Flexibility
People with different abilities will need different things to be able to use a service. Inclusive services are flexible. This means they adjust the way they operate to meet each person’s individual needs.
Adjust assistance to each individual
You should adjust the type of assistance you provide to each individual.
Some service users need only minimal assistance. For example, they might just need you to explain how a machine works and then be able to use it on their own.
Other service users need more intensive assistance. For example, they might need you to physically assist them to use the machine.
It is important you provide just the right amount of assistance the service user needs. With too little assistance, they might not be able to use the service successfully. With too much assistance, there is a risk of staff taking over and compromise their autonomy.
It is important that service users control the type and intensity of assistance they receive. Ask them what assistance they need and listen to what they say.
In this interactive video, Anne wants to use the photocopier in a library. You are asked to Help the librarian choose what support to give Anne.
Interactive Video
Flexible rules and plans
When services follow a rigid plan, or rigid set of rules and procedures, people with intellectual disabilities might have difficulties participating. They may find things are too fast, or too difficult to follow.
When a service is flexible, people with different levels of ability are able to participate. Being flexible includes:
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Changing the pace of an activity, or allowing different users to complete it at their own pace or when it suits them.
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Relaxing rules that a person might find hard to follow because of their disability. For example, if a person has difficulty remembering things, they might be late returning books to the library. Relaxing late penalty rules will make the library more inclusive for that person.
While flexibility is essential, adjustments should not compromise the core purpose of an activity or service. This means a service should still achieve its primary goals and outcomes for the service user. For example, in a fitness program, you may adapt exercises to accommodate different abilities but they should still lead to better health and wellbeing.
In this interactive video, Simon – a person with intellectual disability – participates in a computer skills class in his local community centre. You are asked to help the instructor choose how to assist Simon to participate in the class in a flexible but meaningful way.
Interactive Video
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Adjust the assistance you provide to the needs of each individual service user
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Don’t make or enforce rigid rules and procedures that make it hard for a person with intellectual disability to use your service
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Adjusting service delivery should make it easier for a person with intellectual disability to participate, while still achieving the main goals and outcome
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You can learn more about providing just the right amount of assistance each person needs by looking at training about Active Support.