" Incredibly Inclusive! " - Inclusive Guidance of Participants in (International) Volunteer Services - UN Partner Toolkit
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» Incredibly Inclusive! «
Inclusive Guidance of Participants
in (International) Volunteer Services
Disability and
Development
Coorporation
Foreword
Dear reader,
10 years of work and guidance of participants in inclusive volunteer services – It is about We would like to thank the volunteers with disabilities and the sending and partner
time to reflect on the experiences and share the concept with others interested. organisations for the many testimonies that have made this book possible. Especially
the returnee group » People for Inclusion « which was particularly involved in the
bezev has years of experience with inclusive guidance and support of volunteers with editorial work!
impairments / disabilities who have spent time abroad with bezev. The network of
inclusive organisations with which bezev cooperates in the weltwärts programme We wish you much inspiration while reading this book.
has also contributed its experience to the evaluation of volunteer services that bezev
carries out regularly. The bezev Team
Volunteers with impairments / disabilities who participated in bezev's returnee activities
and volunteer service evaluation after their volunteer service have repeatedly reported Note on accessibility: In this publication, attention has been paid to accessibility
difficulties related to their impairments / disabilities. They had numerous ideas on how and a low-barrier layout. No captions were used, as the photos are not directly related
these barriers could be reduced in the future. They shared their suggestions on what to the contents of the publication.
the volunteers with impairments and their organisations can contribute.
In recent years, many agencies, e.g. sending and partner organisations, have asked bezev
for ideas on how to make their guidance and support more inclusive. To allow people
with impairments / disabilities to do volunteer services with them. And also, to ensure
that the interaction in inclusive groups of volunteers with and without impairments /
disabilities can be successful.
The experiences of volunteers and organisations have only partly been incorporated
into past publications by bezev - e.g. in relation to inclusive games / energizers in the
book » Let's Play! « or in chapters of bezev's publication » Just do it now! «. Furthermore,
there is a need for ideas and examples of » good practice « for inclusive guidance.
With this handbook » Inspiring Inclusion! « on inclusive guidance, we would like to share
previous experiences of volunteers and organisations working (inclusively) in a concise
but comprehensive way. We hope that this handbook will provide numerous suggestions
for good inclusive practice in the guidance of volunteers with impairments / disabilities
and inclusive groups.
Contents
Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Chapter 4 Inclusive Guidance in (Workshop) Groups
1 Inclusive Education and Teaching Methods ����������������������������������������������������������������������������� 40
Chapter 1 Introduction 2 General Notes on the Adaptation of Workshop Methods ��������������������������������������������������� 41
1 What Is Inclusion? What Does Inclusive Guidance Mean? ������������������������������������������������� 8 3 Adapting Selected Methods of Educational Support in Group Settings ��������������������������� 42
2 What Does Guidance in Volunteer Services Involve? ��������������������������������������������������������� 10 4 Promoting Inclusive Cultures and Social Inclusion ��������������������������������������������������������������� 47
3 What Is Impairment / Disability? What Are Needs of Support? ��������������������������������������� 12 5 Workshop Content ������������������������������������������������������������������������������������������������������������������������� 48
4 Accessibility and Adequate Arrangements Regarding Guidance ����������������������������������� 18 6 Further Notes for Inclusive Workshops ����������������������������������������������������������������������������������� 49
Chapter 2 Communication Chapter 5 Summary: Creating Inclusive Cultures, Structures and Practices of Inclusive Guidance
1 During All Phases of the Volunteer Service and With All People Involved ������������������� 20 1 Is There a Common Understanding of Disability and Inclusion and a Common
2 Guidelines for Barrier Free / Low Barrier Written and Oral Communication ��������������� 20 Commitment to Inclusive Action? ��������������������������������������������������������������������������������������������� 50
3 Communicating Impairment / Disability and Needs of Support ������������������������������������� 23 2 Are All Structures and Practices Inclusive? ����������������������������������������������������������������������������� 51
Chapter 3 How Can All Aspects of Guidance Be Made Inclusive? Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
1 Peer-To-Peer Approach ������������������������������������������������������������������������������������������������������������� 28
2 Supporting the Preparation of Volunteers According to Their Needs of Support ������� 29 Publishing Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
3 Preparation of Volunteers for Their Placement ������������������������������������������������������������������� 30
4 Communication of / with the Sending Organisation ��������������������������������������������������������� 30
5 Communication of / with the Partner-/ or Host Organisation and Placement Site ��� 31
6 Mentoring, Tutoring and Guidance in the Project ��������������������������������������������������������������� 32
7 Working with Parents and Legal Guardians ������������������������������������������������������������������������� 33
8 Tandem Volunteers �������������������������������������������������������������������������������������������������������������������� 33
9 Spare Time ����������������������������������������������������������������������������������������������������������������������������������� 35
10 Evaluation, Knowledge Management, and Reporting ������������������������������������������������������� 36
11 Application and Reporting by Volunteers ���������������������������������������������������������������������������� 36
12 Financing Inclusive Guidance ������������������������������������������������������������������������������������������������� 37
13 Continuous Training for Inclusive Guidance ������������������������������������������������������������������������� 38
Structure
The first chapter reviews introductory topics. First, we reflect on what inclusion and In the fourth chapter, suggestions are made for adapting selected methods of guidance
inclusive work in volunteer service means. This is followed by an explanation of what in groups (e.g. presentations, written and oral communication, feedback methods,
educational support in volunteer service involves. Furthermore, an introduction is given videos, group work, exchange rounds, energizers / games, fishbowl or exercises that
to the question of models and definitions of impairments and disabilities and possible promote an inclusive attitude). In addition, further exercises and ideas for workshops
related needs of support, together with an indication of what accessibility and appro- will be carried out.
priate precautions in guidance can include.
