Physical Education Disability Inclusion Workshop

1. Disability Inclusion Training – Physical Education This workshop is endorsed by the Home Nations Disability Sports Organisations

2. Overview of the Course [

3. Workshop Principles • Focus on ability rather than disability • Influence and deliver good practice to suit all involved • Communicate appropriately and effectively • Support the inclusion of disabled people in sport and physical activity • Understand how to challenge real and perceived barriers • Where to go to for further information

4. Curriculum for Excellence Focussed on the needs of the Child & Young person and designed to enable them to develop the four capacities. Curriculum for Excellence should lead to improved quality of learning and teaching and increased attainment & achievement for all children and young people in Scotland

5. SHANARRI Wheel Child Centered

6. Significant Aspects of Learning

7. Curriculum for Excellence & UKDIT UK Disability Inclusion Training Focussed on the needs of Children & young people Inclusion of children & young people with a disability UKDIT Outcomes Building the skills & physical competencies of those with a disability Improving the fitness of young disabled people Developing personal & interpersonal skills of young disabled people Creating opportunities to perform at the highest level • Curriculum for Excellence • Focussed on the needs of the Child & Young person • Coherent & Inclusive curriculum • Health & well being Outcomes • Building physical competency & skills • Improving aspects of fitness • Develop personal & interpersonal skills • Open up opportunities to participate & perform at highest level

8. Facts and Figures Use the Worksheet given to you and chose the answers you think are right.

9. Facts and Figures Quiz Answers

10. To Do List There will be opportunities to develop this throughout the course

11. Section 1Perceptions and Experiences By the end of this section candidates should be able to Recognise the influence of perceptions and experiences

12. Perceptions & Experiences Why do children, athletes and players with a physical, sensory or learning disability participate in sport?

13. Perceptions & Experiences “People only see what they are prepared to see” (R.W.Emerson,1803-1882)

19. Reflections Did you focus more on disability than sport? Were all sports familiar? Could you see or identify the specific impairments? Did you consider the level of participation?

20. Section 2Understanding the Participant By the end of this section candidates should be able to Recognise appropriate coaching implications Identify potential challenges to participation and identify possible solutions

21. Activity Task 1 • Make a list of different impairments/health conditions Task 2 • Create 3 – 4 groups of similar impairments/health conditions

22. Categories in Disability Sport Children and young people with a physical impairment • ambulant • use a wheelchair for sports Children and young people with a learning impairment Children and young people with a sensory impairment • Blind or partially sighted • Deaf or hard of hearing Non - Disabled

23. Impairment Considerations MinimalSevere Congenital or Acquired Progressive or Non-progressive

24. Physical Impairment • Cerebral Palsy • Amputation • Spinal Injury • Dwarfism/Restricted Growth may be ambulant, a wheelchair user, or use a wheelchair for sport What are the practical implications?

25. Learning Impairment • Intelligence Quotient (IQ) of less than 75 e.g. Down’s Syndrome, Fragile X Syndrome What are the practical implications? NB: No sporting pathway exists specifically for those on the Autistic Spectrum. Autism is NOT necessarily a Learning Disability

26. Sensory Impairment • Visual Blind Partially Sighted • Hearing Profoundly deaf Hard of Hearing What are the practical implications?

27. Considers the functional ability of the athlete What is the participant ABLE to do rather than unable to do? Assesses the impact of the impairment and environment on an individuals ability to master specific sport skills Functional Approach

28. What factors might prevent disabled people from getting involved with sport / physical activity? Challenges to Participation

29. Potential Challenges to Participation Attitudinal: Negative Perceptions & Attitude Communication Opportunity Support from significant others Costs, equipment, transport Physical Access Media Representation and Marketing

30. Group Activity • In groups of 3 – 4 you will be given 2 or 3 areas of potential challenge to consider • Identify as many challenges related to that area as possible • Identify solutions to those challenges • Be prepared to share your ideas with the whole group

31. Key Messages • Be proactive rather than reactive • Talk to the people involved • Anticipate potential challenges • Be aware of your environment • Be realistic but constructively critical • YOU are important • Remember you CAN make a difference • Changes do not have to cost money – a short return to the drawing board may suffice • Small changes can have large impacts

32. Section 3:Models of Inclusion By the end of this section candidates should be able to Identify techniques for good inclusive practice

33. Sports Inclusion Model

34. Open Activity: Requires no alteration

35. Modified Activity: Uses adaptation and modification

36. STEPSHow can I change? S pace – where the activity is happening T ask – what is happening E quipment – what is being used P eople – who is involved S peed – pace of the activity

37. Parallel Activity: Uses differentiation

38. Discrete/Specific Activity: targeted sport for particular groups

39. Section 4:Communication • By the end of this section you should be able to use communication to: • Identify techniques for good inclusive practice • Recognise appropriate teaching implications • Appreciate the importance of effective communication in inclusive practice

40. Communication The way we transfer information is very important Every individual takes in information differently We need to tailor our delivery style to suit the needs of the learners Interpretation Communication is about: Giving Information Receiving Information

41. Refer to the Worksheet: School Staff Scenarios Consider which forms of communication would be most appropriate.

42. Thinking about what we say In groups decide if the words on Worksheet: Terminology are: • Negative / Unacceptable • Positive / Acceptable • Neither / Unsure

43. Positive Behaviour Respect individual participants Challenging the social norms to ensure behaviour and interaction with disabled people are appropriate THINK about your behaviour and how it might make other people feel

44. Thinking about what we do • Using Worksheet: Positive Behaviour • individually identify whether you think the statement are; True or False • In small groups, compare your answers, and discuss any differences.

45. Summary

46. Section 5:Legislation • By the end of this section you should be able to • Understand key aspects of legislation

47. Equality Act 2010 Covers: • Age • Disability • Gender reassignment • Race • Religion/ Belief • Sex • Sexual Orientation • Pregnancy and Maternity • Marriage & Civil Partnership

48. Equality Act 2010: Equality Duties • Eliminate discrimination, harassment, victimisation • Promote equality of opportunity • Remove disadvantage • Meet diverse needs • Encourage participation • Promote good relations • Tackle prejudice • Promote understanding • Strategic duty for public bodies to address socioeconomic disadvantage.

49. Discrimination • Direct discrimination • Indirect discrimination • Discrimination arising from disability • Harassment • Victimisation In some cases, indirect discrimination or discrimination on grounds of disability can be justified if the provision is a proportionate means to a legitimate end. This is known as ‘objective justification’.

50. Implications for Education School planning must be aimed at: • Increasing the extent to which disabled pupils can participate in the curriculum • Improving the physical environment so all disabled pupils can take better advantage of education, benefits, facilities and services • Improving the availability of accessible information for disabled pupils Schools will have an ‘accessibility plan’