UK Disability Inclusion Training Education Sector Date Leading inclusive sport in Scotland for participants and athletes with physical, sensory or learning disabilities

Section 1 Perceptions and Experiences UK Disability Inclusion Training: Coaches and Volunteers April 2012 Section 1 Perceptions and Experiences Perceptions and Experiences Time Management (Slides 5 - 10) 30 min Time Allocation 4 1 min Tutor Resources Flip Chart Paper + Pens Accompanying Notes for each slide Additional Tutor Notes Candidate Course Booklet N/A Electronic Candidate Resource Section 1 Key Points To understan To learn how easy it is to jump to conclusions and how this affects our behaviour To recognise where stereotypical views come from To start to understand how a persons’ disability can impact on a specific activity   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 2

lowest participation levels in sport & physical activity 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

UK Disability Inclusion Training: Coaches and Volunteers April 2012 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 Recognise pathways within disability sport Identify sources of additional information and guidance relevant to disability sport & PE Time Allocation Slide 71 N/A (Leave up whilst participants complete their evaluation forms) Tutor Resources Evaluation Forms (3 sets) Candidate Course Booklet and Electronic Candidate Resource N/A Additional Tutor Notes   4

UK Disability Inclusion Training: Coaches and Volunteers April 2012 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 Time Allocation Slide 3 5 mins Tutor Resources Post It Notes; Flip Chart Sheet Candidate Course Booklet Disability Sport Facts and Figures (pp.3-7) Electronic Candidate Resource N/A Activity Car parking activity – ask group if there is any other information they would like to achieve or questions they would like to have answered during the workshop. If some identified are not relevant – then pick that up at this point and ask them for some contact details so that you can send information on to them relevant to their question. Key Points Emphasise that you will, in the main, be looking for what people can; rather than what they can’t do Built over time but starts with a genuine willingness to want to include disabled people Disabled person or person with a disability reflect home nation’s position Inclusion is not difficult, a variety of different models exist and work Understand why barriers exist – before trying to remove them – empathy & insight There are people and organisations that can help candidates once they complete the course – they are not alone 5

UK DIT (Teachers & LSAs): Scottish Disability Sport Tutor Notes 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 SCOTLAND ONLY Time Allocation Slide 4 1 mins Tutor Resources Refer staff to Curriculum for excellence’ Building the Curriculum 3 a framework for learning & teaching Candidate Worksheet N/A Electronic Candidate Resource Key Points through Section: Highlight to staff that not going to talk about Curriculum for excellence in depth, but going to focus on how the work of SDS complements the principles and can help support the health & well being outcomes We’re all very familiar with the aims of CfE but just to highlight what it’s all about. The aspiration. CfE will provide the framework for all young people to gainthe knowledge and skills for learning, skills for life and skills for work

Significant Aspects of Learning

Curriculum for Excellence & UKDIT 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 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 Slide 11 Time Allocation: 2 minutes total This slide is the most important slide of the section highlighting the alignment of CfE and UKDIT Tutor Resources: N/A Time Management: Candidate Resource: Key Points: Aim: The purpose of this slide is to demonstrate the alignment of the curriculum for excellence with UKDIT. Both outcomes coinside.

Perceptions & Experiences UK Disability Inclusion Training: Coaches and Volunteers April 2012 Perceptions & Experiences Why do children, athletes and players with a physical, sensory or learning disability participate in sport? Time Allocation Slide 12 5 min Tutor Resources Flip Chart Paper, Marker Pens, Blu tac Prompt Cards with the following questions: Q1) Why do disabled people wish to participate in sport/leisure & What prevents disabled people from participating in sport/leisure Q2) Why do people wish to participate in sport/leisure & What prevents people from participating in sport/leisure Candidate Course Booklet N/A Electronic Candidate Resource Section 1 Key Points Get feedback from groups without other groups knowing what their question was; only the tutor knows this Activity In groups discuss questions Q1 or Q2 and list key points on flip chart paper. Without revealing the question, ask groups to feed back. Answers should be similar – then ask group to reveal question What do they notice from this exercise? Additional Tutor Notes 9

