UK Disability Inclusion Training: Leisure Service Providers

1. UK Disability Inclusion Training:Leisure Service Providers This workshop is endorsed by the Home Nations Disability Sports Organisations

2. UKDIT – Leisure Service Providers • Venue – • Date - • Tutors –

3. Workshop principles • focus on ability rather than disability • influence and deliver good practice • communicate effectively • support the inclusion of disabled people in sport • where to go to for further information

4. Introductory Activity

5. Section 1 recognise the influence that perceptions and experience have on interactions and the expectations of others. Perceptions and Experiences

6. Perceptions & Experiences “People only see what they are prepared to see” (R.W.Emerson,1803-1882) • Consider the following sports images, and write down what you see

11. Consider the following … did you focus more on disability than sport? were all sports familiar? could you identify the specific impairments? did you consider the level of participation?

12. Community Perceptions … the more visible and obvious the disability, the more likely it is that the disability will become the main focus of attention. We will then use this visual information to determine in our own minds, the capabilities of that person… (Cited in Kew, 1997, pp112-113)

13. Section 2 learn more about different impairment groups recognise impact on facility use identify some of the potential challenges and start to identify possible solutions Understanding the participant

14. Activity Task 1 • identify different (health) conditions/impairments Task 2 • organise the conditions/impairments identified into three/four appropriately named groups Impairment- a limitation or loss of body function or structure

15. Physical impairment • hypertonia, ataxia, athetosis • limb deficiency, leg length difference, short stature • impaired muscle power • impaired passive range of movement may be ambulant, a wheelchair user, or use a wheelchair for sport What are the practical implications?

16. Learning disability • 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 participants on the autism spectrum. Not all pupils on the autism spectrum have a learning disability

17. Sensory impairment • Visual blind partially sighted • Hearing deaf hearing impaired What are the practical implications?

18. Impairment Considerations MinimalSevere Congenital or Acquired Progressive - non-progressive

19. Divisioning within disability sport • Children, athletes/players with a sensory impairment - blind or visually impaired children, athletes and players - deaf or hearing impaired children, athletes and players 2.Children, athletes/players with a physical impairment - children, Athletes and players who are ambulant and have a physical impairment - children, Athletes and players who use a wheelchair for sport 3.Children, athletes and players with a learning disability

20. Potential Challenges to Participation • attitudinal: negative perceptions and attitudes • communication • lack of opportunity • lack of support from significant others • high costs, equipment, transport • physical access • media representation, publicity and marketing

21. 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 major impacts

22. Section 3 better understand how activity can be adapted to meet the needs of participants with different impairments be able to understand how to assist within the sports and leisure environment Models of inclusion

23. The Sports Inclusion Model (SIM) drives inclusion within physical education, physical activity and sport. The SIM provides open, modified, parallel and specific activity options appropriate to individual needs, abilities and settings. Sports inclusion model (SIM)

24. The four factors that influence inclusion and inform the structure of provision for each individual participant are: ability activity impairment setting Sports inclusion model (SIM)

25. Sports inclusion model (SIM) Open activity an activity based on what the everybody can do with no alterations or modifications Modified activity everyone engaged in the same activity with modifications and adaptions that offer challenge and support for participants of all levels of ability.

26. Sports inclusion model (SIM) Parallel activity participants are grouped according to ability – each is involved in a variation of the same activity but with different targets, challenges or equipment. Specific activity an individual or group is involved in a unique activity specific to disability sport

27. Space - where the activity is happening Task – what is happening Equipment – what is being used People – who is involved STEP How can I change?

28. Space Task • Play at floor level • Reduce playing area • Vary the travel distance • Start from different positions • Assign players to specific areas • Alter the rules • Play in different ways-kneel,lie • Alter scoring • Try different positions or roles

29. Equipment People • Texture • Colour • Size or length • Shape • Weight • Stationary practices before introducing movement • Position the player to initiate practice • Familiarise VI players with the environment

30. Section 4 recognise the importance of different learning approaches and communication styles identify appropriate terminology appreciate appropriate behaviours Communication

31. 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

32. Communication Language is not only a means of communication but it also shapes perceptions Giving Information Receiving Information

33. Thinking about what we say In groups arrange the following words according to whether they are: Negative / Unacceptable Positive / Acceptable Neither / Unsure 5 minutes to agree a group response Task

34. 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 Task

35. Legislation Section 5 • By the end of this section you should be able to: • Understand key aspects of legislation which relate to your role within sport and leisure

36. Equality Act 2010 Covers age, disability, gender, gender reassignment, pregnancy and maternity, race, religion or belief and sexual orientation – PROTECTED CHARACTERISTICS 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.

37. Discrimination • Direct discrimination – when somebody is treated less favourably because of a PC. • Indirect discrimination – when a rule , policy or practice disadvantages people who share a PC. • Discrimination arising from disability – when something connected with a person’s disability is the reason for unfavourable treatment. • Harassment – unwanted conduct that violates a person with a PCs dignity. • Victimisation – when somebody is treated badly because they have applied the Equality Act. 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’.

38. Practical session Section 6 • identify ways in which a welcoming and supportive environment can be provided for participants with different impairments • put inclusion into practice around the centre

39. Scenarios Section 7 • Consider scenarios and come up with workable solutions

40. Further information Section 8 • Identify individuals and organisations that can offer additional information and guidance

41. Scottish Disability Sport (SDS) - vision “To lead the development of sport in Scotland for children, athletes and players, with a physical, sensory or learning disability of all levels of ability”

42. Contacts Caroline Lyon  Administrator Scottish Disability Sport Caledonia House South Gyle Edinburgh EH12 9DQ  Tel: 0131 317 1130 admin@scottishdisabilitysport.com www.scottishdisabilitysport.com