The fifth and final chapter summarises the main messages of this handbook and provides
The second chapter deals with the central question of how, when and with whom com- guiding questions to assess inclusive cultures in your organisations.
munication takes place in the context of guidance. Here, specific needs for barrier-free
communication are presented.
In the third chapter, all steps and aspects of guidance in volunteer services are dealt
with individually. Many topics and examples of » good practice « of inclusive guidance
are cross-cutting. This chapter therefore first provides general information on inclusive
educational guidance. Afterwards, each aspect of guidance will be reviewed indi-
vidually, and additional advice will be given. Aspects that are considered here
are for example the » peer-to-peer concept «, the communication between
and preparation of volunteers, sending and partner organisations, as well
as the involvement of tutors, mentors, parents, legal support, tandem
volunteers etc. Last but not least, this chapter provides information
on the topic of leisure time, evaluation and reporting forms, as well
as further training for and financing of guidance.
6 7
Chapter 1 bezev takes a human rights approach to disability
and inclusion. People with impairments / disabil-
ties and not about an obligation to participate.
People with impairments / disabilities, as well
Introduction ities have the right to full and effective partici- as those without, should be able to decide for
pation in all areas of human life on equal terms themselves whether and in which programme
as people without impairments / disabilities. formats they want to participate.
1 WHAT IS INCLUSION?
WHAT DOES INCLUSIVE GUIDANCE MEAN?
The concept of inclusion, however, must also
be extended to other social groups facing dis-
crimination and not be reduced to people with
Inclusive guidance in volunteer services there-
fore requires first and foremost a reflection
of one's own image of humanity as well as an
Inclusion goes beyond integration. In our under- impairments / disabilities in the sense of the understanding of society and normality on part
standing it is a model and vision of the full and UN Convention on the Rights of People with of the staff working in guidance. In a further
effective participation of all people in all areas of Disabilities. Starting from the basic assumption step, there is a need for competence in the
human life. The following image of humanity and that all people are different and yet equal, they respective didactic approaches, methodology
understanding of normality defines inclusion: All are guaranteed equal rights. When we speak of and content of support. If we are self-critically
people are different and characterized by very full and effective participation of » all «, we are aware of our own excluding, separating and / or
diverse characteristics (including experiences, referring to more than mere participation in the discriminating ways of thinking and behaving (as
perceptions, and their own life stories). Further- sense of attendance. It is about real benefits well as our choice of language) towards certain
more, some people consider things » normal « and participation in volunteer services. This people and / or characteristics of people, we can
which others perceive as » abnormal «. This understanding of inclusion requires that all work to gradually break down the barriers in our
strongly relativizes the concept of normality. people with impairments / disabilities are taken minds and attitudes. With the aim of creating
into consideration from the outset and that an inclusive attitude among the staff and shape
As the colours and shapes in the picture indicate, structures of the volunteer service system are inclusive cultures in the respective organisation.
there is an equal number of characteristics that adapted to their needs - including the structures Talking to people, rather than about them, can be
separate people from each other as there are and practices of guidance. It is also about creating an essential first step towards creating inclusive
connecting characteristics between each and choices for people with impairments / disabili- attitudes.
every individual. Heterogeneity and diversity
of people is therefore the only thing that is
» normal «. Individual aspects of identity do not
define one's identity as a whole. This makes it
even more inacceptable to label people as » ab-
normal « according to individual characteristics
(e.g. » migrants «, » disabled «, » homosexuals «
etc.) and thus reduce them to a single charac-
teristic. Furthermore, the graph clearly shows
that, in line with the spirit of inclusion, the usual
form of society or volunteer services will also
change. It is necessary to think outside the box
and be more creative than before.
8 9
1 Introduction
2 WHAT DOES GUIDANCE IN VOLUNTEER SERVICES INVOLVE?
The guidance of volunteers during the volunteer
service usually includes the availability of men-
tors, support by tutors, assistance by pedagogical
The post-assignment process is also a crucial part
of the guidance of volunteers. Post-assignment
workshops and further coaching (in person, by
Guidance is provided during the entire volunteer cases of crises and emergencies are chosen and staff from the sending organisation as well as telephone, in writing) are possible. Depending
service: During preparation, completion, and usually a written agreement about the volunteer preparation, midterm, and post-assignment on the sending organisation and the support
post-assignment. The organisation and realisa- service is made between the sending-/ host-/ workshops. programme, one or more workshops are con-
tion depends both on the implementing organ- and partner organisation and the volunteer. In any case, it is important that there are people ducted. The workshop can serve as a follow-up
isations themselves and on the requirements at the hosting organisation or in the direct work- and processing of the personal learning processes
of the particular funding programme they are For volunteers with impairments / disabilities ing environment who are responsible for daily and experiences that have been stimulated.
working with. it is important to prepare (educational) staff guidance (e.g. tutors). They ensure the pro-
and, if applicable, tandem volunteers for the vision of guidance during the induction and A further goal can be to provide motivation
The pre-departure pedagogical preparation assignment and the needs regarding possible employment of volunteers. In addition, it is and methodological training for further politi-
of the volunteers often includes preparation impairment-specific questions and issues (e.g. important that there are people in charge of cal, development and civic engagement within
workshops as well as individual consultations how to deal with impairments / disabilities the professional and educational guidance of the country of origin and to encourage own
(in person, by phone or via email). Preparation abroad). the volunteers outside of the direct working ideas for personal engagement. Usually, the
workshops and other consultations offer the environment (usually mentors). These persons obligatory documentation and evaluation of the
opportunity to develop a common understand- can, for example, be involved in solving prob- volunteer service by the volunteers and sending
ing of the assignment and the conditions lems that require mediation. The guidance and organisations forms part of the post-assignment
of the assignment abroad as well as of distribution of tasks of mentors and tutors is process. Documentation and evaluation by the
the specific project. The volunteers handled differently depending on the sending partner organisations can also be very helpful.
