Question 1

Inclusion really means:&#10;A) Provide the same intervention as for others in the same age group&#10;B) Facilitate incorporation of diverse individuals into a group, society, or organization&#10;C) Provide support to access and participate in larger group activities based on the individual's unique needs and interests&#10;D) Ensure all members have the same rights and privileges

Accepted Answer

Community integration is the incorporation of diverse individuals into a group, society, or organization. Typically, individuals thought to be "integrated" retain their labels, so an ethnic group, social class, religion, or other identity marker remains, which can lead to prejudice and isolation, despite all group members ostensibly having the same rights and privileges. Inclusion, however, incorporates the Core Value and Principle of Justice (American Occupational Therapy Association [AOTA], 2015). In an inclusive model, individuals are offered more than simply the same intervention or conditions as others; they are provided support to access and participate in larger group activities based on their unique needs and interests (Thompson, 2017). Hagiliassis et al. (2014) depict inclusion as a multidimensional construct that includes factors such as social participation, supportive and affirming societal relationships, and access to services, materials, and economic resources. These factors align with two of the social determinants of mental health identified by the World Health Organization (WHO), which include community involvement, and social interaction and support (WHO, 2014).

Question 2

For youth, community inclusion involves access to:&#10;A) Social participation&#10;B) Diverse populations&#10;C) Rehabilitation services&#10;D) Social Security funding

Accepted Answer

For youth, inclusion involves access to occupational opportunities in the community, which will lead to new learning (e.g., executive function), social participation, employment possibilities, and other skills for instrumental activities of daily living, facilitating the successful transition to independent adulthood or person-centered supportive services. In this chapter, examples of exemplary community integration and inclusion programming for youth are provided, including discussion of the benefits, challenges, and considerations for the occupational therapy practitioner seeking to develop or implement such programs.

Question 3

A local theater shows a movie with partial lights on and lowered volume to be more &#34;sensory friendly&#34; to those with sensory issues. This is an example of:&#10;A) Social participation&#10;B) Community integration&#10;C) Inclusion&#10;D) Authentic participation

Accepted Answer

Inclusion incorporates the Core Value and Principle of Justice (American Occupational Therapy Association [AOTA], 2015). In an inclusive model, individuals are offered more than simply the same intervention or conditions as others; they are provided support to access and participate in larger group activities based on their unique needs and interests (Thompson, 2017). Hagiliassis et al. (2014) depict inclusion as a multidimensional construct that includes factors such as social participation, supportive and affirming societal relationships, and access to services, materials, and economic resources. These factors align with two of the social determinants of mental health identified by the World Health Organization (WHO): community involvement and social interaction and support (WHO, 2014).

Question 4

A 16-year-old male student gets a concussion after being hit by a soccer ball in the head during a game. His physician clears him to attend school, but recommends with his ongoing headaches to delay a return to sports. Because the student uses sports as a coping strategy for his attention deficit hyperactivity disorder, the occupational therapist is consulted to:

A) Develop an adapted helmet for wearing during soccer play
B) Identify safer coping strategy alternatives to remain active, such as swimming
C) Refer the student to a psychologist for additional medications to manage ADHD
D) Recommend no activity until the student fully recovers

Accepted Answer

Many occupational therapy clients are discharged from formal rehabilitation settings and do not immediately resume their prior level of participation. For example, a youth who sustains a head injury while playing football may be allowed to return to school, but may still have difficulty concentrating and may not be cleared to return to sports participation. An occupational therapy practitioner might work with the youth and his family to identify safe alternatives that allow him to be physically active and remain part of a social group or team, such as a hip-hop dance class, rowing club, or swim team.

Question 5

A 7-year-old female who uses a wheelchair due to cerebral palsy really wants to socialize more with friends in the summer months. Her birthday is coming up and she wants to do some water play. The occupational therapist might suggest the following strategy for her to engage with her peers:

A) Identify local spraygrounds that allow for water play
B) Teach her mom to perform transfers into and out of the local pool
C) Encourage her to contact the local community pool to advocate for increased accessibility
D) Provide a safe place by the community pool where she can sit and watch her friends swim

Accepted Answer

The preventative approach to community programming also allows practitioners to address potential health concerns before they occur (or re-occur), by connecting participants to additional resources and practice opportunities in the natural environment (S. Lawson, personal communication, October 22, 2018). For children and their families, this may include help in locating adaptive equipment and assistive technologies in the community, finding accessible parks and recreation opportunities, and engaging with other families of children with special needs for social interaction, connection, and respite.

Question 6

A theoretical approach that emphasizes both physical and psychological inclusion, and articulates well with models of positive youth development is:&#10;A) Prevention&#10;B) Authentic participation&#10;C) Strengths-based approach&#10;D) Community planning

Accepted Answer

The strengths-based approach, frequently used by community-based practitioners working with children and youth (Dunn, 2011), emphasizes both physical and psychological inclusion, and articulates well with models of positive youth development, which come primarily from mental health disciplines. Petrenchik and King (2011) discuss the adaptive process youth undergo in order to "contribute positively to self, family, community, and civil society" as they mature (p. 72). Their model is unequivocally occupation-based, in that meaningful activity (i.e., occupation), setting (i.e., environment), and experiences (i.e., person or client factors) are central to the development of the senses of self-competence, self-understanding, and belonging.