Perceptions & Experiences UK Disability Inclusion Training: Coaches and Volunteers April 2012 Perceptions & Experiences “People only see what they are prepared to see” (R.W.Emerson,1803-1882) Time Allocation Slide 13 1 min Time Allocation Slides 14-21 3 min (20 sec per slide) 10 min discussion Tutor Resources Accompanying Slide Notes Candidate Materials Pen & Paper Electronic Candidate Resource Section 1 Additional Tutor Notes   10

UK Disability Inclusion Training: Coaches and Volunteers April 2012 Key Points for Discussion 2003 World Cup Winning Welsh Deaf Rugby Squad playing Fiji in an international match Emphasise hidden disability What are the issues for deaf team sport players? - Communication between players – how could this be achieved? - Communication between players and match officials – how could this be achieved?   Additional tutor Notes 11

UK Disability Inclusion Training: Coaches and Volunteers April 2012 Key Points for Discussion Young girl with mild Learning Disability playing Shinty – traditional Scottish Sport Playing with other players who don’t have a disability Discuss how her type and level of disability may impact on this environment. Start to emphasise that the less the impact the disability has, the less challenging inclusion will be. Additional Tutor Notes 12

UK Disability Inclusion Training: Coaches and Volunteers April 2012 Key Points for Discussion Boccia – a sport specifically designed and developed for people with severe physical disabilities Note person assisting, head control release mechanism and ramp Ramp has a slot down the middle which head control device fits through to deliver from any point on the ram BC3 GB Internationalist Scott McGowan and Dad, Gary This sport can be played by people with other impairments at a participation level   13

Section 2 Understanding the Participant UK Disability Inclusion Training: Coaches and Volunteers April 2012 Section 2 Understanding the Participant Understanding the Participant Relates to points 1 and 5 of Workshop Philosophy Time Management Slides (23-33) 30 min Time Allocation Slide 23 2 min Candidate Course Booklet N/A Electronic Candidate Resource Section 2 Tutor Resources Key Notes Additional Tutor Notes Key Points To facilitate awareness of the different types of impairment and what affect this has on a person To encourage an open-minded approach to determining a person ability To understand that various challenges to participation and recognise that these may come from the participant as well as from other quarters  Additional Tutor Notes By the end of this section candidates should be able to Recognise appropriate implications for learning Identify potential challenges to participation and identify possible solutions 14

Activity Task 1 Make a list of different impairments/health conditions Create 3 – 4 groups of similar impairments/health conditions Understanding the Participant Relates to points 1 and 5 of Workshop Philosophy Time Management Slides (23-33) 30 min Time Allocation Slide 23 2 min Candidate Course Booklet N/A Electronic Candidate Resource Section 2 Tutor Resources: Flip Chart paper/pens Activity: This Key Points: Refer to some of the definitions included in the Candidate Resource – or refer the reader to the above mentioned pages. May need to define what an impairment is: Any loss or abnormality of physiological, psychological or anatomical structure or function whether permanent or temporary. Highlight that within each of the above-mentioned impairment groups that there may be hidden, as well as visible impairment. Definitions: The Equality Act 2010/DDA definition – for more detail see ‘Section 2’ A person has a disability if he has a physical or mental impairment which has a substantial and long-term adverse effect on his ability to carry out normal day-to-day activities (Equality Act 2010) A Disability Rights Organisation definition The loss or limitation of opportunity to take part in the normal [sic] life of the community on an equal level with others due to physical or social barriers (Disabled People’s International, 1981). [2]

Categories in Disability Sport UK Disability Inclusion Training: Coaches and Volunteers April 2012 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 Time Allocation Slide 26 6 min Candidate Course Booklet N/A Electronic Candidate Resource Section 2, Appendix 1 Tutor Resources Tutor Guidance: General impairment groups and Coaching points Key Points List the type(s) of disability for each of the three categories Refer back to the previous exercise Additional Tutor Notes 16

UK Disability Inclusion Training: Coaches and Volunteers April 2012 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? Time Allocation Slide 27 2 min Candidate Course Booklet N/A Electronic Candidate Resource Section 2 Tutor Resources Tutor Guidance: General impairment groups and Coaching points Key Points Think about what adaptations might be needed when working with each participants with different disabilities Point out that not all disabled people use wheelchairs Level of functional ability will determine the best method of inclusion Make the point that even though people may have the same type of disability they could be functionally affected differently Use of modified rules and adapted equipment Activity Moving through this slide and the next two ask them to list some of the considerations they would need to make within their teaching environment. Use To Do list for this Additional Tutor Notes 17 17

