for the overall lesson. Sections are recommended to

be allocated time as follows:


• DVD, Film, and / or Practical Exercise 70%.

• Small Group Learning Reflection 15%.

Materials.

• Copies of Handout C: Needs Analysis Summary for all students.

• Copies of Handout D: The Two Models of Disability for all students.

• Copies Handout E: Attitudes to Disability and Accessibility.

• DVD player & DVD The View from Here or Film Inside I’m Dancing.

• Copies of worksheet relevant to The View from Here available from

www.iwa/DVD.ie

• Practical exercises and materials from the Disability Awareness Activity Pack

https://www.dvusd.org/index.htm in search box type in Disability Awareness.

Preparation.

The facilitator should choose in advance which method or combination of methods

suggested in Lesson Plan 2 to use to give young people a practical understanding of

access issues, taking into account materials and timescales required.

If planning to use simulation exercises we advise facilitator to download an excellent

Disability Awareness Activity Packet from the following web-site:

https://www.dvusd.org/docs/edservices/Disability_Awareness.pdf (or link as above).

This contains detailed instructions on many practical exercises that can be easily

carried out to give young people a first hand experience of access and disability

issues.

For copyright reasons, we have not reproduced them in this module.

If doing a sighted guide exercise we also recommend you print out the excellent

document Guiding a Person with a Vision Impairment from:

http://www.ncbi.ie/files/sighted_guide.pdf

20


1). Give out Handouts C and D.

Remember in lesson 1 we looked at a needs analysis for a range of people who

might have specific access needs for various reasons. Handout C is a summary

sheet to recap on this.

This week we will focus on attitudes to disability and access. There are two very

different ways to look at disability and access issues which are summarised in

Handout D.

The first is called the Medical Model of Disability.

The Medical Model focuses on;

• The condition, illness or impairment.

• What the condition prevents the person with a disability from doing.

• Looks towards a cure for the disability through medical intervention.

The second is called the Social Model of Disability.

The Social Model focuses on;

• The barriers created by society.

• These barriers can be physical or attitudinal.

• Such barriers can be overcome by innovative solutions, awareness and a

flexible approach.

The differences between the two models are vital to understanding our attitudes to

disability and accessibility. They are summed up in the following diagrams.

21

The Medical Model says:

The Social Model says:

2 Ask following questions for general discussion and try to link the answers to

the two models outlined above. NB See Preparation Note. Facilitator needs to be

especially sensitive to this discussion if there is someone participating who has a

disability or mobility difficulty. Facilitator may need to manage the discussion in a

way that is suitable for people to choose to participate or not.

What is your attitude to disability?

Which of the two models do you identify with?

22

Section 2: DVD, Film, and/or Practical exercise.

NB: The facilitator should choose in advance which method, or combination of

methods, to use to give the group a practical understanding of access issues, taking

into account materials and timescales required.

3).

DVD.

Play View from Here and pause for discussions as prompted.

Divide class into small groups and give out The View from Here Worksheet.

4).

Film.

Play Inside I’m Dancing and discuss from point of view of two models of disability.

5).

Practical Exercises.

E.g. Sighted guide in pairs – Guiding a person who is blind or vision impaired.

If planning to use simulation exercises we advise facilitators to download and

excellent Disability Awareness Activity Packet from the following web-site:

https://www.dvusd.org/assets/pdfs/department_education/Disability_Awareness.pdf

This pack contains detailed instructions on many practical exercises that can be

easily carried out in the classroom and school to give students a first hand

experience of access and disability issues.

(For copyright reasons, we have not reproduced them in this Module).

If doing a sighted guide exercise we also recommend you print out the excellent

document Guiding A Person with a Vision Impairment from;

http://www.ncbi.ie/files/sighted_guide.pdf

Section 3: Small Group Learning Reflection.

Divide group into smaller groups and give out Student Handout E to each group.

Take feedback after 10 – 15 minutes.

• What did you learn in this lesson about different attitudes to disability issues?

• Has this lesson changed your own attitude?

• If so, in what ways?

23

People. Some Challenges, Obstacles

& Barriers.

Possible solution.

Person

using a

Wheelchair.

No car parking near facility.

Narrow doors.

Door handles.

High footpaths/ kerbs.

Stairs.

