Disability Inclusion Training – Physical Education

Disability Inclusion Training – Physical Education
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 This workshop is endorsed by the Home Nations Disability Sports Organisations 1

Overview of the Course [ OVERVIEW OF THAT DAY Introduction To familiarise participants with others on the workshop, and to set the context within a sport and coaching setting Section 1: Perceptions and Experiences To recognise the influence that perceptions and experience have on interactions and the expectations of others. Section 2: Understanding the participant To learn more about different impairment groups Recognise the impact the impairment may have on the sports activity. To identify some of the potential challenges to participation and start to identify possible solutions Section 3: Models of Inclusion To understand how sessions can be adapted to meet the needs of disabled children and young people To be able to understand how to differentiate their coaching/assistance within the sport and leisure environment Break Practical Session Identify ways in which children, and young people with an impairment can be included in your sessions Session 2 Section 4: Communication To recognise the importance of different learning approaches and communication styles To identify appropriate terminology To recognise acceptable behaviour Section 5: Legislation To identify the key aspects of legislation which relate to your role within a sport and leisure environment Section 6: Pathways and Competition To understand the pathways within disability sport To acknowledge the reasons why there is classification in disability sport Section 7: Further Information To identify individuals & organisation’s who can offer additional info & guidance on issues relating to disability sport & physical education Session 3 Check here that everyone is comfortable with the timings of the course If there is no facility to include a practical session in the morning, cover all the theory before lunch then all the practical after lunch

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 Asking the Candidate – Post It Note 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. Ask them to put on a post it note and place on flip chart paper. Ensure you revisit these points at the end of the course and ask people to remove their post its if their points have been covered. Discuss any that are remaining 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 challenges 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

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

SHANARRI Wheel Child Centered
Vision for Scotland’s children and young people – SAFE, HEALTHY, ACHIEVING, NURTURED, ACTIVE, RESPECTED, RESPONSIBLE, INCLUDED. These are the wellbeing indicators for CYP. The GIRFEC process on early intervention and integrated support focus on these indicators. The statements of experiences and outcomes in health and wellbeing reflect a holistic approach to promoting the health and wellbeing of all children and young people. You can now see the connection between the wellbeing indicators and what we are trying to achieve with the HWB framework. They are consistent with the United Nations Convention on the Rights of the Child, which sets out the right for all children and young people to have access to appropriate health services and to have their health and wellbeing promoted. They build on the considerable work of Health Promoting Schools and the publication of Being Well, Doing Well which underlines the importance of a ‘health enhancing’ school ethos – one characterised by care, respect, participation, responsibility and fairness for all. The framework complements the duty in the Schools (Health Promotion and Nutrition) (Scotland) Act 2007 for Scottish Ministers and local authorities to endeavour to ensure that all schools are health promoting.

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.

Facts and Figures Time Allocation Slide 8 2 mins Tutor Resources Answers Worksheet: Facts and Figures Candidate Worksheet Worksheet: Facts and Figures Electronic Candidate Resource N/A Activity Either in small groups or individually, ask delegates to complete the questions. Key Points Use to stimulate debate Stress this is not a test but is used to set the scene Encourage discussion – BUT DO NOT SPEND TOO LONG Additional Tutor Notes Use the Worksheet given to you and chose the answers you think are right. 8

Facts and Figures Quiz Answers
UK Disability Inclusion Training: Coaches and Volunteers April 2012 Facts and Figures Quiz Answers Question Answer 1 19 % 6 True 2 7 Athletes with mental health conditions 3 3rd and 2nd 8 84% 4 13 % 9 Parallel Olympics 5 12 % 10 10.81 Time Allocation Slide 9 2 mins Tutor Resources Refer to Candidate Course Booklet for answers Key Points Anything that surprises the candidates? Additional Tutor Notes 9

To Do List Time Allocation Slide 10 3 mins Tutor Resources N/A Candidate Course Booklet Worksheet: To do list Electronic Candidate Resource Key Points Use the To Do List to capture key points after or during each section of the presentation. Points that you feel are important to you There may be matters that are specific to your particular situation that you wish to remember or find out more about Ensure you refer back to this at various points during the course and allow people time to add to this list Additional Tutor Notes There will be opportunities to develop this throughout the course 10

Section 1 Perceptions and Experiences
UK Disability Inclusion Training: Coaches and Volunteers April 2012 Section 1 Perceptions and Experiences Perceptions and Experiences Relates to points 1 and 5 of Philosophy Time Management (Slides ) 30 min Time Allocation Slide 11 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 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 perceptions and experiences 11

