UK Disability Inclusion Training: Education Sector

1. UK Disability Inclusion Training:Education Sector

2. Workshop Outcomes By the end of the workshop, participants should be able to: • Recognise the influence of perceptions and experiences • Identify techniques for good inclusive practice • Recognise appropriate coaching implications • Identify potential challenges to participation and identify possible solutions • Appreciate the importance of effective communication in inclusive practice • Identify sources of additional information and guidance relevant to disability sport and coaches and volunteers

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. Section 1Perceptions and Experiences By the end of this section candidates should be able to Recognise the influence of Curriculum for Excellence regarding inclusion training Recognise the influence of perceptions and experiences

5. 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

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

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

14. 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

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

16. 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

17. 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?

18. 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

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

20. 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

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

22. 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

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

24. Sports Inclusion Model

25. Open Activity: Requires no alteration

26. Modified Activity: Uses adaptation and modification

27. 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

28. Parallel Activity: Uses differentiation

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

30. Group A Group B

31. Group C Group D

32. Practical • Please make your way up to the Games Hall at the Pleasance to put the theory of the Sports Inclusion Model and STEPS into practice

33. 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

34. 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

35. 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

36. 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.

37. Section 5Further information Assessment By the end of this section candidates should be able to • Identify sources of additional information and guidance relevant to disability sport • Complete assessment

38. Scottish Disability Sport: Strategic Plan Overview 2012 - 2017 WHAT WE WILL DO Safeguarding in sport Developing Sports Opportunities Improving Sports Performance Sports Equity Inclusive Sport HOW WE ARE GOING TO MAKE IT HAPPEN Branch, Local and Regional sporting opportunities Developing Talent and Performance Education & Coaching Governance and Infrastructure Communication and Leadership People - Partnerships - Pathways

39. Contacts Scottish Disability Sport Caledonia House South Gyle Edinburgh EH12 9DQ Tel: 0131 317 1130 Email: admin@scottishdisabilitysport.com Website:  www.scottishdisabilitysport.com • Local branch contact • Regional Development Manager

40. Assessment

41. Workshop Outcomes By the end of the workshop, participants should be able to: • Recognise the influence of perceptions and experiences • Identify techniques for good inclusive practice • Recognise appropriate teaching implications • Identify potential challenges to participation and identify possible solutions • Appreciate the importance of effective communication in inclusive practice • Understand key aspects of legislation • Recognisepathways within disability sport • Appreciate classification in disability sport • Identify sources of additional information and guidance relevant to disability sport & PE