Non-accessible toilets.

No room to move around a shop

or store.

No room for wheelchair at

restaurant table.

Height of service counters &

tables.

Car parks with disability space

near entrance.

Doors wide enough for

wheelchair access.

Doors that open automatically.

Lifts.

‘Dished’ or sloped footpaths.

Accessible toilets.

Room to move around for

wheelchair user.

Facility for wheelchair space in

restaurant.

Creative design of counter tops

and table heights.

Someone

on crutches.

Doors hard to open.

Stairs.

Long walks e.g. in shopping

centre or airport.

Small toilets.

Automatic doors.

Lifts or escalators.

Moving carpets.

Accessible toilets.

Seating with armrests.

Someone

who is blind

or vision.

Poor signage.

Small print or writing.

No contrasting colours,

Large clear signage.

Information in larger print,

audio CD and in Braille.

24

impaired.

everything looks the same.

Poor or dull lighting.


Traffic crossing.

Colours that contrast

effectively – what does this

mean?

Good lighting that highlights

obstacles but does not create

glare.

Technology that is accessible

to screen readers (note to


a screen reader is i.e. screen

readers read aloud what’s on

the persons computer screen)

Providing accessible websites.

Tactile paving stones with

bumps that can be felt

underfoot and audible signals

at crossings. (Note to author –

maybe simplify the language

used and avoid jargon).

[Note to facilitator – you could

also include lifts with audio

announcements eg. level 1,

door opening/closing].

Older

people –

possibly on

a walking

stick or

Walking-

frame.

Car park far away.


Slippery or wet surfaces

Crowds.

No toilets or inaccessible toilets.

Stairs.

Long walks.

Ramps.

Tired easily.


Accessible parking (Note to


“accessible” means eg near to

the door and with more space

to get out of the car).

Dished or sloped footpaths

Non-slip floors.

Width and surface of footpaths

Space to move around.

Lifts & escalators.

Accessible toilets [Note to

facilitator – what does

“accessible toilets” mean –

maybe explain].

Seating.

Handrails.

Choice of information sources

25

(note to facilitator – maybe list

these alternative information

options eg over the phone,

face to face, email or website).

Someone

deaf or hard

of hearing.

Fire alarms.

Complicated English.

Lack of interpreters to access

services, Need to ring help

lines/ telephone only services.

Door bells.

Public announcement systems.

Staff with no Deaf Awareness

Training.

Bad signage.

Plain English.

Brochures/information.

Information provided in ISL

(Irish Sign Language) or

access to an ISL interpreter.

Online/email/text/fax services.

Flashing door bells and

numbered queue systems

(take a ticket and wait for your

number on screen). Deaf

Awareness training for service

providers.

Clear signage in buildings.

Flashing Fire Alarms

Loop system in buildings (for

hearing aids).

Someone

with buggy.

Car park far away.


Stairs.

No room to manoeuvre in

shops.

No place to park buggy safely in

a shop.

No toilets.

Accessible parking (note to


this is).


Lifts / escalators.

Space to manoeuvre and park

buggy in shop.


Someone

with baby or

young

children.

Stairs.

Lot of walking.

No changing facilities.

No play area.

Lifts.

Seating.


Crèche or play area.

Play toys.

26

The Medical Model of Disability focuses on:

The condition, illness or impairment.

What the condition prevents the person with a disability from doing.

Looks towards a cure for the disability through medical intervention.

The Social Model of Disability focuses on:

The barriers created by society.

These barriers can be physical or attitudinal.

Such barriers can be overcome by innovative solutions, awareness and a

flexible approach.

The Medical Model says:

27

The Social Model says:

28

What did you learn in this lesson about attitudes to disability and accessibility?

Has this lesson changed your own attitude? If so, in what ways?

29

Lesson 3: Guest Speaker.

Facilitator Notes.

Lesson 3 Objective:

• To deepen young people’s understanding of access issues through meeting

and talking to someone with a disability.

Facilitator Guidelines.

To help maximise the benefit of a potential visit from a guest speaker/s it

would be prudent to pre-plan the structure of the visit accordingly.

It might be an idea to encourage some of the young people to organise the

visit of a guest speaker as part of the overall action learning process.