can thus be prepared for living and and partner organisations. Furthermore, there Documentation and evaluation are usually
working in the host country. In are workshops organised and carried out by carried out on an ongoing basis during the
addition, the first steps towards sending organisations. These are sometimes volunteer placement, e.g. through regular
qualification and sensitisation of held in cooperation with various sending or- interim reports and a final report by the volun-
the volunteers for continuing their ganisations. Midterm workshops can aim to teer. However, it can also be carried out in form
commitment after their service promote the volunteers' own responsibility and of surveys of all actors involved. In addition, the
can be initiated right at the begin- initiative at their place of work, to raise aware- sending organisation prepares its own factual
ning, provided this is an aim of the ness of the volunteer learning cycle by looking reports for donors and / or internal knowledge
programme. During the preparation back at past and future project phases, to raise management, which can evaluate the experienc-
of the volunteers' departure, one or awareness of their own role in volunteering and es and challenges of the sending organisation and
more contact persons should be available to enable reflection and resolution of conflicts. placement sites / partner organisation as well.
for organisational questions and guidance All these aspects of guidance can be arranged
or emotional topics. In addition, the contact Sometimes there is also an orientation workshop in such a way that it becomes an inclusive guid-
persons abroad (e.g. tutor, mentor, supervisor During this preparation phase it may be difficult at the beginning of the volunteer service in the ance. In this handbook the meaning of inclusive
in the project etc.) who are responsible for the for sending organisations to distinguish between country of assignment, e.g. to learn the local guidance is explained in the most practical way.
organisational tasks and the guidance during needs based on personal preferences on the language and cultural manners.
the volunteer's placement should be prepared. one hand and needs due to the volunteer's
Before the departure, contact persons abroad for impairment on the other.
10 11
1 Introduction
3 WHAT IS IMPAIRMENT / DISABILITY?
WHAT ARE NEEDS OF SUPPORT?
Further information is provided in Chapter 2. (page 20). In addition, the evaluation
forms of the bezev publication » Just do it now! « which is available in English, Spanish,
French and German contain further details on needs. To avoid reservations and fears,
A sensitive approach to the topic of disability culture, etc. Consequently, there is no interna- a basic knowledge of the types of support requirements is useful. This can help to assess
and impairment and the corresponding use of tionally binding definition of impairment and the individual needs of a person.
language should be a given. But how exactly disability. Even in legislation and science several
should this look like and what do these terms different definitions are used. In our opinion,
mean? bezev advocates for the social and the UNCRPD model of impairment / disability NEED OF SUPPORT : HEARING
especially the human rights model of disability, described above provides good impulses and The group of people in need of support in the himself or herself or communicate - which is
which has also been used to define disability helps to move away from the medical view: area of hearing includes d/Deaf people and not true. When talking to d/Deaf people, some
in the UN Convention on the Rights of Persons The focus is placed on the environmental and people with a hearing impairment and resid- specific rules should be considered.
with Disabilities (UNCRPD). attitudinal barriers that create disability - but ual hearing capacities with residual hearing The abilities and needs in terms of communica-
According to the convention, » disability is an can also be removed actively. capacities. tion vary greatly among people with hearing
evolving concept and results from the interac- » Impairment « and » disability « are the terms Communication with d/Deaf people is possi- impairments and residual hearing capacities.
tion between persons with impairments and most widely used and recognized internationally. ble in many different ways, depending on the They can usually communicate in spoken lan-
attitudinal and environmental barriers that Nevertheless, bezev refers, wherever possible, individual. Generally, sign language should be guage. If they speak sign language, it is a foreign
hinders their full and effective participation in to existing needs of support (instead of specific considered the mother tongue. Any spoken and language for them just as it is for a person with
society on an equal basis with others. « (UN 2006, impairments or disabilities). Nor do we speak of written language is a foreign language for d/Deaf regular hearing ability. Their hearing ability may
Article 1). Therefore bezev differentiates clearly » disabled « or » impaired «, but of » persons with persons because sign languages are grammatical- be stronger or weaker, some wear hearing aids
between impairment and disability, in line with disabilities « or » persons with impairments «, to ly differently structured than spoken languages. or cochlear implants to enable them to hear.
the UNCRPD. focus on the whole person and not to reduce Deaf people might therefore have difficulties in Additional needs of d/Deaf or people with
An impairment (e.g. a physical impairment such one to a certain characteristic. understanding complex grammatical sentences hearing impairment in the context of volunteer
as missing arms and corresponding limitations of The needs of support can be as diverse as the when reading. People who have become d/Deaf work include sign language interpreters, special
activity in various areas of life) only becomes a people / volunteers. Therefore, we suggest, that in the course of their lives, after learning a spoken conversation rules, batteries for the hearing aid
disability if social barriers and other contextual inclusive guidance should focus on the needs of and written language tend to find this easier. or a replacement hearing aid. Examples in the
conditions permanently restrict the participation all volunteers and group members rather than Moreover, they might also be able to pronounce context of guidance could be: Tapping on the
of the person with an impairment (e.g. limitation on impairment or disability. bezev distinguishes words. The culture of d/Deaf people is sometimes shoulder when wanting to say something to a
of participation caused by social norms that the following needs of support regarding hearing, differently developed and includes more than person with a hearing impairment in a noisy
exclude a person without arms from participating seeing, motor skills, learning, mental health, only sign language. A sensitive choice of words is group, using light signals instead of sounds as
in certain areas of everyday life and society) and medical and other. A person may have needs necessary: For example, the term » deaf-mute « a signal or getting to know the deaf culture and
thus make him or her a person with a disability. in one or more of these areas. Explanations of is considered an insult by many people, since discussing needs in the group.
