UK Disability Inclusion Training: Education Sector

UK Disability Inclusion Training: Education Sector
UK Disability Inclusion Training: Coaches and Volunteers April 2012 UK Disability Inclusion Training: Education Sector Time (Slides 1-6) 15 mins Time Allocation Slide 1 Introductory slide – put up whilst participants enter the learning environment Tutor Resources DVD showcasing disability sport can be used – where tutors have this available Presentation Flip Chart + Pens Worksheet 1 Introductory Activity People Bingo as an option – tutors are free to use an alternative Candidate Course Booklet This will be used regularly during the course by candidates Electronic Candidate Resource This is currently in electronic format and will be referred to at points during the course. Candidates should use the resource as reference material following the course Work Cards These offer different ways of including disabled youngsters in multi-sport activity and will be referred to during the practical session of a DIT course Additional Tutor Notes 1

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 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 Time Allocation Slide 2 3 mins Tutor Resources N/A Candidate Course Booklet and Electronic Candidate Resource Go through range of resources available to the participants which will help them continue to achieve the workshop outcomes when they return to their delivery setting. Additional Tutor Notes 2

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 3

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 ) 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 4

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 8

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, ) 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 9

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 10

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 11

Key Points for Discussion Skill level of player? What did people notice first – the prosthetic limb or the football player?7 What impact might the football players impairment have to coaching and participation within the following sports? - Swimming? - Volleyball? - Long Jump? 12

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 coaching implications 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

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

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

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

Functional Approach 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 Time Allocation Slide 25 3 min Candidate Course Booklet N/A Electronic Candidate Resource Section 2 Tutor Resources Key Points Additional Tutor Notes Explain that by ‘functional approach’ we are referring to the ability of the disabled person to participate in a sporting activity taking into account how the disability impacts on this Emphasise what the person CAN do rather than what they can’t This is a sports model and focused on the persons sporting ability ie how fast, how flexible, how strong, what skills? Encourage discussion as to what other factors can affect participation Following used for information only Medical model disabled as a result of a medical condition that cannot be changed Social model disabled by society through negative attitudes that can be changed 20

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 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 large impacts Time Allocation Slide 33 4 min Candidate Course Booklet N/A Electronic Candidate Resource Section 2 Tutor Resource Key Points Effective open and honest communication is key in helping to address these challenges Managing the expectations that the sport and the participant have of each other is crucial Understanding the participant will necessarily take time – so take it Understanding the participant can take place with the help of the participant Ask candidates if they feel more comfortable now in having the skills to deal with potential/perceived challenges Additional Tutor Notes 22

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 ) 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 23

Sports Inclusion Model
UK Disability Inclusion Training: Coaches and Volunteers April 2012 Sports Inclusion Model Time Allocation Slide 36 5 min Tutor Resources Key Points Additional Tutor Notes Candidate Course Booklet Adapting Physical Education and Sport using the Inclusion Spectrum and STEPS (p.14) Electronic Candidate Resource Section 3 Participant centred approach but allows meaningful inclusion for all Explain what we mean by inclusion ie it often will be accompanied by some adaptations It might take time to work out what the adaptations need to be – TAKE IT! The diagram can help coaches and teachers adapt their coaching/teaching practice and is a reference point for them Evolving concept – encourage candidates not to let these diagrams distract them Home countries specific models can be inserted 24

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 25

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 26

STEPS 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 S peed – pace of the activity 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 27

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 28

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 29

Group A Group B Fox Louise Geary June Gordon Holly Graham Rebecca
Grant Rory Graves Danny Harley Lucy Hayworth Craig Hely Liam Helyer Vicky Hesford Erin Hickson Jack Hodgson Shaun Holmes Iona Johnston Natalie Kennard Rachel Kenney Crawford Kershaw Charlotte Kirkwood Lanigan Georgia Law Cara MacArthur Laura Al-sayed ahmed Danah Anderson Gillian Sarah Blackstock Emma Briggs Charlotte Carson Callum Cheshire Calum Cleland Katie Collins Steven Crawford Jennifer Duffie Stephen Evans Lauren Ferns Kieran Forbes Daisy Sara Fox Naomi Galbraith Ellie Gallagher Matthew MacKay Holly O'donohue Amy

Group C Group D Longley Tom Patrick Chrissy Printer Elise Stevenson
Rebecca Stewart Anna Niamh Sutherland Allan Joanne Swinney Andrew Taylor Jasmin Travers Rachel Walker Katheryn Thomas Watt Brogan Whyte Ciaran Wilson Chris Wood Amelia Cook Sam Gibson Calum Mackenzie Hannah Mackinnon Christy MacSween Isla Martin Katie McCracken Claire McGinn Rebecca McGregor Shonagh McHugh Niamh McVey Kieran Miller Kara Mitchell Stacey Moreland Louise Murphy Jade Neil Neilson Holly Rahimian Lewis Shearer Ali Slavin Stavert Andrew

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

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 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: 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 34

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 35

Thinking about what we do
UK Disability Inclusion Training: Coaches and Volunteers April 2012 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. Time Allocation Slide 48 5 min Candidate Work Book Positive Behaviour (p.10) Electronic Candidate Resource Section 4 Tutor Resource Worksheet: Positive Behaviour Worksheet Answers: Positive Behaviour DVD Scenarios (tutor to identify appropriate ones to use) Key points Work in pairs to complete Worksheet General Discussion during feedback Additional Tutor Notes 36

Section 5 Further information Assessment
UK Disability Inclusion Training: Coaches and Volunteers April 2012 Section 5 Further 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 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 37

People - Partnerships - Pathways
Scottish Disability Sport: Strategic Plan Overview WHAT WE WILL DO Sports Equity Inclusive Sport Developing Sports Opportunities Improving Sports Performance Safeguarding in 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

Contacts Local branch contact Regional Development Manager
Scottish Disability Sport Caledonia House South Gyle Edinburgh EH12 9DQ Tel: Website: 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

Assessment Time Allocation Slide 54 2 min Key Points
List relevant websites of agencies Summary of services, advice and guidance offered

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 Recognise pathways within disability sport Appreciate classification in 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 41

UK Disability Inclusion Training: Education Sector

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