WEBVTT

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Inclusion

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What does inclusion mean in everyday life?

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Inclusion means, first and foremost,

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that all people, just as they are,

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in society.

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With what they bring with them,

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with what they need

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and with what they want.

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And in that sense, for me, inclusion in everyday life means

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that people can live their lives

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in a way that suits them,

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that they have the right environment 

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for their needs,

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the right support

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and at the same time the opportunity to

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make their own decisions,

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help shape things themselves.

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What role does performance play in inclusion?

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If you ask me

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what achievement and performance

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play a role,

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then we must first realize

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that we live in a meritocracy.

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This means that achievement is central

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to belonging in our society,

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to recognition in our society.

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If someone is not yet, no longer

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or not at all capable of performing,

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then it means a different approach

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to our society.

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Let's look at children and young people

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who are not yet capable of performing

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in the sense of a meritocracy,

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then they belong to our society as future fellow citizens,

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as future high achievers.

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Let's look at people

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who are old and no longer productive,

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then there is the story of their life's work.

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For people with disabilities,

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we need to reconsider

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what it means when they are not productive?

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Does it mean

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that they contribute nothing to society?

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And I would say that

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even for people without disabilities

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the concept of performance falls short.

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People contribute much more to society

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than their performance.

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And this is exactly what people with disabilities,

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who are classified as not capable of performing,

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too.

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You can contribute to

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how our community is organized.

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You can make a personal contribution

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without it being reflected in affordable goods

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or services.

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That is why, in a truly inclusive society,

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the reduction to meritocracy,

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performance-based society.

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What challenges and potential does the topic of inclusion present for this group of people?

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First of all, I'll take the challenges.

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The challenges are simply that

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what is available to people

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without severe disabilities

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in terms of opportunities, possibilities,

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access,

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often not suitable for people 

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with profound intellectual and multiple disabilities.

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This means

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that we need to

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consider new approaches, new services

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and new ways of providing support.

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Let's start at the very beginning.

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then we're talking about early intervention,

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then we're talking about daycare.

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Daycare centers are very successful in

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including children with high support needs

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and simply include them 

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in everyday kindergarten life.

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Nevertheless, children

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with high support needs

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perhaps also need quieter times.

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Times when they can retreat.

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Perhaps they need a smaller group

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or more personal support,

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especially when it comes to nursing issues.

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This means that

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we must always consider

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what people

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what they need,

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what their requirements are and what their needs are,

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in order to review our services accordingly?

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Do you offer that?

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What additions do we need

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or do we need completely new offerings?

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This is particularly noticeable at school.

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At school, children with and without disabilities have been learning together

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for a very long time.

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for a very long time.

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However, it is important

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that it is also recognized

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that children with high support needs

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need educational content

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just as much as children without disabilities.

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And the educational content cannot

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not only be expressed in

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that they know

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that you have to be quiet in class,

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that you might have learned something by eating and drinking

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have learned something,

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but it's actually also about education,

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about learning something more,

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about being able to rediscover the world.

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In this respect, we need new approaches, especially in schools

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to meet the educational needs

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of children with high support needs

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can be met in a shared classroom.

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Let's now take a look at the living environment.

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Is this the area

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where it is most likely to work?

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There are already many small residential communities

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of people with high support needs,

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where they receive very person-centered support,

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where their needs and wishes

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are taken into account

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and at the same time they also receive appropriate

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support,

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they are cared for, they are looked after,

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so that they are not in danger

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and they have a safe home.

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It's most difficult when you're working.

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In fact, there are also jobs

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for people with high support needs,

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where, for example,

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pressing a button on an electric machine

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the lack of physical ability

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of a person with a high need for support

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can be replaced.

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So where he can actually work,

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perform,

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but the machine supports him there,

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where he is physically incapable of doing so.

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It is more difficult with people

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who have a profound intellectual disability

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In such cases, it is often already

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a lack of understanding of processes,

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a lack of ability to

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concentrate on something for a long time.

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And that's when it becomes difficult

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we want to find an occupation,

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a meaningful occupation

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or do we actually want

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to a form of work performance?

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I would like to leave this question open,

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because I believe that for people

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in different stages of life

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can give different answers to this question,

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whether employment or work-appropriate services

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is the right thing for you.

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But what is definitely

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also very important for people with high support needs

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is that

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that they experience meaningful activity in their lives,

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just as we all

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hopefully experience in our work.

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And that they enjoy social contact,

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the social interaction

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of their colleagues.

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That means

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I have to at least ensure that

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when I am responsible for adults

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with high support needs

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consider the topic of work.

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Finally, there is the topic of leisure time.

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This is actually something

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where you can say,

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it's very simple again.

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Leisure is an extremely heterogeneous area.

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Many people,

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especially those with high support needs,

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have things they like to do,

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which other people also like to do,

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with whom they can then do these things together.

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Whether they like to go swimming,

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or whether they like to

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move around at a fairground

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or walk through a colorful flower meadow.

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or drive, depending on the situation.

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A point

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at the end of life

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may be particularly difficult.

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For people with high support needs

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the end of life is often biographically

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located somewhat earlier than for people

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without profound intellectual and multiple disabilities.

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This means that they may be

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at a young or middle age,

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if they already have, in quotation marks,

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age-related limitations,

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as a result,

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that their impairments are accompanied by

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consequential and concomitant diseases

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limit their life opportunities.