What causes disability and ultimately discrim- the concrete needs of support in context with » mute « implies that the person cannot express
ination, as well as what is seen as impairment, guidance are provided in the next chapter. This
is strongly context-dependent, since notions is not a comprehensive, exhaustive presentation
of normality are shaped by history, situations, of all potential needs, but a summary.
12 13
1 Introduction
NEED OF SUPPORT : VISION NEED OF SUPPORT : LEARNING
The group of people who need support in the formats, including information that is sent in The group of people with learning needs of learning disabilities as an equal part of society,
field of vision includes very diverse people: A advance of workshops, a reference to the name support includes a wide range of people with or the use of easy language in written and oral
person may be blind or have a visual impairment different cognitive abilities and limitations. Some communication.
with residual vision. There are many differences people have learning difficulties, some have On the other hand, people who are highly gifted
when it comes to a visual impairment. Some intellectual impairments, and some are highly often feel easily unchallenged. For this reason,
people can (only) perceive reflections of light. gifted. Some people are more dependent on it is important during volunteer services to find
Others can read large letters and texts with support from others and some less. There are out what the volunteers' expectations of the
high contrast. Some people cannot see colours people who have a school-leaving certificate placement are and to organise the work situation
or cannot distinguish the colours red and green. and a regular job and those who are dependent abroad in the best possible way. As far as needs in
One person may not be able to recognise the on support (to varying degrees). For all their the context of guidance are concerned, commu-
facial expressions of others, which can be a diversity, there are some common needs. nication in workshops is also an important point
challenge when combined with mimic variations Examples of additional needs in the context to consider when working in inclusive groups.
based on cultural differences. Additional needs of volunteer services and guidance for people Highly gifted volunteers may be involved in
in the context of volunteer services are, for with learning difficulties or with intellectual designing the workshop, so that the workshop
example, a mobility support at the beginning impairment are, for example, clearly structured situation can also be enriching for highly gifted
of the assignment. In the context of guidance, tasks, a close trusted person who has an appre- volunteers.
needs may include: The preparation of all rele- of the person speaking at the beginning, or verbal ciative attitude and also considers people with
vant information (for workshops) in barrier-free descriptions of pictures and movements in videos.
NEED OF SUPPORT : MOTOR SKILLS
The group of people who need support in the of motor functions, e.g. in the event of heart
area of motor functions comprises many differ- failure and corresponding reduction in physical
ent impairments. Some people sit in an electric capacity.
wheelchair, others in a manual wheelchair. Some Additional needs in the context of volunteer
can walk but require other aids or walking aids services are, for example, personal assistance,
such as a walking frame or » crutches «, forearm care services or physiotherapy. Examples in
walking prostheses or (battery-powered) fore- the context of guidance include: Adapting en-
arm orthoses. Some people can walk or climb ergizers /games at workshops so that physical
some steps even though they are in a wheelchair, games do not lead to exclusion or physical risk
others cannot. Some people have a spasticity (through excessive demands or injury) for the
or deformation of one hand, which allows them volunteers. A slower pace or more breaks, or
to just work with one side / hand. Others do the sensitive selection of reflection methods,
not need any aids at all, but are dependent on i. e. offering alternatives to a walk to reflect on
shorter distances, longer breaks and a slower volunteering experiences that apply to everyone
pace when walking. Some people with medical - so that volunteers with motor impairments are
needs also have a need of support in the area not excluded from this method.
14 15
1 Introduction
N E E D O F S U P P O R T : M E N TA L H E A LT H (e.g. flying) or preparing for an optimal supply be left alone with this - neither emotionally nor
The group of people in need of psychological with people with depression, eating disorders, of medication. Volunteers should therefore not organisationally.
support includes a broad spectrum of people phobias, or psychoses. People with depression,
with different impairments. In principle, it is for example, more often have adjustment diffi-
important to note that bezev would never send culties abroad, which can manifest themselves NEED OF SUPPORT IN OTHER AREAS
people who are in an acute phase of a mental with symptoms such as mood changes, sleep Other need of support areas, where some send- fundamental misunderstandings.
health disorder or who are in ongoing treatment disorders and hair loss. There are too many ing, host and partner organisations already have There are various kinds of limitations for people
due to this acute condition. Thus, when we talk kinds of mental health problems to summarise experience with, include Asperger syndrome (of with Albinism. They often have highly sun-
about the need of support in the area of mental symptoms in a few words. However, basic needs the Autism Spectrum), Albinism, Dyscalculia, and sensitive skin and hair. Therefore they have to
health, we are referring to (1) needs that may can be identified. Dyslexia. People with these types of ascribed protect themselves sufficiently from the sun in
arise from previous mental health problems In the area of mental health, it is particularly impairments / disabilities have broadly varying the country of assignment by wearing appro-
that have already been treated or believed to important to build a relationship of trust between needs. In the following, these are not presented priate clothing and sunscreen. Some people
have been treated and are now reoccur during volunteers and the sending / partner organisation comprehensively, but indications of frequent with Albinism also have impaired vision because
the volunteer service or (2) needs that arise for to offer volunteers the opportunity to address needs in volunteer service will be demonstrated. their eyes are very sensitive to light (see also
the first time while abroad. Many volunteers pre-existing conditions without shame. the support requirements in the area of vision).