UK Disability Inclusion Training: Coaches and Volunteers April 2012 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 Time Allocation Slide 28 2 min Candidate Course Booklet N/A Electronic Candidate Resource Section 2 Tutor Resource Tutor Guidance: General impairment groups and Coaching points Tutor Guidance: Fragile X Syndrome Key Points Learning Disability relates to cognitive function Conditions such as Dyslexia can be classed as a Learning ‘difficulty’ i.e. when the correct teaching methods are in place, learning can proceed at a ‘normal’ rate True learning disability means the rate of learning will always be at a slower pace and the person will have an IQ of 75 or below. There may be cognitive delay – which links to the point at which information or instruction is given, and the point at which a response is then made. The extent of cognitive delay varies from one individual to the next, but it is important to recognise the extent of it in your athletes so that you can allow appropriate time for information and instruction to be processed. Adapt the volume, frequency , style and speed of communication Regularly reinforce of key points Use alternatives – consider demonstration and other visual cues Bear in mind that someone with a learning disability might respond well to colour (as long as they aren't colour blind) Fragile X Syndrome is a congenital chromosomal disorder which occurs mostly in boys; impairs learning, social, emotional and communication skills. See additional guidance in tutor resource. Additional Tutor Notes 18

UK Disability Inclusion Training: Coaches and Volunteers April 2012 Sensory Visual Blind Partially Sighted Hearing Profoundly deaf Hard of Hearing What are the practical implications? Time Allocation Slide 29 2 mins Candidate Course Booklet N/A Electronic Candidate Resource Section 2 Tutor Resource Tutor Guidance: General impairment groups and Coaching points Key Points Visual Impairment – can take a variety of forms. How do you find out? Are any visual aids or other assistance ie guide dog, white stick being used? Does person require any added assistance from yourself or others? Environmental considerations ie light , noise, natural light, lines on floor surface Type of equipment being used ie brightly coloured, sound identifiable Manual Assistance / orientation (with permission) Hearing Impairment – spectrum Environmental considerations ie hearing aid loop system, Communication considerations – noise Your positioning as a coach Any other considerations sign language / lip reading (coach should speak normally) Additional Tutor Notes 19

Impairment Considerations UK Disability Inclusion Training: Coaches and Volunteers April 2012 Impairment Considerations Minimal Severe Congenital or Acquired Progressive or Non-progressive Time Allocation Slide 24 1 min Candidate Course Booklet N/A Electronic Candidate Resource Section 2 Appendix 1 Tutor Resources Key Notes Additional Tutor Notes No two people will functionally be the same, even if they have the same disability Treat people as individuals Any decision on the best way to include a person will depend on their functional ability and the activity that is taking place Some people with congenital conditions may have dormant abilities that they simply have not had the opportunity to develop Some people who have acquired their disability may still be physically, emotionally and mentally adjusting. Key point will be how long they have had their disability A condition may/may not be progressive The whole principle of inclusion hinges on the fact that it is necessary and ok to ask appropriate questions to ensure a session is safe/fun/ enjoyable 20

Section 3 Models of Inclusion UK Disability Inclusion Training: Coaches and Volunteers April 2012 Section 3 Models of Inclusion Models of Inclusion Relates to points 1,4 and 5 of Philosophy Time Management (Slides 34 - 41) 30 min Time Allocation Slide 34 2 min Tutor Resources Section 3 Candidate Course Booklet Adapting Physical Education and Sport using the Inclusion Spectrum and STEPS (p.14) Electronic Candidate Resource Key Points To be able to recognise the impact that our perceptions and experiences have on our interactions and expectations of others To start to understand how a persons’ disability can impact on a specific activity To begin to recognise what might need to change to allow disabled people to play sport This model gives people the skills to look at a variety of methods of inclusion which allow for all (disabled and non disabled) to participate in a manner that will suit everyone   Additional Tutor Notes By the end of this section candidates should be able to Identify techniques for good inclusive practice 21