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In my opinion, this requires

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a very sensitive approach to this issue,

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that, on the one hand, the needs

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of a dying person,

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an aging person,

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who may want less,

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who may need more rest,

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who may also have less interest

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in external things

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and responding to a perhaps 30-year-old,

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who is actually still in the prime of life,

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whose siblings, nieces, and nephews

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still allow him to be in the prime of life.

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And to strike a balance here,

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what is the right thing to do,

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which environment is suitable,

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I think

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that is actually a very individual challenge,

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which requires a lot of tact

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and expertise

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to make it work, to make it happen.

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In which areas are efforts already being made to promote inclusion for this group of people?

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Well, I actually think

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that there are certain areas

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where people with high support needs

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are already being considered as a matter of course.

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These include individual housing options,

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but also leisure activities

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which simply arise naturally.

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All you need to do is take a walk on a sunny day

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through Britzer Garten,

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a large recreational area,

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and you will see many people

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with and without disabilities

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and also people with profound intellectual and multiple disabilities,

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who enjoy

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being pushed through nature.

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being there,

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watching birds and butterflies

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and simply enjoying a beautiful sunny day.

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On the other hand, this also exists in the children's area,

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where children with and without disabilities

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in daycare centers

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are,

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there are also

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many more joint activities in this area,

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which have actually already led to

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expertise in these fields

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and to a matter of course,

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that it is no longer questioned,

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That can't work.

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What do you expect from us?

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But how can we make it possible for this child?

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What new tasks does inclusion present to employees in work and educational settings?

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People with profound intellectual and multiple disabilities

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were often in protected places.

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Often initially in their families,

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in some cases also supported in their families

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by employees, for example

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of open assistance,

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family support services

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or nursing services

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and then in facilities for the disabled.

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And there, it was actually about

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in protected places

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opportunities for life,

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to shape their lives

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so that it fits,

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so that it fits the person

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and that it fits into the facility.

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When we think inclusively,

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we leave the protected space.

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And leaving this protected space

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actually presents new challenges.

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Can he or she possibly

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walk alone in traffic

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or do I have to make sure

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that he walks by the hand,

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that he is accompanied in some way?

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Can the person in the hustle and bustle

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of a public swimming pool

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or is it only possible in the facility's exercise pool?

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And these risks,

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assessing these new challenges

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and in the interests of people

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with profound intellectual and multiple disabilities,

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that is the new challenge for employees.

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This means that

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they really have to think outside the box,

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think beyond the walls of the institution

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and be very creative in finding solutions

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how things can work

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and whether they are still suitable

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for people with disabilities.

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That's where the term “reverse inclusion” comes from.

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Where institutions, facilities,

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buildings are designed for this purpose,

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suitable for people 

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With profound intellectual and multiple disabilities.

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Now there are more and more

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people without disabilities

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or with minor disabilities are being invited to

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participate and experience community.

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And also exploring

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what works, what doesn't work,

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what is perhaps a little pseudo and just an alibi,

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all of that is the challenge for employees,

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who may be coming from a close relationship

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to people with high support needs

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have shut out the outside world a little.

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What role do institutions and organizations that provide assistance to people with disabilities play in implementing inclusion?

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Their role is actually to

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consider

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where we need special places,

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where we need special services

00:12:41.446 --> 00:12:43.426
and where can we dissolve them

00:12:43.426 --> 00:12:44.986
into general offers.

00:12:44.986 --> 00:12:47.346
Whether it's opening offers

00:12:47.346 --> 00:12:49.046
or involving residents,

00:12:49.046 --> 00:12:51.346
residents, employees,

00:12:51.346 --> 00:12:53.986
ways into general offers.

00:12:54.722 --> 00:12:58.162
For example, in workshops for people with disabilities

00:12:58.162 --> 00:12:59.002
it is very common

00:12:59.002 --> 00:13:00.502
that sports programs are offered.

00:13:00.502 --> 00:13:02.042
The question is,

00:13:02.042 --> 00:13:04.822
whether such sports activities would also be conceivable in the context

00:13:04.822 --> 00:13:06.782
of the general sports club?

00:13:06. 782 --> 00:13:08.322
What would have to happen

00:13:08.322 --> 00:13:11.422
to enable an interconnection there?

00:13:12.162 --> 00:13:13.882
Take housing, for example.

00:13:13.882 --> 00:13:15.622
Would it perhaps be possible to

00:13:15.622 --> 00:13:18.462
organize housing in such a communal way

00:13:18.462 --> 00:13:21.642
that people do regular activities together?

00:13:21.642 --> 00:13:24.862
For example, once a month

00:13:24.862 --> 00:13:26.382
a barbecue evening together

00:13:26.382 --> 00:13:27.722
in the shared backyard.

00:13:27.722 --> 00:13:29.842
Considering things like this

00:13:29.842 --> 00:13:32.402
is, in my opinion, a major role played by the facilities

00:13: 32.402 --> 00:13:34.042
and the institutions.

00:13:34.042 --> 00:13:36.142
Because they have the expertise to know

00:13:36.142 --> 00:13:38.582
what people with disabilities

00:13:38.582 --> 00:13:40. 782
need special support.

00:13:41.858 --> 00:13:44.178
They are sometimes a little afraid of

00:13:44.178 --> 00:13:46.118
taking additional risks.

00:13:46.118 --> 00:13:47.798
At this point, they

00:13:47.798 --> 00:13:50.718
may also need to develop confidence

00:13:50.718 --> 00:13:52.118
by trying things out.