experience mental stress during their volunteer Examples of additional needs in the context of Asperger syndrome is not only associated with
service, some to a greater and others to a lesser the volunteer service can be a therapist and / or impairments, but often also with strengths. Since People with Dyscalculia or Dyslexia have
extent. Sometimes, but not always, the need for a psychologically experienced or trusted person people with Asperger often have difficulties difficulties with calculating or writing. Possible
psychological support arises from such stressful at the placement site and furthermore the option recognising the facial expressions and gestures additional needs in the context of volunteer
experiences. Many of the experiences bezev has of accessing a safe space of retreat. of other people in social interactions, it is crucial services arise mainly regarding an increased sup-
gathered in the field of mental health have been that everyone expresses everything verbally in port by the sending / partner organisation in the
communication. Some people with Asperger organisational preparation and implementation,
Further information are available in the information sheet mental health on bezev's Syndrome find it difficult to communicate joy e.g. when filling in forms. It may also be necessary
publication » Just do it now! « available in four languages. and interest in topics or to socialise with peers. to provide alternative application forms (e.g. by
With the consent of the volunteer, the environ- video, telephone) for people with Dyscalculia or
ment can be informed of these circumstances in particular Dyslexia, or to offer more support
NEED OF SUPPORT : MEDICAL so they can adapt their behaviour according- in the application process. Regarding guidance,
The group of people with a need of support in doctor. In our experience, these groups gener- ly. An additional need for guidance can be to this may also require an appropriate adaptation
the medical field covers a broad spectrum of ally do not have any special needs in terms of prepare the environment for this characteristic in of workshop methods or necessary reporting
chronic diseases, impairments and needs, such guidance - but rather in terms of organisational interpersonal interaction, to ensure a respectful forms (fewer figures or written text).
as those arising from haemophilia, diabetes, issues and emergency plans. However, all send- and appreciative cooperation is possible, without
epilepsy, asthma, Crohn's disease, rheumatism ing and host organisations should be aware of
or allergies (house dust, pollen, food, etc.). the added responsibility of volunteers with a
The possible additional needs within the scope need for medication abroad when this medi-
of volunteer services are manifold. However, cation needs to be cooled permanently. Even
there are often commonalities, such as taking though volunteers in their home country may
specific utensils with you, storing and cooling already be used to this kind of responsibility,
medicines properly or necessary visits to the it can be a burden in situations such as travel
16 17
1 Introduction
4 ACCESSIBILITY AND ADEQUATE
ARRANGEMENTS REGARDING GUIDANCE
Further information on the meaning of accessibility in practice can be found in the infor-
mation sheet » Standards « accompanying bezev's publication » Just do it now! « which
is available in four languages. Adequate arrangements for individual cases have already
In the sense of the aforementioned model of outset and / or in all steps, it is necessary to been discussed in Chapter 1. in this publication » What is Impairment / Disability? What
impairment / disability, bezev dedicates its work speak openly with the volunteers to jointly agree are Needs of Support? « (page 12) and is also described in Chapter 4. » Inclusive Guidance
to the reduction and removal of barriers, with the on possible coping strategies and compromise in (Workshop) Groups « (page 40).
aim of effective and unrestricted participation / solutions. Volunteers must be aware that all
inclusion of people with impairment / disability in parties involved are in a learning process and
all areas of human life, especially in the context should be asked to have some tolerance for
of international cooperation. Preventing experi- mistakes. At the same time, this should not
ences of disablement in volunteer services should prevent the removal of barriers wherever it is
be aspired. This can be achieved by structurally possible. Creating accessibility is a joint project
anchoring accessibility on the one hand, and by involving all programme actors and can only
taking adequate precautions in individual cases succeed if those involved take their responsi-
on the other. bilities seriously.
When designing accessibility in volunteer services,
it is important to create structures within volun- According to these concepts, an equal treat-
teer services, which are accessible to all people ment of all volunteers can therefore not be
with impairments / disabilities. Furthermore, » equitable «.
» adequate arrangements « must be made for To compensate the disadvantage volunteers
individual cases. Such case-specific adequate in need of support might experiences
arrangements should be considered as practices, due to their impairment / disability in
which enable an individual to carry out a volun- connection with environmental
teer service under the same conditions. Their barriers, it is rather a matter
purpose is to create accessibility for individual of allowing necessary » positive
persons before and during the volunteer service, discrimination « in the spirit of
and in some cases they go beyond the standards equity. Only then do volun-
of accessibility provided for the entire group of teers with different abilities
people with a (specific) impairment or disability have a square chance to start.
(cf. United Nations Human Rights, 2014). If it is
not possible to ensure accessibility from the
18 19Chapter 2 GENERAL NOTES
In communication, it is important to always Chapter 3. » Evaluation, Knowledge Management,
Communication pay attention to a sensitive choice of words and Reporting « (page 36).
regarding the topic of disability. This may include For additional needs of support, it has proven
talking to volunteers about their preferences. to be very helpful to establish a central point
1 DURING ALL PHASES OF THE VOLUNTEER SERVICES
AND WITH ALL PEOPLE INVOLVED
For deaf people, for example, it is important to
make sure to speak of sign language interpreters
and not sign interpreters. This is a language in its
of contact (e.g. on flyers and websites) for
barrier-free communication. This contact person
can be consulted for questions regarding acces-
The bare essential of guidance is communication. should be discussed. These questions are also own and not gesture / gesticulation, or » dancing sibility and / or needs of support. It is important
It takes place between all those involved. Be- discussed within this chapter. hands «, as it is sometimes referred to. The term to sensitise these contact persons to different
tween sending-, host-, and partner organisation » deaf-mute « or » mute « should not be used needs and to inclusive working. Oftentimes
and placement site, volunteers, mentors, tutors, either, as already explained: Deaf people are not there are overlapping needs of support. If, for
volunteer colleagues and, last but not least, at mute, they are well able to communicate in their example, people with hearing and people with
times with parents. More information on this language. An insensitive choice of language on seeing-related needs are present in inclusive
topic and on adapting all steps of the guidance is a website can be a reason for some people not groups (e.g. d/Deaf and blind people), it is
provided in Chapter 3. (page 28). For volunteers to apply at all. It is essential to talk about such important to pay equal attention to the verbal
with needs of support, the same rules for good terminology with the respective group of people, and visual presentation of content. This is in any
communication apply as for all other volunteers. and to develop a sensitive, non-discriminatory case valuable for all group members, allowing
However, there are some specific guidelines that language together. for a better learning via two or more sensory
may need to be followed based on the person's Specific guidelines for communication can also channels. In the following, we provide examples
actual need of support. These guidelines are be put in place for application procedures and of how communication can be adapted for groups
presented below. Furthermore, there are some regulations for (interim and final) reports, see of people with different needs of support.
