What matters 220621 inclusion confernce

Jon Ralphs
Jon Ralphsillustrator Graphic Facilitator and trainer um Jon Ralphs Consultancy
Jon Ralphs
What matters island
Inclusion Conference
After an hour on the minibus
Mo goes to base group a
t
his special school.
Mo’s off to his lesson in the
special needs portakabin
in the main stream school.
Mo is supported to join in A
GCSE science practical.
Specialist
Place
Disability
Group
Inclusion traffic lights
Community
Place:
Disability
Group
Community
Place:
Used by
everyone
The inclusion traffic lights help us
think about the places people go
and the people they connect with.
Sometimes people need specialist
support
, but tha
t doesn’t mean
they should find themselves ex-
cluded from the opportunities
others benefit from. We can define
communities as places tha
t people
come together.
Nadia makes her own lunch
in the life skills session
a
t the da
y centre.
Between 10am-2pm Nadia
volunteers as a cook a
t
the disability drop-in cafe.
Nadia works in the kitchen
a
t a local pub.
Residents loved to wa
tch
Brenda sorting out the Herb
window box a
t the care home.
Brenda was the first to check
the runner beans on
the outreach project
.
It was the first time Brenda
had seeds to swap aT the
allotment AGM meeting.
What matters 220621 inclusion confernce
What matters 220621 inclusion confernce
What matters 220621 inclusion confernce
w
hat i’m good at
w
hat people like about m
e
name
date
What matters island
if i cou ld... i would...
people
t
h
i
n
g
s
t
o
d
o
thin
g
s
t
o
h
a
v
e
what i want in the future
what needs to happen
What matters 220621 inclusion confernce
ap-pre-ci-ate
Recognise the full worth of
To grow in value
Be grateful for
Things you appreciate
but take for granted
10
Nancy Kline
5:1
What matters 220621 inclusion confernce
If my life was
the best it
could be…
It would be
like this.
North Star
Your life compass
Your aspirations
If I could…
I would…
hopes
dreams
aspirations
What matters 220621 inclusion confernce
What matters 220621 inclusion confernce
"You can fail at what
you don't want, so
you might as well
take a chance on
doing what you
love." Jim Carey
"However
dif
fi
cult life
may seem,
there is always
something you
can do and
succeed at."
 

Stephen Hawking
A Person Centred Outcome…..
• Is a personal goal not a service goal

• Is something you have influence/control over

• Is measurable and specific

• May have obstacles in the way of achieving it

All these make the outcome well formed
A Solution …….
• Is there resource you need to achieve your outcome

• It can be an item or an activity 

• It can have a cost associated with it, or be free
Questions to test is it an
outcome or a solution
If you got your outcome…what would it...	
• Give you?

• Do for you? 

• Make possible for you?
To have a paid job, live in my own
fl
at and have a car
To have a car
What would that:-

• Give you?
–Get me from home to where I want to go

• Do for you?
–Let me go and see my friends once a week, go into
the city shopping and get to work experience

• Make possible for you?
–I can just do it - without mum and dads help 

–I have four friends

–I know the shops in Milton Keynes

–I have work experience to travel to
To have a car
So what is the real outcome?
To go and visit my friends, once a week. 

Go into the city - shopping every weekend by myself. 

(To work
fi
ve days a week) To get to work on time.
3 hours of speech and
language therapy
What would that:

Give you?
Time with a speech therapist.

Do for you?
Help them be more easily understood by their friends when
they are at the community centre?

Make possible for you?
Friendships, taking part in things, feeling more con
fi
dent
with other people.
So what is the real outcome?

