Celebrating Differences, Planning Practical Experience, and Striving Toward Inclusion

1. Celebrating Differences, Planning Practical Experience, and Striving Toward Inclusion Chapter 2

2. Introduction • Old and new ways of thinking about disability • “Nothing about us without us” • Engagement in experiences to broaden contact with persons with disabilities

3. Thinking About Disability Models • Definition of disability • Perception of disability identity • Use of terminology • Basis for service delivery • Purpose of service delivery • Appropriate symbols

4. Medical, Deficit, or Categorical Model • Federal law defined specific disability categories and criteria • Categorical is less pejorative than deficit • Addressing both strengths and weaknesses

5. Social Minority Model • Disability rights perspective • Developed in the 1980s • Examine beliefs of persons with disabilities • Stigma - any indicator of difference • Stigmatization - hurtful actions • Oliver - expand theory to describe, explain, and predict societal change

6. Social Minority Model • Strategies to manage stigmata • Passing • Denial • Colluding • Covering • Withdrawal • Help to preserve diminishing self-esteem

7. Ecological Model • Individual differences model • Complexity of assessment and changing person-environment interactions • Emphasis on differences as a product of interactions between persons and their social and physical environment • Collaborative and sustained efforts needed to eliminate barriers and maximize enablers

8. Empowerment • Interactional process by which persons, groups, and societies acquire the vision, motivation, resources, and power to strive toward being the best they can be • Personal best

9. The Meaning of Symbols • Active versus passive • Symbol of access - accessibility standards have been met • Symbols affect perceptions and attitudes

10. Planning Practical Experience • Diverse experiences to acquire knowledge • Practicum experiences • Service learning • Internships • Equal-status relationships • Collaborative teamwork • Field trips

11. Types of Practical Experiences • University-based programs • School-based programs • After-school sport programs • Observation/participation in IEP or IFSP meetings • Internships at camps or disability sport programs • One-to-one experiences (friendships)

12. Reflective Thinking and Knowledge Construction • Reflective writing to demonstrate personal meaning of new experiences • Experiential education - learning to do by doing • Reflective thinking - analyzing beliefs, effects of actions, and acquiring attitudes of open-mindedness

13. Research on Practical Experience • Hands-on experiences • Greater perceived competence • Better attitudes towards inclusion • Difficult to measure actual competence • Various types of research utilized including surveys and qualitative action research

14. Equal-Status Relationships • Friendships or partnerships • Any kind of collaboration • Both parties share power • Benefit to the same extent • Respect and value one another equally • Experience mutual satisfaction and enjoyment • Evolves from contact theory

15. Defining Disability Using the International Perspective • Various definitions • Created by the social majority for various purposes • Some come from federal law in U.S.

16. Sources of Definitions for Specialists • The Diagnostic and Statistical Manual of Mental Disorders • The International Statistical Classification of Disease and Related Health Problems • Not currently used in the United States

17. ICF-World Health Organization: Information for Everyone • Replaced definitions in 2001 • International Classification of Functioning, Disability, and Health • Functioning is an interactive person-environment process

18. 2001 Definition of Disability • Impairments - problems in body functions and structures, such as significant loss or deviation • Disabilities - activity limitations • Restrictions - barriers to participation caused by person-environment interactions • Handicaps - term no longer used by WHO

19. Considering Labels and Contextual Factors • WHO definitions support labeling • Identification of limitations and restrictions is individualized • Interactions are used to determine eligibility for services

20. Characteristic: A Frequently Misused Term • Characteristic - highly stable individual quality that is difficult or impossible to change • Variable - something that can be changed • Use of characteristics may cause misconceptions, prejudice, and discrimination • Consider the individuals and uniquenesses

21. Reference to disability Disabilities as superhuman Do not sensationalize a disability Avoid labeling persons into a group Use first-person terminology Avoid using emotional descriptors Emphasize abilities Avoid implying disease when discussing disabilities Guidelines for Speaking and Writing

22. Lifespan Concerns • Knowledgeable across the lifespan • Lifelong practices • Study of relationships between disability and sport

23. Individuality and Uniqueness Expressed Through Sports • Asthma and Health Problems • Clumsiness • Learning Disabilities • Mild Mental Retardation • Severe Mental Retardation • Cerebral Palsy • Paraplegic Spinal Cord Injury • Deafness

24. Ideas to Consider About Individual Differences • Personal meaning of sport • Goals of adapted physical activity • Personal differences • Grouping is misleading • Health impairments • Similarities to persons without disabilities • Labeling and politics • Personal acquaintances • Similarities and differences to others

25. Disability Sport and Transition Needs • Appreciation for disability sport • Transition services for students ages 14 and over • Utilize transition services to incorporate disability sport

26. Types of Disability Sport • Not disabled sport • Disability sport - sport conducted by disability sport organizations • Broadening to encompass mainstream and reverse mainstream sport (i.e., includes athletes with and without disabilities)