questions about how, when and with whom the
impairment / disability and additional needs
VISION
Possible adjustments in communication with in presentations) should also be described. For
2 GUIDELINES FOR BARRIER FREE / LOW BARRIER WRITTEN
AND ORAL COMMUNICATION
people with a need of support in the area of
vision include the following: Speaking clearly
and one after the other is always helpful. To
this reason, graphics for the presentation of
complex facts should be avoided - or a detailed
description must be added. When communicat-
Depending on the needs of support, individual To understand these rules of communication, make clear who is speaking in a large group, ing with persons with a visual impairment, it is
rules of communication can be developed. If you should read the explanations on disability / the person speaking should be named, before important to face them to make clear that they
these rules are respected, one can speak of impairment in Chapter 1. » Accessibility and any content is discussed. In addition, relevant are being talked to. Text documents and other
low-barrier or barrier-free communication. This Adequate Arrangements Regarding Guidance « activities of others that can only be perceived written communication should be designed
way of communicating should always be the (page 18). visually (including videos) should be described barrier-free, to enable people in need to read
goal in line with an inclusive way of working. verbally. All relevant pictures and drawings (e.g. these either in Braille or with a screen reader.
To find out more about the details and how barrier-free documents can be created one
can read the information sheet accompanying bezev's publication » Just do it now! «.
20 212 Communication
LEARNING networks or a national association of sign Language (Libras) through artificial Intelligence
Communication can be made barrier-free for concise choice of words. It can be equally helpful language interpreters in your country of work. and the » Mimix3D Sign Language Translator «
people with needs of support in the area of for people with learning difficulties, for people is also a mobile app, which interprets spoken
learning, by following the rules of » easy lan- with difficulties in reading as well as for people There are many technical communication aids. and written English into sign language using a
guage «. Easy language is a separate language whose mother tongue is not English. More time For deaf people, for example, services such as 3D avatar. You can find references to the web-
with fixed rules for both written and spoken is needed when speaking and more space is » Tess «, » Verbavoice «, a » Hand-Talk-App «, or sites of the respective service providers in the
communication, e.g. on content and formatting. needed when writing to present texts / content the » Mimix3D Sign Language Translator « can be bibliography. Certainly, there are other helpful
Easy language is not baby talk! It is rather a less in easy language. used. » Tess « is a German telephone interpreting technologies for d/Deaf people (in development).
complex language, with shorter sentences and service in sound and German sign language. For hearing impaired people, wireless systems for
» Verbavoice « also uses live video to connect speech transmission as well as induction loops
Further information about the rules of easy language and helpful tips on how to use it German or other nation’s sign language inter- (with micro), e.g. in workshops, can be used.
is available in the information sheet published alongside » Just do it now! « and can be preters. The » Hand-Talk-App « is a technology In addition, volunteers usually have their own
requested from bezev. that translates text and audio to Brazilian Sign aids such as hearing aids, cochlear implants etc.
Further helpful tips for the communication with people with need of support regarding
HEARING hearing abilities is available in the information sheet of bezev's publication » Just do it
Some possible needs in personal conversations language interpreters. Such alternatives include now! «.
and / or especially in workshops are, for example, writing aspects down and using meaningful facial
the use of sign language interpreters for the expressions and gestures. Pictures can be useful
written language (especially for people with a
hearing impairment) or spoken language (espe-
cially for d/Deaf people).
to support the content in presentations.
Depending on the » writing style « of the d/Deaf
person it can be helpful to write less complex
3 COMMUNICATING IMPAIRMENT / DISABILITY
AND NEEDS OF SUPPORT – WHEN, WITH WHOM AND HOW?
In workshops, it is also necessary to stand in and shorter sentences. When communicating First, it should be noted that discussions ate sensitivity and respect. Nevertheless, it is
the centre and in front of the audience, with with a d/Deaf person, we recommend to follow about impairments / disabilities and support / essential for a successful volunteer service to
sufficient lighting to ensure that the sign the writing and speaking style of your counter- requirements sometimes contain very personal talk about the impairment and especially about
language interpreters can be seen and it is pos- part. Last but not least more time should be topics and must be dealt with the appropri- the need of support.