Below, you will find a feedback sheet. This includes a section asking you to fill

in some of the feedback from the young people in relation to Lessons 1 and 2.

This feedback may give an indication as to which type of guest speaker would

be best suited to the young people, whether it is a guest with a mobility issue,

a visual impairment, a guest from the deaf community or those that are hard

of hearing, or possibly multiple guest speakers.

Please note that this lesson is optional, and that a guest speaker should

only be sought if it is felt that the young people would benefit from it.

Proceeding with Lesson 3 is up to the discretion of the facilitator, and/or

young people.

The feedback sheet also asks you to provide some brief background

information on the school/youth group in relation to its experience with people

with disabilities, i.e. are there people with disabilities in the group? Is the

school/building accessible for people with disabilities? Has the group received

any previous education in relation to people with disabilities etc.

The purpose of this is to provide the guest speaker with some pointers of how

to best prepare for the visit and to ensure the young people will gain from the

visit.

Please complete the feedback sheet and forward to the guest speaker/s no

later than a week before the visit.

Please agree the following issues with the guest speaker/s:

o Duration of the visit.

o Whether the event should be an informal or formal setting e.g. round

table or classroom style setting.

o Number of participants.

o Supports or needs of the speaker, e.g. ground floor room, escort from

front door etc.

o Equipment required.

30

Lesson 3: Guest Information Feedback Form.

1. Please provide some background information in relation to your school’s/youth groups

experience with people with disabilities?

For example your experience with people with disabilities, i.e. are there people with

disabilities in the group? Is the building accessible for people with disabilities? Have the

young people received any previous education in relation to people with disabilities etc.

Please send to your Guest Speaker in advance of their visit.

31

2. Please provide examples of the feedback obtained from the young people in Lessons 1 and

2.

This feedback may give an indication as to which guest speaker would be best suited to the

group, whether it is a guest with a mobility issue, a visual impairment, a guest from the deaf

community or those that are hard of hearing, or a multitude of guest speakers. Try to think

about the questions the young people had and issues they raised?

Please send to your Guest Speaker in advance of their visit.

32

Content and Materials.

• This module will be organised in partnership with one of the following

organisations:

Irish Wheelchair Association www.iwa.ie

• Contact Daragh Kennedy.

• Tel: +353 45 861346.

• Mob: +353 87 9 97 5444.

• Email: [email protected]

National Council for the Blind of Ireland www.ncbi.ie

• Contact: Fiona Kelty.

• Locall 1850 33 43 53.

• Email: [email protected]

Irish Deaf Youth www.irishdeafyouth.com

• Contact: Caroline McGrotty.

• Phone: 085 1984166.

• email: [email protected]

Preparation:

The facilitator should contact the organisation at least 3 weeks in advance to

discuss if it is appropriate and possible to have a Guest Speaker come to the

school/youth group. Each organisation will have a planning conversation with

the facilitator and provide them with relevant preparatory materials.

The facilitator will need to tell the class at least a week in advance if a Guest

Speaker is coming.

33

Lesson 4: Making a Difference to Accessibility through Action Learning.

Facilitator Notes.

Lesson 4 Objectives:

• To ensure that young people have an understanding of how and why

businesses should register to be part of the Access Matters Network.

• To support young people to plan an Action Learning Project on accessibility in

their own community.

• To support young people in encouraging local businesses to join the Access

Matters Network by registering for an assessment with Dublin City Council.

Content.

There are 3 sections to lesson. Sections are recommended to be allocated time as

follows:


• DVD: 20%.

• Planning your Action Learning Project: 50%.

Materials.

• Copies of Dublin Access Matters Network -The How and Why of

Registration.

• Copies of Handout F: Planning your Action Learning Project for every student.

• DVD player.

• Flipchart paper, markers and blu tack.


1).

As you know, this module is sponsored by Dublin City Council as part of their Access

Matters Network initiative. Here is information about the initiative. You can also look

it up online at www.accessdubin.ie

Give out copies of Dublin Access Matters Network – The How and Why of

Registration. Have students read through sections out loud – particularly pages 5-8.

The purpose of the Access Matters Network is to make a difference - now you can

contribute to this through doing an Action Learning Project on accessibility in your

own local area.

2).

What do we mean by Action Learning?

34

Action Learning is focused on making a difference and achieving improvement

through change.