27. Types of Disability Sport • Mainstream sport - activities, events, and settings in which individuals with and without disabilities train, recreate, or compete with each other • Reverse mainstream sport - individuals without disabilities compete in disability sports

28. Types of Disability Sport • Able-body sport - originally meant sport exclusively for athletes without disabilities, referred to as ABs • Today able-body sport means sport predominantly for ABs but cannot exclude persons with disabilities

29. Types of Disability Sport • Special Olympics refers to a worldwide sport movement for athletes with mental retardation • Founded in Chicago in 1968 • Oldest and largest sport organization for individuals with MR • INAS-FID represents MR in Paralympics

30. Types of Disability Sport • Paralympics refers to the worldwide sport movement for elite athletes with disabilities • Parallels the Olympics in that international Summer and Winter Games are held in the same year and country as Olympics • Governed by the International Paralympic Committee (IPC) • All DSOs except for Deaf sports

31. Types of Disability Sport • Deaf sport refers to sport governed by the Comite International des Sports des Sourds and national affiliates for athletes with a hearing loss of 55 decibels or greater in the better ear • Deaflympics are held in the year after the equivalent Olympic Games

32. Types of Disability Sport • Wheelchair sports refers to sports conducted in wheelchairs for athletes with spinal paralysis or lower limb amputations • Term evolved out of sports conducted at the Stoke Mandeville Sports Centre in Aylesbury, England • Governed by the International Stoke Mandeville Wheelchair Sports Federation

33. Paralympic Sport Organizations and U.S. Equivalents • ISMWSF • ISOD • CP-ISRA • IBSA • INAS-FMH

34. Recreational Sport • Various settings for recreational sports • Predominately AB • Predominately disability sport • Parallel involvement • Integrated activities • Unified sport in Special Olympics • Challenger Division Baseball

35. Barriers to Recreational Sport • Various barriers to participation • No companion or friend to share experience • Lack of money • Lack of transportation • Inadequate exposure and lack of socialization • Lack of role models

36. Level of Disability Concerns in Sport • Utilize level of spinal cord injury for classification for sport • Numerical sport classifications • Broader terms

37. Common Disability Sport Terms • Quadriplegia/tetraplegia • Paraplegia • Diplegia and triplegia • Hemiplegia • Functional walking (community/household) • Prosthesis • Orthosis

38. Time-of-Onset Concerns in Sport • Reflects sport socialization and experiences that influence self-esteem and self-actualization • Congenital - present at birth • Acquired - occurs after birth

39. Learning About Wheelchairs and Ambulatory Devices • Wheelchairs and cycles • Motorized chairs • Medical model chairs • Skills for pushing people in wheelchairs • Crutches, canes and walkers

40. Wheelchairs and Cycles • Styles vary by sport depending on purpose • Various characteristics of sport chairs • Low backs • No push handles • Increased camber • Rigid frames • Personal measurements are used to fit chairs

41. Motorized Chairs • Utilized by persons with severe disabilities • Various characteristics of motorized chairs • Obtain speeds of about 5mph • Climb some inclines • Generally battery-powered (must be recharged) • Heavy • Portability may present problems

42. Medical Model Chairs • Utilized by persons with severe disabilities • Various characteristics of medical model chairs • Generally used in residential facilities and for elderly • Have push handles • Not appropriate for sports

43. Skills for Pushing People in Wheelchairs • Ask permission before pushing • Handling brakes • Removing armrests and foot plates • Pushing a person in a chair • Opening and closing the chair

44. Crutches, Canes, and Walkers • Assistive devices require considerable arm and shoulder strength • Utilized by various disabilities • Crutches are either axillary or forearm • Axillary crutches should not be used for sport

45. Inclusion in General Physical Education • Individuals with and without disabilities work, play, and learn together in positive, meaningful, and satisfying ways • 95% of school-age population with disabilities participate in general physical education

46. Barriers to Inclusion(Negative Attitudes) • Mostly human and require changing beliefs, attitudes, and behaviors • Environmental barriers can be removed with vision, commitment, and persistence • Professionals need to understand negative phenomena

47. Stigmatized Social Minority • Who is the social minority? • Individuals are marginalized in physical education because of poor sports skills or unacceptable social behaviors • Teachers must employ specific strategies to promote inclusion

48. Prejudice • Results in biased attitudes, feelings, and/or beliefs toward a particular person or group • Results of prejudice include social isolation, questioning competence, and restricted participation • Conveys to individual that they are inferior or unworthy

49. Stereotypes • Exaggerated beliefs about the sameness of everyone in a group • Stereotyping is associated with the use of characteristics • Learned stimulus-response reaction • Generalizations instead of individualization

50. Discrimination • Unequal treatment or access, founded in prejudice or ignorance, that devalues persons or denies opportunity on the basis of group membership or social role • Valorization - increasing the value, respect, and dignity of social roles • Normalization replaced by valorization