Open Activity: Requires no alteration UK Disability Inclusion Training: Coaches and Volunteers April 2012 Open Activity: Requires no alteration Time Allocation Slide 38 3 min Candidate Course Booklet N/A Electronic Candidate Resource Section 3 Tutor Resource Footballer with a prosthetic limb, athlete with a learning disability, archer who is a wheelchair user Key Points This is where the disability and the activity do not impact all on each other This is the scenario which requires no changes or modifications at all Can they think of other examples, especially in their own environment List on their To Do List Additional Tutor Notes 23

Modified Activity: Uses adaptation and modification UK Disability Inclusion Training: Coaches and Volunteers April 2012 Modified Activity: Uses adaptation and modification Time Allocation Slide 39 5 min Candidate Course Booklet N/A Electronic Candidate Resource Section 3 Tutor Resource Curler who is a wheelchair user, bowler with a visual impairment Key Points This is a situation where the disability does impact on the activity however with changes to rules, equipment etc, the person can participate as anyone else would The disabled person can equally participate along side non disabled people if these alterations are made Keep modifications/adaptations to only those which are essential – don’t ‘over’ modify or adapt Keep to the principles and ethos of the sport What examples can they think of in their own environment– list on To Do List Lead into STEPS as this is the point at which the STEPS pneumonic is introduced. Additional Tutor Notes 24

UK Disability Inclusion Training: Coaches and Volunteers April 2012 STEP How 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 Time Allocation Slide 37 5 min Tutor Resources Key Points Additional Tutor Notes Candidate Course Booklet p.17-18 Electronic Candidate Resource Section 3 One or more of the STEPS often change when developing MODIFIED, PARALLEL and SEPARATE activities Ask them to give examples of how they have used STEPS quite naturally within their own environments Add to candidate To Do List 25

Parallel Activity: Uses differentiation UK Disability Inclusion Training: Coaches and Volunteers April 2012 Parallel Activity: Uses differentiation Time Allocation Slide 40 6 min Candidate Course Booklet N/A Electronic Candidate Resource Section 3 Tutor Resource Football players with cerebral palsy, athletes who are wheelchair users/racers Key Points Be clear about what Parallel means and why and when it can be used Parallel is about grouping people by similar ability - Open and Modified can have players grouped regardless of ability People may understand better by mentioning ‘differentiation’ and using example of teacher/coach dividing up a class according to ability levels This is perfectly acceptable as long as the aims and outcomes are similar to non disabled people Give a couple of examples to ensure understanding Ask group to come up with some examples within their own environment – list on To Do List Additional Tutor Notes 26

Discrete/Specific Activity: targeted sport for particular groups UK Disability Inclusion Training: Coaches and Volunteers April 2012 Discrete/Specific Activity: targeted sport for particular groups Time Allocation Slide 41 4 min Candidate Course Booklet N/A Electronic Candidate Resource Section 3 Tutor Resource Wheelchair rugby player, boccia player Key Points It is key to mention that this form of inclusion is acceptable when all other forms of inclusion have been deemed to be inappropriate Take the ‘myth’ out of separate activity and refer to Scottish Disability Sport model SIM definition – discreet rather than separate activity Health and Safety can be a consideration as to why this form of inclusion would be more appropriate but only where it allows for meaningful inclusion for the person with a disability. Mention Disability Sport activity and how this can be used for reverse integration   Goal Ball Sitting Volleyball Boccia Wheelchair Rugby/Basketball Additional Tutor Notes 27

Section 4 Communication UK Disability Inclusion Training: Coaches and Volunteers April 2012 Section 4 Communication Communication Relates to points 3 of Philosophy Time Management Slides (42-48) 30 min Time Allocation Slide 42 2 min Electronic Candidate Work Book Section 4 Candidate Course Booklet Communication Tips (p.11) Tutor Resource Worksheet: Terminology OR Terminology Flash Cards Worksheet Answers: Terminology Worksheet: Positive Behaviours Worksheet Answers: Positive Behaviours Scenarios DVD Key Points This will look at both the how and the what of communication It will touch on non verbal forms of communication It will look at how behaviour is a form of communication Additional Tutor Notes 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 28