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 Q2) What prevents disabled people from participating in sport/leisure Q3) Why do people wish to participate in sport/leisure Q4) What prevents people from participating in sport/leisure Candidate Course Booklet N/A Electronic Candidate Resource Section 1 Activity In groups discuss questions Q1 to Q4 and list key points on flip chart paper. Without revealing the question, ask groups to feed back. Answers should be similar – then ask each group to reveal question What do they notice from this exercise? Key Points Get feedback from groups without other groups knowing what their question was; only the tutor knows this Additional Tutor Notes 12

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 Key Points Prompt people to write down anything they notice regarding: The sport being played The level of sport being played Anything unusual Anything obvious Additional Tutor Notes 13

2003 World Cup Winning Welsh Deaf Rugby Squad playing Japan in an international match Key Points for Discussion Do people ‘see’ the disability, hearing impairment can be a hidden disability Lack of crowd - refer to recent Paralympics – what has been the impact? 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? Draw out the above points by open questioning if people don’t reach these conclusions themselves Additional tutor Notes 14

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. Draw out the above points by open questioning if people don’t reach these conclusions themselves Additional Tutor Notes 15

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 on coaching and participation within the following sports? - Swimming? - Volleyball? Long Jump? Draw out the above points by open questioning if people don’t reach these conclusions themselves Additional tutor Notes 16

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 who competed at the recent London 2012 Paralympics This sport can be played by people with other impairments at a participation level Draw out the above points by open questioning if people don’t reach these conclusions themselves Additional tutor Notes 17

Reflections Did you focus more on disability than sport? Were all sports familiar? Could you see or identify the specific impairments? Did you consider the level of participation? Time Allocation Slide 22 10 min Tutor Resources Key Points Additional Tutor Notes Candidate Course Booklet N/A Electronic Candidate Resource Section 1 Participants pictured with; other participants, disabled and non-disabled and also examples of participation through to high performance? What impact did seeing the images of impairment have on them as delegates and has this changed since discussion? What about the ‘hidden’ impairments? Emphasise the persons ability to participate and what factors affect this – this will become clearer when you reach Section 3 The Inclusion Model 19

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 20

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 and young people with a physical impairment ambulant use a wheelchair for sports Children and young people with a learning impairment Children and young people with a sensory impairment Blind or partially sighted Deaf or hard of hearing Non - Disabled 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 22

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 23

Physical Impairment 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 24 24

Learning Impairment 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 25

Sensory Impairment 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 26

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 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 27

Challenges to Participation What factors might prevent disabled people from getting involved with sport / physical activity? Time Allocation Slide 30 3 min Candidate Course Booklet N/A Electronic Candidate Resource Section 2 Tutor Resource Key Points Refer back to the practical implication you have just covered Refer back to ‘Why don’t people with a disability participate in sport’ flip chart paper Use this as a starting point to identify some of the key challenges or ask them to think of a challenge in their own environment Activity Select some challenges from the original flip chart paper/ own environment Ask candidates for any solutions Additional Tutor Notes 28

Potential Challenges to Participation
UK Disability Inclusion Training: Coaches and Volunteers April 2012 Potential Challenges to Participation Attitudinal: Negative Perceptions & Attitude Communication Opportunity Support from significant others Costs, equipment, transport Physical Access Media Representation and Marketing Time Allocation Slide 31 5 min Candidate Work Book N/A Electronic Candidate Resource Section 2, Appendix 2 Tutor Resources Key Points Challenges can be both real or perceived and held by either the participant/other people and/or the sport Attitudinal Ignorance, fear, offensive or patronising statements Communication Inappropriate communication type/style, Ineffective communication Opportunity Inappropriate format for communication, poor information, coaches, lack of willingness to include Support Lack of or unwillingness to support the person participate from significant others Costs Specialist equipment, transport Physical Access Where to go to rectify situation, misuse by others ie parking spaces Media and Marketing Inappropriate coverage by media, patronising approach, poor marketing, lack of support to advertise and market 29

