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This is a Companion Training Manual to accompany the Corporation for National and Community Service publication Creating an Inclusive Environment: A Handbook for the Inclusion of People with Disabilities in National and Community Service Programs. The Inclusion Handbook is available on-line at www.serviceandinclusion.org, or you may call the National Service Inclusion Project at 888-491-0326 (voice/TTY) or email at nsip@umb.edu.

Overview

Key Words and Terms 

• Adult Learning Principles
• Multiple Learning Styles
• Training Objectives
• Learning Outcomes

Introduction 

Preparing for and delivering an effective disability inclusion training requires planning and an understanding of the diverse ways adults learn new information. Since individuals with and without disabilities obtain and apply new information differently, it is important to provide various methods for learning new information and to incorporate universal design principles to ensure your trainings are inclusive.  Developing effective disability inclusion training includes planning to determine how you will address various learning styles, achieve the learning outcomes, and ensure the training is accessible.

Effective and successful disability inclusion trainings enable participants to apply the knowledge learned in their respective service organizations and programs to meaningfully include individuals with disabilities in service.  This section will guide you with developing learning objectives, incorporating diverse learning styles and universal design principles for the development and delivery of an effective disability inclusion training.

Trainer notes

Objectives for this Section

At the completion of this unit, each participant will: 

1. Understand the principles of adult learning 
2. Understand key attributes of learning styles
3. Learn strategies and techniques to engage all learners
4. Learn how to develop training with learning objectives
5. Acquire tools for planning effective trainings 

Suggested audiences

• Members in service 
• Members involved in capacity-building 
• Service and volunteer program managers and staff
• Organization staff
• Organization Board of Directors
• Disability organizations 

Visuals and Power Points recommended for this Section

Slides with Notes pages are found at the end of this section

Handouts recommended for this Section 

• Incorporating Adult Education Principles and Multiple Learning Styles
• Experiential Learning Cycle – DIGA Model
• Making Your Presentations Accessible to Everyone 

Supplies/equipment needed: (e.g. markers, flipcharts, LCD)

Use depends on your personal preferences, availability and the activities chosen. Each activity lists any unique needs. 

Useful references and resources for this Section 

Hirsh, Sandra Krebs (1991.) Using the Myers-Briggs Type Indicator in Organizations (2nd Edition.) Mountain View, CA: Consulting Psychologies Press, Inc.

National Teaching Laboratory Institute for Applied Behavioral Science, 300 N. Lee Street, Suite 300, Alexandria, VA 22314. 1-800-777-5227

Crocoll, Caroline E. "Inspiring Volunteer Development: A resource book for training senior volunteers in intergenerational programs." Washington, D.C.: Corporation for National and Community Service National Service Fellowship Program, July 2001.

Practical, Analytic, Imaginative, and Inventive. Source: Herman, B. (1999) Teach me, reach me. Deerfield, IL: Pathways to Learning.

Kolb, D. A. (1984.) Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall, Inc. 

Gardner, Howard (2006.) Multiple Intelligences: New Horizons. Perseus Books. 

Gardner, Howard (1983.) Intelligence Reframed: Multiple Intelligences for the 21st Century. Basic Books. Stolovitch, Harold (2002.) Telling Ain't Training. ASTD. 

Centre for the Advancement of Teaching and Learning, University of Western Australia, http://www.catl.osds.uwa.edu.au/obe/outcomes

Assessment

Training Survey

Date: _________________________

After each numbered statement, indicate your current level of knowledge about the following topics on a scale of 1 - 5.  1= nothing, 2 = not much, 3 = somewhat, 4 = some, 5 = a lot

1. Key principles of adult education
2. How to develop an accessible training using universal design principles
3. How to use learning objectives to develop a training
4. Tools for planning effective trainings
5. The meaning of key terms such as:
   
   1. Adult education
   2. Learning styles
   3. Learning outcomes/training objectives