1. How to integrate children with special needs into training sessions
Session 1:Tina Walker, Liddy Leeding
Session 2: Steve Peters, Emma Downey, James Hancox

2. Why?
In the UK, there are 880,000 disabled children. That equates to 6% of all children.
Equal Opportunities for all children to access all of our services.
Lots more children with disabilities in mainstream schools.
Being inclusive is good for everyone and not doing so would be discrimination & unlawful.

4. What are the barriers?

6. Barriers Attitudes Lack of Specialist equipment / resources
Lack of knowledge / experience / training
Physical barriers / infrastructure
Staff
Time
Cost

7. How to overcome the barriers?

9. How to make it work
Find out as much possible about individual needs in advance
Work with parents / carers / staff
Additional resources
Plan
Adapt
Support

10. Consider Ratios Length of sessions and number of sessions Instructors
Content
Resources
Teaching Style & Communication Methods
Practicalities
Interpretation of National Standards

11. Case Studies Deaf / Hearing impaired Only one hand / arm
Visually Impaired
Emotional & Behavioural Difficulties
Special Educational Needs
Autistic Spectrum Disorder

12. Child with only one arm Unable to signal Looking more important
Teach different strategies for making turns

13. Deaf Children May need a support worker to sign for them
Radio mikes may be beneficial
Need to rely on looking when riding
Use visual aids while teaching
Must be able to see instructor clearly for lip reading during group discussions
Careful positioning of instructors/helpers

14. Visual impairments Adapt drills to suit their field of vision
May need an instructor/parent to ride with them
May benefit from following lines/colours/voice
Will need to be able to hear instructors voice
Careful positioning of instructors/helpers
Consider joint training on a tandem

15. Emotional & Behavioural Difficulties
Find it hard to concentrate
Need lots of riding & physical activity
Adjust teaching style – less talking, more riding
Respond well to rewards and praise
Smaller ratios and support workers essential
Shorter sessions
Adjust ground rules – focus only on most important things

16. Special Educational Needs
Should have a statement or individual learning plan
May have a support worker
Will need clear concise instructions
May benefit from visual aids
May need to repeat the course
Consider joint training with parents

17. Autistic Spectrum Disorder
Often very bright
Need time to process information
May find group situations difficult
Need clear, precise instructions
May use different forms of communication
Are very literal
May have balance and coordination problems

19. Training on non standard bikes
Consider practicalities
Getting there/back
Speed and handling of the bike
Additional accessories and adaptations
Room to accommodate bikes whilst not riding
Adjust training sites/routes
Adjust drills

20. Tricycles
Hand cycles
Quad cycles
Wheelchair transporters
Two seater cycles
Recumbants
Side by Side cycles

21. Guidance www.gov.uk/guidance/the-national-standard-for-cycle-training
Delivering inclusive cycle training - a good practice guide for disability cycle training

22. DfT Bikeability Funding
The grant available is for Bikeability Level 2 training delivered, not the numbers of children that actually pass Level 2. It is entirely appropriate, therefore, to use the funding to deliver Level 2 training to children who are unlikely to achieve all or indeed many of the Level 2 outcomes.
Grant funding is aimed at children aged between 9 – 14*. However, where training is provided to children with Special Educational Needs, they should be under 16 or still attending compulsory education.