sible to read the lips of the person speaking. allocated for communication. Workshops with
Furthermore, one has to ensure the possibility d/Deaf people usually need up to 1/4 more
of eye contact. In addition, speaking clearly and time due to interpretation. Inquiries should also ADDRESSING THE IMPAIRMENT / DISABILIT Y
one after the other (not jumbled) is important be welcomed, e.g. to explain mistakes in the AND NEEDS OF SUPPORT
too. Background noises and echoing rooms translation and / or for a better understanding At various points throughout the process, ap- question aims to avoid discrimination, since it
(especially for hearing impaired people) should be of difficult texts. plicants and volunteers should be given the does not specifically ask about a potential impair-
avoided. If sign and written language interpreters In general, professional sign language translation opportunity to highlight impairment / disability ment / disability. All people are encouraged to
are involved, it is also advisable to speak a little and interpretation should be used for essen- and needs of support. bezev decided to use in- express their needs. A note could be added that
slower so they can follow the discussion well tial, sensitive, and complex topics / occasions. direct questions in the application form. One of this information serves the optimal individual
and translate it completely. Alternative forms Non / semi-professional translation might also these questions in the application form is: » What preparation of the volunteer service and is not
of communication help in communicating with be helpful in certain settings. There might be are the things we have to consider when you a selection criterion. Many applicants mention
deaf people, for example in the absence of sign sign language interpreters organised through are going to work abroad with us? « This open their impairment or disability and partly already
22 232 Communication
individual needs of support as a result of this host organisations and placement sites, it can I now while being abroad, reflect on it, the topic deal with the topic in different ways and have
wording on their application form. be important to know in advance if adjustments [living in a foreign country with my impairment] different needs for dealing with communicating
Other volunteers only mention their impairment to accessibility or adequate arrangements need would have been very essential «. impairment / disability. It is therefore essential
or disability in the further application process to be made on site and / or employees need to In contrast to the preparation workshop, the to have an individual approach to each volunteer
(e.g. during the personal interview, in selec- be prepared. Some of the organisations would volunteers in the mid-term workshop did not and to respect their perspective.
tion workshops), in the preparation workshop appreciate to be informed about additional necessarily experienced it as negative, if their Summary: In principle, it is important to ex-
(for topics such as dealing with impairment or needs and impairments / disabilities directly in impairment / disability was not addressed. This plain the impairment / disability and the corre-
disability abroad) or in the further preparation the application form. For others, it is sufficient is probably due to the fact, that the volunteers sponding needs of support to all persons who
process (e.g. during the search for a placement to provide information shortly before the arrival have already gained self-confidence in dealing are in regular contact with the volunteers with
and the organisational preparation). of the volunteer with an impairment / disability. with their impairment / disability abroad and impairment / disability in a respectful and ap-
Communicating the impairment or disability also The wishes and needs of partner- / host organi- have found their own approach of dealing with preciative way. No matter in which context the
includes communicating the associated support / sations should be checked and clarified as soon the issue. If their disability was discussed at the impairment / disability is discussed or inquired
additional needs at an early stage. This is crucial as possible. mid-term workshop, this was also perceived to be about, it is vital to give the volunteers an oppor-
to ensure that this is considered throughout the Applicants and volunteers should be specifically positive. Presence of sign language interpreters tunity to explain their experiences. Moreover, to
entire process and that the services offered are encouraged to think about their needs and to at the mid-term workshop is in any way essential communicate that the impairment / disability
as free of barriers as possible and that appro- express them as early and openly as possible. for d/Deaf volunteers. is not an exclusion criterion and every person
priate precautions can be taken. For partner-/ with any impairment / disability and any need
These results of the volunteer survey also in- of support is welcome, should be emphasised.
There are various possibilities for recording the actual additional requirements. These dicated that different volunteers
are described in the » Assessment Forms « that bezev has developed for various needs
of support. They are attached to bezev's publication » Just do it now! « which is available
in four languages.
PREVIOUS EXPERIENCES
The survey of previous volunteers with impair- bility of the volunteers was received positive
ments / disabilities revealed the following: If by the volunteers, especially in the context of
the additional needs of the volunteers were selection interviews and preparation work-
not addressed, this was perceived as negative, shops. By broaching these issues, problems
as the volunteers felt left alone with their prob- that may arise abroad can be addressed in
lems while abroad and not sufficiently prepared. advance and solution strategies can be developed
For these reasons, any issue that may arise together. In addition, » fellow volunteers « are
and the strategies for solving them should be further sensitised to the topic, which also adds
appropriately addressed, especially regarding value for them. If the impairment / disability was
impairment / disability. The discussion of the not addressed in the preparatory workshop, this
individual needs and the impairment / disa- was perceived as negative in retrospect: » When
24 252 Communication
HANDLING IMPAIRMENTS BY OTHER PARTICIPANTS mentor, reference person of the sending – and preparation by the volunteers themselves.
(VOLUNTEERS) host organisation) and of course in the personal
The survey of volunteers with impairments / disabilities often meet for the first time in pre-
disabilities also showed that most of them had paratory workshops. It should be taken into
positive experiences during the preparatory consideration that the group dynamics are DE ALING WITH ONE' S OWN IMPAIRMENT / DISABILIT Y
stage, when dealing with other volunteers. Other shaped and support is provided by the team OR SUPPORT / ADDITIONAL NEEDS
participants and workshop leaders were per- leaders. This inclusive setting can also be used as In extreme situations and completely unfamiliar Even the best communication of needs and the
ceived as open and understanding. However, an opportunity for the group. By the individual environments during a volunteer service, volun- greatest understanding of the impairment /
some volunteers would have wished for more participants paying attention to each other, it teers with impairments / disabilities are often disability does not automatically lead to social
preparation of the other participants (volunteers), can lead to more cohesion. Volunteers encoun- especially challenged. Not only do they have inclusion and accessibility. Flexibility and crea-
as some volunteers had less understanding of ter diversity and the unknown when they are to deal with the culture shock, but also with tivity, willingness to compromise and acceptance
impairment / disability. This situation can be abroad. The inclusive workshops can be a good the experience of their own impairments / dis- of » imperfection « were important prerequisites
counteracted by a specific preparation of the preparation. The focus should always be on the abilities and (unfamiliar) barriers in new ways. for the emotional balance of the volunteers. This
group by the workshop leaders. strengths of the persons, not on a perceived A frequently stated problem on arrival in the should be communicated in advance to enable
Volunteers with and without impairments / weakness (the impairment). host country is the foreign language and the the volunteers to make an informed decision
orientation in a foreign setting. This problem is whether to accept the challenge.
