UK Disability Inclusion Training: Coaches & Volunteers

1. UK Disability Inclusion Training:Coaches & Volunteers

2. Facts and Figures Quiz • What percentage of people of ´working ageˋ in the UK has an impairment? 19% • Men are more likely to be disabled than women? True • Where did Great Britain and NI come in the medal table at the Rio 2016 Paralympic Games? 2nd • What is the percentage of disabled children and young people who take part in the nationally recommended level of physical activity? 13%

3. Facts and Figures Quiz • What percentage of disabled children and young people are members of Sports Clubs? 12% • Young disabled people in special schools are more likely to participate in sport than those in mainstream school. True • For which impairment group is there currently no sporting pathway in place? Athletes with mental health conditions

4. Facts and Figures Quiz • What percentage of children and young disabled people reported that their only experience of sport in school was confined to lesson time? 15%  • The word ‘Paralympics’ is suggested to be blended from which other two words? Parallel & Olympics • What time did Great Britain’s Jonnie Peacock (single below knee amputee) win the 100m (T44) at the Rio 2016 games? 10.81 seconds

5. Statistics • 19% of the Scottish population have a disability (SHS 2015) • Only 20 % of people with disabilities take the recommended level of physical activity compared to 52% of non-disabled people. (SHS 2015) • 2% of the coaching workforce have a disability (Sports Coach UK 2015) • 7 in 10 disabled people want to take part in more sport and physical activity (EFDS, Sport England Talk to Me Oct 2014) • 7% of children and young people with a disability attending a mainstream school participate in two hours’ quality physical education per week (SDS Research 2011) Participants/ performers with disabilities experience lowest participation levels in sport & physical activity

6. Workshop Outcomes By the end of the workshop, participants should be able to: • Apply inclusive practice into your sessions • Demonstrate effective communication • Identify sources of relevant additional information and guidance relevant to physical activity

7. Workshop Messages • 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

8. Section 1Apply inclusive practice into your sessions By the end of this section candidates should be able to Recognise the influence of perceptions and experiences Recognise appropriate coaching implications Identify potential challenges to participation and identify possible solutions Identify then apply SIM and STEP

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

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

15. Understanding the participant

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

17. Categories in Disability Sport Children, athletes and players with a physical impairment • ambulant • use a wheelchair for sports Children, athletes and players with a learning disability Children, athletes and players with a sensory impairment • Blind or partially sighted • Deaf or hard of hearing

18. Physical • 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?

19. Learning • 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

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

21. 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 Consider how the participant moves – observe upper and lower extremities and trunk Functional Approach

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

23. Sports Inclusion ModelSTEP

25. Open Activity: Requires no alteration

26. Modified Activity: Uses adaptation and modification

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

28. Parallel Activity: Uses differentiation

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

30. 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

31. Practical Session 1: Apply inclusive practice into your sessions

32. Section 2:Communication • By the end of this section you should be able to use communication to: • Appreciate the importance of effective communication in inclusive practice • Consider terminology

33. 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

34. Language and Terminology Acceptable Don’t know Unacceptable

35. Communication Scenarios TASK Students should work together in groups of four and consider the three scenarios. Please note down some key thoughts.

36. 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

37. 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.

38. Practical Session 2: Apply inclusive practice into your sessions

39. Section 3Further information By the end of this section candidates should be able to • Identify sources of additional information and guidance relevant to disability sport and coaching

40. Disability Sport Pathway Paralympic Games IPC World/European Championships Commonwealth Games Deaflympics World/European Games – CPISRA, IWAS, INAS Special Olympics World/European Games British Championships/Games DSE National Championships NDSO Events Regional Competitions SDS events Club Competitions Local Authority Events Schools Competitions Active Schools

42. Scottish Disabilty Sport Branch Contacts Highland: Lesley Jones 01463 232 262 hdsport@orangehome.co.uk Grampian: Pauline Stirling p7stirling@tiscali.co.uk Perth & Kinross: Caroline Ness carolineness@ perthandkinrossdisabilitysport.com Forth Valley: Graham Harvey 07717 545 475 graham.harvey@fvds.org.uk Glasgow Gordon McCormack OBE scotlandwest@btinternet.com Angus: Laura Smith 01307 475 367 laura.ap.smith@angusalive.scot Dundee: Gordon Quinton 01382 436 962 gordon.quinton@ leisureandculturedundee.com South Lanarkshire Millar Stoddart millarstoddart@hotmail.com Ayrshire: Dianne Campbell 07523 827 373 admin@ayrshiresportsability.org.uk Fife: Norma Buchanan 03451 555 555 ext 444 989 norma.buchanan@fife.gov.uk Lothian: Neal Herbert 0131 475 2364 admin@lothiandisabilitysport.co.uk Dumfries & Galloway Laura Vickers 01461 207 028 laura.vickers@dumgal.gov.uk Borders: Alan Oliver 07716 323 747 aoliver@liveborders.org.uk

43. Scottish Disabilty SportRegional Contacts Highlands & Islands : Charlie Forbes Highland, Orkney Isles, Shetland Isles, Western Isles T: 01463 663 300 E: charlie.forbes@highlifehighland.com Grampian: Claire McDonald Aberdeenshire, City of Aberdeen, Moray T: 07533 056 564 E: claire.mcdonald@scottishdisabilitysport.com Central: Cheryl Willet Clackmannanshire, Falkirk, Stirling T: 07577 830 360 E: cheryl.willet@scottishdisabilitysport.com Tayside: Jennifer Scally Angus, City of Dundee, Perth & Kinross T: 07703 793 901 E: jennifer.scally@scottishdisabilitysport.com Fife: Disability Sport Fife Fife T: 03451 555 555 ext 444 989 E: richard.brickley@fife.gov.uk West of Scotland: Lori Ure Argyll & Bute, City of Glasgow, East Dunbartonshire, East Renfrewshire, Inverclyde, Renfrewshire, West Dunbartonshire T: 07806 815 591 E: lori.ure@scottishdisabilitysport.com East of Scotland City of Edinburgh, East Lothian, Midlothian, West Lothian, Scottish Borders Neal Herbert T: 07709 393514 E: admin@lothiandisabilitysport.co.uk West of Scotland: Lynn Allison Dumfries & Galloway, East Ayrshire, North Ayrshire, North Lanarkshire, South Ayrshire, South Lanarkshire T: 07974 448 580 E: lynn.allison@scottishdisabilitysport.com

44. Inclusive not Intrusive

45. Some final thoughts on inclusion R – triple A • recognise difference. • acknowledge differences. • accommodate differences. • appreciate difference.

46. Martin Perry: Table Tennis Fully included in PE & sport curriculum Identified by Active School Coordinator Attended SDS Paralympic Pathway Festival Signposted to Drumchapel TT Club Support from Southern General Hospital Member of the National Table Tennis Squad Mainstream SGB support Training with Great Britain Development Squad UKCC Level 1 Table Tennis Coach Athlete Case Study

47. Contacts Kate Shaw Administrator Scottish Disability Sport Caledonia House South Gyle Edinburgh EH12 9DQ Tel: 0131 317 1130 Email: kate.shaw@scottishdisabilitysport.com Website:  www.scottishdisabilitysport.com

48. Workshop Outcomes By the end of the workshop, participants should be able to: • Apply inclusive practice into your sessions • Demonstrate effective communication • Identify sources of relevant additional information and guidance relevant to physical activity

49. Thank You and Any Questions