Group Activity In groups of 3 – 4 you will be given 2 or 3 areas of potential challenge to consider Identify as many challenges related to that area as possible Identify solutions to those challenges Be prepared to share your ideas with the whole group Time Allocation Slide 35 5 min Candidate Work Book N/A Electronic Candidate Resource Section 2, Appendix 2 Tutor Resources Key Points: Dovetail this exercise with the list from the flip chart sheet Divide into small groups Group is assigned ONLY two or three challenges to resolve – NOT all of them Feedback will cover all challenges Additional Tutor Notes 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 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 31

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 32

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 33

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 34

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 35

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 36

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 37

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 38

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 section 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 It will seek to allay many fears surrounding appropriate 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 39

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 40

Refer to the Worksheet: School Staff Scenarios Consider which forms of communication would be most appropriate. Time Allocation Slide 45 5 min Candidate Course Booklet pp.11-13 Electronic Candidate Resource Section 4 Tutor Resources Worksheet: School Staff Scenarios Worksheet Answers: School Staff Scenarios Key Points Activity In groups consider what kind of communication would be used when working with the scenarios allocated. Additional Tutor Notes 41

Thinking about what we say
UK Disability Inclusion Training: Coaches and Volunteers April 2012 Thinking about what we say In groups decide if the words on Worksheet: Terminology are: Negative / Unacceptable Positive / Acceptable Neither / Unsure Time Allocation Slide 46 5 min Candidate Course Booklet Terminology pp.8-9 Electronic Candidate Resource Section 4 Tutor Resources Terminology Flash Cards OR Worksheet: Terminology Worksheet Answers: Terminology Key Points Not always clear cut answers Discuss how to avoid the fear of saying something wrong Talk with the person concerned – what are their views? Bear in mind that acceptable use of language changes over time Stress that this is not motivated by a desire to be ‘politically correct’ but to ensure that all people are valued and spoken about and to, with respect Golden rule – how would you wish to be spoken to, Activity Additional Tutor Notes 42

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 regardless of whether a person has a disability or not? Perhaps we have to be more aware of this when in unfamiliar surroundings Appropriate behaviours depends mainly on the context and relationship of the people involved 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. ActivityDiscussion of scenario DVD 43

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 44

Summary

Section 5: Legislation Legislation Relates to points 4 and 5 of Philosophy Time Management Slides ( ) 15 min Time Allocation Slide 45 1 min Candidate Course Booklet Equality Act (Eng, Wal, & Scot)/DDA (NI) Information (pp ) Electronic Candidate Resource Section 5 Tutor Resource Worksheet: Equality Act 201 Worksheet Answers: Equality Act 2010 Tutor Guidance: Equality Act 2010 Tutor Guidance: Equality Duty 2010 Disabled People’s Toolkit Equality Act Task Cards Tutor USB Scenarios DVD By the end of this section you should be able to Understand key aspects of legislation 46

Equality Act 2010 Covers: Age Disability Gender reassignment Race Religion/ Belief Sex Sexual Orientation Pregnancy and Maternity Marriage & Civil Partnership Time Allocation Slide 53 1 min Candidate Course Booklet Equality Act (p.11) (England, Wales and Scotland) DDA (p.12) (Northern Ireland) Electronic Candidate Resource Section 5 Tutor Resources Tutor Guidance: Equality Act 2010 Tutor USB Key Points Equality Act is a combines of all previous separate legislation to do with types of discrimination Emphasise that the Act also protects against discrimination by association ie a carer who has to pay full price to access a facility even though their sole reason for being there is to support a person with a disability Emphasise the points of reasonable adjustment and being proactive rather than reactive - RA requires that employers, public authorities, associations and the providers of goods, facilities and services make what are known as reasonable adjustments for those with a disability Additional Tutor Notes 47

Equality Act 2010: Equality Duties
UK Disability Inclusion Training: Coaches and Volunteers April 2012 Equality Act 2010: Equality Duties Eliminate discrimination, harassment, victimisation Promote equality of opportunity Remove disadvantage Meet diverse needs Encourage participation Promote good relations Tackle prejudice Promote understanding Strategic duty for public bodies to address socioeconomic disadvantage. Time Allocation Slide 52 2 min Candidate Workbook N/A Electronic Candidate Resource Section 5 Tutor Resource Tutor Guidance: Equality Duty 2010 Disabled people’s toolkit Tutor USB Key Points Identify what the key duties are Additional Tutor Notes 48