“ l am understood by my friends and I can do activities
with them in the at the community centre three times a
week.”
3 hours of speech and
language therapy
Partners on the pathway to a positive future for children and young people
www.accesstoeducation.birmingham.gov.uk
Associates of
PfA Outcomes - The Sandwich Model
By When?
Short term – 1 year or 6 months in early years
Long Term – 3 years or next transition point e.g. end of Key Stage
What will the young person be able to do?
in order to… so that… to support towards… to allow…
What will it give the child?
What will it make possible?
What will it do?
How does it prepare the child for adulthood?
The measurable skill that will
develop as a result of provision
Relates to what is important to
the young person now and in
the future
Moving the child / young
person towards the life they
want for themselves
Develop Relationships
Develop Independent
Living Skills
Support Access to
Employment
Maintain Health
1 von 27

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What matters 220621 inclusion confernce

  • 1. Jon Ralphs What matters island Inclusion Conference
  • 2. After an hour on the minibus Mo goes to base group a t his special school. Mo’s off to his lesson in the special needs portakabin in the main stream school. Mo is supported to join in A GCSE science practical. Specialist Place Disability Group Inclusion traffic lights Community Place: Disability Group Community Place: Used by everyone The inclusion traffic lights help us think about the places people go and the people they connect with. Sometimes people need specialist support , but tha t doesn’t mean they should find themselves ex- cluded from the opportunities others benefit from. We can define communities as places tha t people come together. Nadia makes her own lunch in the life skills session a t the da y centre. Between 10am-2pm Nadia volunteers as a cook a t the disability drop-in cafe. Nadia works in the kitchen a t a local pub. Residents loved to wa tch Brenda sorting out the Herb window box a t the care home. Brenda was the first to check the runner beans on the outreach project . It was the first time Brenda had seeds to swap aT the allotment AGM meeting.
  • 6. w hat i’m good at w hat people like about m e name date What matters island if i cou ld... i would... people t h i n g s t o d o thin g s t o h a v e what i want in the future what needs to happen
  • 8. ap-pre-ci-ate Recognise the full worth of To grow in value Be grateful for
  • 9. Things you appreciate but take for granted 10
  • 12. If my life was the best it could be… It would be like this.
  • 13. North Star Your life compass Your aspirations
  • 14. If I could… I would… hopes dreams aspirations
  • 17. "You can fail at what you don't want, so you might as well take a chance on doing what you love." Jim Carey
  • 18. "However dif fi cult life may seem, there is always something you can do and succeed at." Stephen Hawking
  • 19. A Person Centred Outcome….. • Is a personal goal not a service goal • Is something you have influence/control over • Is measurable and specific • May have obstacles in the way of achieving it All these make the outcome well formed
  • 20. A Solution ……. • Is there resource you need to achieve your outcome • It can be an item or an activity • It can have a cost associated with it, or be free
  • 21. Questions to test is it an outcome or a solution If you got your outcome…what would it... • Give you? • Do for you? • Make possible for you?
  • 22. To have a paid job, live in my own fl at and have a car
  • 23. To have a car What would that:- • Give you? –Get me from home to where I want to go • Do for you? –Let me go and see my friends once a week, go into the city shopping and get to work experience • Make possible for you? –I can just do it - without mum and dads help –I have four friends –I know the shops in Milton Keynes –I have work experience to travel to
  • 24. To have a car So what is the real outcome? To go and visit my friends, once a week. Go into the city - shopping every weekend by myself. (To work fi ve days a week) To get to work on time.
  • 25. 3 hours of speech and language therapy What would that: Give you? Time with a speech therapist. Do for you? Help them be more easily understood by their friends when they are at the community centre? Make possible for you? Friendships, taking part in things, feeling more con fi dent with other people.
  • 26. So what is the real outcome? “ l am understood by my friends and I can do activities with them in the at the community centre three times a week.” 3 hours of speech and language therapy
  • 27. Partners on the pathway to a positive future for children and young people www.accesstoeducation.birmingham.gov.uk Associates of PfA Outcomes - The Sandwich Model By When? Short term – 1 year or 6 months in early years Long Term – 3 years or next transition point e.g. end of Key Stage What will the young person be able to do? in order to… so that… to support towards… to allow… What will it give the child? What will it make possible? What will it do? How does it prepare the child for adulthood? The measurable skill that will develop as a result of provision Relates to what is important to the young person now and in the future Moving the child / young person towards the life they want for themselves Develop Relationships Develop Independent Living Skills Support Access to Employment Maintain Health