Question 7

A local gymnastics facility is co-owned by an occupational therapist who begins a gymnastics program called Super Stars for children with a range of physical abilities. This is an example of:&#10;A) Prevention&#10;B) Authentic participation&#10;C) Strengths-based approach&#10;D) Occupation-based approach

Accepted Answer

Petrenchik and King's model is unequivocally occupation-based, in that meaningful activity (i.e., occupation), setting (i.e., environment), and experiences (i.e., person or client factors) are central to the development of the senses of self-competence, self-understanding, and belonging. "Positive development," they write, "is fertilized by ongoing participation in safe, developmentally supportive life situations in which children and youth enjoy supportive relationships with adults and peers, have meaningful opportunities for involvement and membership, and participate actively in challenging and engaging activities" (Petrenchik & King, 2011, p. 72 [original authors' emphasis]). This assertion encompasses the principles of best practice occupational therapy and can be used to model inclusive community-based programming for youth (Fig. 11-1).

Question 8

A national program that promotes friendship, employment, and leadership opportunities for individuals with intellectual and developmental disabilities is:&#10;A) Easterseals&#10;B) Girls Scouts&#10;C) Boy Scouts&#10;D) Best Buddies

Accepted Answer

Best Buddies International (BBI) promotes friendship, employment, and leadership opportunities for individuals with intellectual and developmental disabilities (IDD). Participants are paired with typically developing peers and helped to form meaningful friendships that may lead to improved self-advocacy, communication skills, social participation, and community involvement. Community integration is achieved by partnering individuals with special needs with those without special needs for social interaction (BBI, 2018).

Question 9

In addition to transition planning, an important, but often neglected, inclusive area of education for youth with disabilities is:&#10;A) Job training&#10;B) Sexual health and dating&#10;C) Social skills training&#10;D) Study strategies for postsecondary education

Accepted Answer

Several programs addressing sexual health and dating, developed by occupational therapists for youth and young adults with special needs, have recently been described in the literature. One program uses an inclusive approach to evaluate the curriculum by encouraging educators and practitioners to:
• Reflect on whether the learning activities are accessible, developmentally appropriate, and engaging for all,
• Consider parent concerns, and
• Utilize activity analysis to grade the content as necessary (Swanton, 2017).
Swanton (2017) argues that all adolescents and young adults have the right to information about sexual health, and meeting the needs of each student in an individualized manner is meaningful and empowering. Similarly, McCarthy (2018) provides suggestions on how to thoughtfully incorporate occupation into client-centered interventions around dating. The author suggests that practitioners might create an online dating profile with the client, role play, or actually go on a mock date in the community, and "browse online social groups to expand . . . … opportunities to meet people" (McCarthy, 2018, p. 15). Working with youth and young adults to prepare for the developmental milestones of relationships and sexual encounters, including skills such as grooming and social interaction, is an especially salient and distinctive role for the occupational therapy practitioner. Few other disciplines may have the same level of comfort, resources, or training to assist in this area (Eglseder & Webb, 2017).

Question 10

A potential collaborator that can leverage resources and funding to help develop programs for community inclusion and integration programs for youth is a:&#10;A) University-community partnership&#10;B) Local business&#10;C) Local therapy clinic&#10;D) Parents support group

Accepted Answer

The goals of inclusion and community participation are amplified when programs benefit both community members and university students. For example, preprofessional speech therapy students who completed a portion of their clinical education at the IWB's Hussman Center for Adults with Autism reported that immersive group experiences, such as "Friday Night Social Group" at the center, resulted in personal and professional growth in a range of areas. These included increased opportunities to interact with neurodiverse individuals, improved collaboration with other students and professionals, and enhanced clinical knowledge and skills, such as increased confidence and openness to working with potential clients on the autism spectrum (Wilson, Chasson, Jozkowski, & Mulhern, 2017). Like the health professions students, Hussman Center members with autism also rated program experiences highly and indicated that the opportunity to interact with students as peers, rather than in a medical/intervention model, was enjoyable, empowering, and destigmatizing (Krutt, Dyer, Arora, Rollman, & Jozkowski, 2018).

Question 11

When working with community organizations to support community inclusion and integration programs and services for youth, the process should involve which of the following stakeholders?&#10;A) University professors&#10;B) Neighborhood Watch Leaders&#10;C) Service sites supervisors&#10;D) Legislators

Accepted Answer

The answer of When working with community organizations to support...

Question 12

In addition to developing partnerships with community organizations, which of the following challenges exist to program growth and sustainability?&#10;A) Access to funding&#10;B) Sharing community resources&#10;C) Lack of community input&#10;D) Program assessment

Accepted Answer

The answer of In addition to developing partnerships with community...

Question 13

The best instrument for measuring activity and participation in children and youth with disabilities is:&#10;A) Child and Adolescent Scale of Participation&#10;B) Participation and Environment Measure-Children and Youth&#10;C) Activity and Participation Questionnaire&#10;D) Not one measure has been identified as ideal

Accepted Answer

The answer of The best instrument for measuring activity and...

Question 14

Assessments of community integration are chosen depending on who, or which stakeholder, is defining what factor?&#10;A) Amount of integration&#10;B) Definition of success&#10;C) Funding available&#10;D) Staff expertise in assessment

Accepted Answer

The answer of Assessments of community integration are chosen depending...

Deck 11: Promoting Community Inclusion and Integration for Youth Introduction