It is ‘a way of learning and working to solve a problem at the same time’. So it is

very practical.

In this module we are asking you to plan and do an Action Learning Project to make

a difference in your community by making businesses more aware of accessibility

and inviting them to register with and to join the Access Matters Network; and to

have an Access Survey done by Dublin City Council.

Section 2: Access Matters Youtube video.

Type Access Matters (Business Subtitle) into Youtube search engine.

Discuss briefly feedback on Youtube Video.

Do you think Access Matters is an important initiative?

Why do you think more businesses should join it?

Are you willing to do an Action Learning Project to encourage businesses to join the

Network and get an access audit done?

This would involve visits to local businesses to inform them about Access Matters

and encourage them to register for a survey with Dublin City Council.

Section 3: Planning your Action Research Project.

For your Action Learning Project you will be working in teams of three or four. It will

be focused on your own community so it is best if you live near your team mates. So

organise yourselves now into teams of three or four that live near each other so you

can begin planning your project.

Have group move to sit in their new teams and give out Handout F to everyone.

Read through the whole worksheet out loud first so that young people have an

overview.

Then let each team start planning and check their progress.

Give out a flipchart sheet to each team so that they can write up their final plan of

who is visiting where (best done in pairs) on the flip chart and display on wall so that

there is no duplication.

Suggest doing role plays in their teams, ask for volunteers to do role play in front of

the whole group and support positive feedback and discussion.

Encourage them to start their visits as soon as possible so that they have each done

several within the week. Encourage them to read over The How and Why of

Registration brochure to be familiar with it before the visits.

35

1). Aim of project:

e.g.

To visit __ (number) local businesses in the ___________ area to inform them about

Access Matters and encourage them to register for a survey with Dublin City Council.

2). My name:

3). Names on my team:

4). Area you live:

5). List of key businesses/buildings in your area (see list of places in Handout B,

Lesson 1.)

Do you know any people who own or work in them? If so write their names beside

business.

6). Check to see if any of the businesses/buildings are already in the Access Guide,

by visiting www.accessdublin.ie If so cross them off the list.

7). Organise and write out who wants to visit which business/buildings over the next

two weeks. There should be at least 2 students and no more than 3 on each visit.

Visits should be done within the next week.

Business/Building: Who: When:

36

8). You may need to make two calls to a business. The first visit (stage 1) is to

introduce yourselves, inform them about the project and make an appointment to

speak to the owner or manager, if it is not convenient to see them immediately.

The second visit (stage 2) would tell them about Access Matters, explain the benefits

of joining, and ask them if they would be interested in registering for an audit.

(Alternatively stage 1 & 2 might be done together on initial visit if the business

person has the time).

9). Role play a visit in the team. Take it in turns to be the business person.

Here are suggestions for Stage 1 and 2 conversations:

Stage 1: Conversation.

Introduce yourself, say what organisation you are from, and ask them would it

be possible to speak to the owner or manager for a few minutes.

Tell them you are doing a project on access awareness sponsored by Dublin

City Council and you would like to give them more information about it that will

take 5 minutes. Ask is it convenient for them now. If so continue, if not ask to

make an appointment to come back within the next few days.

Stage 2: Conversation.

Thank them for giving you their time.

Tell them some of the basic information from page 5-8 of The How and Why

of Registration and and give them a copy of the brochure as you expain it.

Explain what you have learnt from this module about access awareness and

why you think it is important.

Remember your attitude is crucial –if you are enthusiastic, they will be too.

If they wish, they could have someone from the Access Unit in Dublin City

Council call them to explain more about the project.

Access Unit contact details: [email protected] . Tel: 01 222 3468 / 2194 /

6706.

If they agree, take their name and number and thank them.

(The process then is for the Dublin City Council Access Unit to follow up and arrange an access review process, which involves a short visit to the premises (1-2 hours) to review/record all available facilities and to take some photos, notes and measurements. We arrange a time convenient to the owner/ manager of the premises to carry out the audit visit. Once the visit is done, the Access Unit provide the owner/manager with a web-link to review the information to ensure they are happy with same. Once they are satisfied with the details, the information is then posted on the website).

10). Write up your team plan on a flipchart sheet and make sure there is no

duplication with other teams.