UK Disability Inclusion Training: Coaches and Volunteers April 2012 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: Time Allocation Slide 43 5 min Candidate Course Booklet N/A Electronic Candidate Resource Section 4 Key Points Disabled and non-disabled people learn as individuals – everyone has their own learning preferences , and there are not a standard or unique set of preferences which relate only to disabled people, or only to non-disabled people. Do not make assumptions that because someone has a specific impairment, that they will not receive or give information in certain ways. When we communicate with someone and they appear not to understand – who in our minds do we blame? Emphasise the importance of effective and appropriate communication and why this may take time to develop Different styles and types of communication Give examples of different learning styles, i.e. visual learner as opposed to aural learner – who would different styles be suitable for? How do we check for understanding? Interpretation of information is also crucial Use of other people to assist Individuals with a sensory or learning disability will have preferred ways of communicating. You need to take time to understand what is their preferred way of learning. Giving Information Receiving Information 29

Language and Terminology Acceptable Don’t know Unacceptable

UK Disability Inclusion Training: Coaches and Volunteers April 2012 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 Time Allocation Slide 47 1 min Candidate Course Booklet Positive Behaviour (p.10) Electronic Candidate Resource Section 4 Tutor Resource Scenarios DVD – ‘Can I help you’ scenario. Discuss the fact that the receptionist thinks she is being helpful, but if the way she is behaving respectful? And what impact is it having on Jo? Key Points Remind candidates; is this not the case for everyone Perhaps we have to be more aware of this when in unfamiliar surroundings Point out that disabled people might refer to other disabled people using terminology which would be considered unacceptable if a non-disabled person used it, or even if another disabled person used it and they weren’t associated with the group. Be very careful not to just replicate language you hear Stress that just because you might consider your behaviour to be appropriate, and that you intend to be helpful, that that may not be how the person you are interacting with finds your behaviour. Activity Discussion of scenario DVD 31

Section 5 Further Information UK Disability Inclusion Training: Coaches and Volunteers April 2012 Section 5 Further Information By the end of this section candidates should be able to Identify sources of additional information and guidance relevant to disability sport Further Information Time Management (Slides 63-65) 5 min Time Allocation Slide 63 1 min Candidate Course Booklet Contact Detail (pp.20-21) Electronic Candidate Resource Section 7 Tutor Resource Key Points Highlight location of staff and contact details Activity Additional Tutor Notes 32

UK Disability Inclusion Training: Coaches and Volunteers April 2012 Disability Sport Pathway Paralympic Games IPC World/European Championships Commonwealth Games Deaflympics World/European Games – CPISRA, IWAS, INAS Time Allocation Slide 60 4 min Candidate Course Booklet Electronic Candidate Resource Section 6 Tutor Resource N/A Key Points More detailed information is available Refer to IPC , ParalympicsGB and NGB websites Sports follow some part of this pathway to varying degrees (ie not all sports operate at all levels) Home Nations can insert their own specific pathway in place of this ‘generalised' version Activity Additional Tutor Notes 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 33 33

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

Scottish Disability Sport Regional Contacts Highlands & Islands : Charlie Forbes Highland, Orkney Isles, Shetland Isles, Western Isles T: 01463 663 300 E: charlie.forbes@highlifehighland.com Central: Cheryl Willet Clackmannanshire, Falkirk, Stirling T: 07577 830 360 E: cheryl.willet@scottishdisabilitysport.com 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 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 Grampian: Claire McDonald Aberdeenshire, City of Aberdeen, Moray T: 07533 056 564 E: claire.mcdonald@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 East of Scotland City of Edinburgh, East Lothian, Midlothian, West Lothian, Scottish Borders Neal Herbert T: 07709 393514 E: admin@lothiandisabilitysport.co.uk

Contacts Local branch contact Regional Development Manager 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 Local branch contact Regional Development Manager Time Allocation Slide 54 2 min Key Points List relevant websites of agencies Summary of services, advice and guidance offered  

UK Disability Inclusion Training: Coaches and Volunteers April 2012 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 Recognise pathways within disability sport Identify sources of additional information and guidance relevant to disability sport & PE Time Allocation Slide 71 N/A (Leave up whilst participants complete their evaluation forms) Tutor Resources Evaluation Forms (3 sets) Candidate Course Booklet and Electronic Candidate Resource N/A Additional Tutor Notes   38

Any Questions

Putting the theory into practice Practical Session Putting the theory into practice