Inclusive Youth Leadership Resources

Implementation Resources

• Facilitator Guide – for club advisors. Use this for lesson-plans, discussion questions, and more!
• How to Recruit Diverse Youth Leaders – a one-pager to ensure your Unified Club is diverse
• Youth Leadership Guide – for students and educators
• How to Create and Sustain a Unified Club – step-by step instructions from admin approval to meeting agendas

Inclusion Tiles Activity (for use by all grade levels)

1. Download the Inclusion Tiles packet:
   • Middle and High Schools: English or Spanish
   • PreK and Elementary Schools: English or Spanish
2. Print pages front and back (plan to have 1 full set for each group of 4-8 students)
3. Using the Activity Cards (the last couple cards), share the prompts with your students so they can answer using the provided Inclusion Tiles
4. Or, make your own prompts to encourage self-reflection and social awareness!

Mini Lessons (recommended for use in Middle and High Schools)

• Taking Action to Become a Socially-Inclusive School – students will be introduced to the story of Eunice Kennedy Shriver, the founder of Special Olympics, to illustrate what’s possible when someone sees what is, imagines what can be, and then makes it happen. They will then reflect and make connections between her story and what is happening within their own community.
• Understanding Differences – Three lessons that can be used individually or sequentially to help students reflect on their perceptions of disabilities and gain increased understanding.
• Acceptance and Respect – In each lesson, students examine the rights of those with disabilities and the responsibilities of all citizens to help protect those rights, reflecting and examining the problems and issues related to respect and inclusion within their school and community.
• Visions of a Socially-Inclusive Community – Students take a snapshot of their community with regard to inclusion of those with intellectual disabilities. They start by creating a picture of their community based on their perceptions. Then, they repeat this exercise as if they were someone with an intellectual disability to see how the experience changes.