37

Lesson 5: Reflection, Evaluation and Sharing Learning.

Facilitator Notes.

Lesson 5 Objectives:

• To support young people to reflect on and evaluate their Action Learning

Project.

• To encourage young people to take further innovative actions that support,

accessibility and access awareness.

• To support young people to document their project and to share their

particular learning experience.

Content.

There are 3 sections to lesson. Sections are recommended to be allocated time as

follows:


• Teamwork: 50%.

• Feedback discussion: 30%.

Materials.

• Group should bring their team project plans with them.

• Copies of Handout G for everyone.

• Flip Chart Paper, markers and blu tack.


1

Begin by asking how young people got on with their projects to get a general sense

of feedback.

In this lesson, we are going to evaluate your Action Learning Projects and look at

how we can document and share the learning.

2.

What do we mean by evaluation?

Evaluation is a process of reflecting in a systematic way on what progress you made

in your project, what outcomes were achieved and what you learned. Action

Learning evaluations make recommendations for future actions based on the

learning’s made.

3

Here are some key evaluation questions:

38

Ask questions quickly to get examples of answers from different teams so that the

group understand evaluation process.

• What were your original aims and targets?

• How many businesses did you aim to visit?

• How successful were you in your project?

o What went well?

o What problems did you encounter?

• What did you achieve (outcomes)?

o Did you achieve what you originally planned to achieve (planned

outcomes)?

o Did you achieve anything else (unplanned outcomes)?

• What have you learned – e.g. about yourself.

o About working as a team.

o About your community.

o About access, equality and business?

• What recommendations do you have for further actions?

o How could this Module be improved?

o Do you have any ideas that could promote accessibility further in

your community and among businesses?

o Would you like to continue this project to another phase? If so

what might that look like?

Section 2: Teamwork.

4

Organise the group into their teams and give out Handout G to everyone.

Give out Flip Chart Sheet for Team Report and put on wall once finished.

Section 5: General Feedback.

5

Ask teams to give feedback on the learning or read out their evaluation reports.

Discuss learning and recommendations for the future.

39

What were your original aims and targets?

How many businesses did you aim to visit?

Project Progress.

o What went well? What were successes of project?

o What problems or issues did you encounter?

Project Outcomes.

o Did you achieve what you originally planned to achieve (planned outcomes)?

o What else did you achieve? (Unplanned outcomes)?

Project Learning -What have you learned – e.g.

o About yourself.

o About working as a team.

40

o About your community.

o About access, equality and business.

o About making a difference.

Project Recommendations for further actions.

o How could this Module be improved?

o Do you have any ideas that could promote accessibility further in your

community and among businesses?

o Would you like to continue this project to another phase? If so what might that

look like?

41

Write a short Team Evaluation Report documenting your project covering the

following headings:

• Background to the project (e.g. Transition Year project).

• Who you are.

• Aim of Action Learning Project.

• Progress of project – successes and problems or issues.

• Achievements and outcomes of project.

• Key learning points.

• Recommendations for the future.

You can make your report as colourful as possible using graphics and photographs

e.g. of team or community or business people (make sure to get their permission).

Your evaluation can be put up on web-site?

Presented for Social Innovators Exhibition?

42

ACCESS MATTERS EDUCATIONAL MODULE.

Section 5: DVDs and other Resources.

Access Matters (School Subtitle) – Youtube video.

Access Matters (Business Subtitle) – Youtube video.

View from Here – DVD.

Inside I’m dancing – DVD.

Reading and Resources List:

See:

http://www.youth.ie/youth_work/resources_for_youth_workers/access_all_areas_div

ersity_toolkit

Take special note of section six on Working with Young People, who are deaf, have

sight Loss or a physical disability.

This is an excellent, very accessible Irish based resource with a list of contacts,

resources and references at the back.

See:

https://www.dvusd.org/assets/pdfs/department_education/Disability_Awareness.pdf

www.dvusd.org

For excellent activities and resources.

See: http://www.ncbi.ie/files/sighted_guide.pdf For guiding a person with vision Impairment.

Please find link for YouTube Irish Deaf Society lip reading activity:

Irish Deaf Society Lipreading Game - YouTube

access matters educational module. - dublin · 2 access matters educational module. ... 2. group...

Documents