often intensified by an impairment / disability, If there was any contact (before or during the
HANDLING IMPAIRMENT BY OTHER PER SONS (ABROAD) as different countries present different barriers volunteer service) to people with similar im-
Not only for organisational but also for educa- discrimination in many different ways - this takes compared to those volunteers are familiar with pairments / disabilities, this was consistently
tional preparation, the topic of impairment / different forms in different regions or contexts. from living in their home countries. Other chal- perceived as positive. For this reason, send-
disability plays an important role. It is not only Volunteers can thus encounter exclusionary and lenges such as homesickness or the increased ing-partner- and host organisations should sup-
about physical, economic, communication and discriminatory treatment towards people with attention received from the environment are port such exchanges and, if desired, establish
other barriers, but also about social inclusion impairments / disabilities. Likewise, a charitable aspects that volunteers with and without im- contact with networks or groups.
and mutual understanding. On the one hand, attitude and behaviour motivated by a sense of pairments / disabilities experience. They are part Summary: Not all needs can be known in advance.
all important contact persons or all persons pity can be shown. In the end, both often lead of the process of finding their way in a foreign Therefore, in order to avoid major frustrations,
with whom the volunteers have regular contact to discrimination. Therefore, the expected situ- country. It can also initiate personal development it is important to (1) know potential barriers and
with should know that the volunteers have an ation abroad cannot be generalised during the processes of the volunteers, which may initially specific needs abroad as well as possible and (2)
impairment or disability and what the needs preparation; it depends on the individual project, seem overwhelming. remain flexible not to be overwhelmed in case
are in terms of interacting with each other (e.g. its environment, the impairment / disability of Often, the volunteers' way of dealing with their of deviations from expectations. Organisations
rules of communication, need of support during the volunteer and many other factors. own impairment changes. Many accepted that should accompany volunteers through this pro-
certain activities). It is essential to never lose sight However, previous volunteers with impairments they could not participate equally in all aspects cess with understanding - without thinking they
of the person as a whole and that an appreciative reported negative and positive discriminatory (e.g. communication or certain activities). know what is » best « for them. Empathy and
attitude is in the centre of attention on all sides. reactions to their impairments and appreciat- However, the best possible solutions were always regular opportunities for discussion, even in
On the other hand, the question of how ed the reflection on these (and religious, cul- sought together. crisis situations, are the key element.
impairment / disabilities are dealt with and tural, and other contextual backgrounds). This
perceived in the context of foreign countries reflection can take place in preparatory, mid-
must be addressed. All over the world, people term and post-assignment workshops as well
with impairments / disabilities are exposed to as in personal discussions with guidance (tutor,
26 27Chapter 3 2 SUPPORTING THE PREPARATION OF VOLUNTEERS
WITH SPECIFIC NEEDS OF SUPPORT
How Can All Aspects of Guidance
Be Made Inclusive? Many different topics need to be considered, specific preparation with adequate guidance is
during the preparation of the volunteer service. crucial. The topics of this preparation vary con-
Besides the general organisational preparation siderably depending on the support / additional
for the volunteer service and covering rele- needs and the impairment / disability. They can
Inclusive guidance does not necessarily require specific methods, but in particular an vant topics (e.g. racism, visa regulations and include, for example, questions on how to deal
adaptation of existing methods and steps to the different (support) needs of volunteers. vaccination issues or country-specific topics), for with the volunteers' individual impairment /
In addition, certain general principles and specific contents can be helpful for inclusive volunteers with an impairment it is important to disability or questions on accessibility in the host
cooperation and inclusive guidance. These will be explained in the following. discuss support / additional needs and specific country / location. To support this preparation,
questions in addition. Individual discussions with the exchange of volunteers with the same or a
the educational staff of the sending-, host-, and similar type of needs for support is particularly
1 PEER-TO-PEER APPROACH
partner organisation, the preparatory workshops
(e.g. in exchange with other volunteers and
returnees), as well as the individual prepara-
important. This can be facilitated at selection
and preparation workshops, where future and
former volunteers with impairment / disability
Former volunteers and other people with be valued as partners in the educational work tion of the volunteers themselves contribute to can exchange their experiences.
disabilities should be involved as peers in all of sending-, host- and partner organisations this. Ensuring sufficient time and space for the
steps of the volunteer service, including as part and beyond. Peer-to-peer counselling is also
of guidance. Former volunteers with impairments offered by » People for Inclusion «, a group of
or disabilities can be invited to selection work- former volunteer with impairments / disabilities,
shops / interviews of future volunteers (with based at bezev.
impairments or disabilities). They can also be In addition, self-representative organisations of
involved in solving individual questions regarding people with impairments / disabilities (Disabled
the matching / fitting with partner organisations Peoples Organisations, acronym: DPOs) abroad
and the placement site in general and accessi- should be consulted. They can help volunteers,
bility issues in particular. Especially when em- for example, to be mobile in their free time, get
pathy for the individual situation of a volunteer to know people with (a similar) impairment /
with disabilities is required, this peer-to-peer disability, e.g. from self-help groups, for a
approach can be crucial. Raising awareness of personal exchange, find aids and assistants, etc.
all volunteers to all issues concerning inclusion In the spirit of empowerment, this can be very
and impairment / disability, people with impair- valuable.
ments / disabilities themselves should always
28 29You can also read