Discrimination Direct discrimination Indirect discrimination Discrimination arising from disability Harassment Victimisation In some cases, indirect discrimination or discrimination on grounds of disability can be justified if the provision is a proportionate means to a legitimate end. This is known as ‘objective justification’. Time Allocation Slide 53 2 min Candidate Course Booklet N/A Electronic Candidate Resource Section 5 Tutor Resource Equality Act Task Cards Tutor Guidance: Equality Act 2010 Key Points In the Equality Act, discrimination can take the form of: Direct discrimination – when someone is treated less favourably than another person Indirect discrimination – a seemingly neutral rule or practice operates to the disadvantage of a particular group (say, women) and will therefore be unlawful unless it can be shown to be justifiable Discrimination arising from disability – when a disabled person is treated unfavourably because of something connected with their disability and this unfavourable treatment cannot be justified. Harassment – unwanted conduct that has the purpose or effect of violating a person’s dignity, or which creates an intimidating or hostile, degrading, humiliating or offensive environment for that person.[3] Victimisation – occurs when someone is treated badly because they have done something in relation to the Equality Act, such as making a complaint, raising a grievance, etc. Additional Tutor Notes 49

Implications for Education
School planning must be aimed at: Increasing the extent to which disabled pupils can participate in the curriculum Improving the physical environment so all disabled pupils can take better advantage of education, benefits, facilities and services Improving the availability of accessible information for disabled pupils Schools will have an ‘accessibility plan’ Time Allocation Slide 54 2 min Candidate Course Booklet N/A Electronic Candidate Resource Section 5 Key Points Provide sports specific examples against each of the bullets included on the slide; The curriculum must be made available to disabled children for them to participate, therefore planning should consider disabled pupils. Within PE an example would be to ensure that the when delivering competitive activities that the session be inclusive (provide meaningful opportunity) to all pupils. The physical environment must be improved so that better advantage can be taken of it – to a certain extent this will fall under the LA remit with regard to school planning; but within PE an example which would do this without costs would be developing travelling with a ball (using football as the sport to deliver this skill) in the sports hall rather than on the sand based astro-turf so that the playing surface is suitable for the wheelchair user within the session. Information must be provided in appropriate format for all pupils to be able to access it. The school does not have to ‘anticipate’ this to the same extent as they did under the DDA, in that the school is not expected to provide all information in a huge range of formats for all imaginable impairments; but an example within PE would be that all information included on the PE notice board is also provided in large font because one of the pupils is partially sighted. The school Accessibility Plan may be a stand alone plan or part of another document such as the School Development Plan Additional Tutor Notes Schools have a number of duties under the Equality Act 2010 relating to disability: They must publish equality information and objectives (must initially be done by 5th April 2012) It is no longer lawful to ask applicants for jobs about their health status unless the query is specifically related to an intrinsic component of the role (i.e. It may be that an applicant for a PE job could be asked about their physical health because it would be deemed relevant to their capacity to fulfil the role) Positive action provision means that schools can target measures that are designed to alleviate disadvantages or to meet the particular needs of the pupils with particular protected characteristics Reasonable adjustment guidance has been extended which now requires schools to provide auxillary aids and services to disabled pupils (This is not currently implemented, but will be after further consultation) Reasonable adjustment Schools will not be expected to make changes which are not reasonable; and there is now no justification for not making reasonable adjustment Factors which schools should consider in identifying the reasonableness of adjustments include: Finances or other resources required The effectiveness of the adjustment (will it make a difference?) The effect on other pupils of the adjustment (will other pupils have a reduced learning experience etc if the adjustment is made?) Health and Safety requirements Whether aids have been provided through SEN routes

Implications for Schools
UK DIT (Teachers & LSAs): Scottish Disability Sport Tutor Notes Implications for Schools An education institution: should not treat a disabled person ‘less favourably’ for a reason relating to their impairment Is required to make ‘reasonable adjustment’ if a disabled person would otherwise be placed at ‘substantial disadvantage’ Should anticipate adjustments Should consider admissions, enrolments, assessments and teaching materials Time Allocation Slide 55 3 mins Tutor Resources: Nothing Candidate Course Booklet N/A Electronic Candidate Resource Section 5 Key Points: SENDA stands for Special Educational Needs Discrimination Act. It was an amendment to the DDA 1995, which was made in 2001, and designed to bring Education within the remit of the DDA. SENDA has since become Part 4 of the DDA when it was extended and amended in 2005, so the term SENDA is now largely irrelevant. All service provided for students are covered under part 4 of the DDA, and all other services are covered under Part 3 of the DDA (Goods, Services and Provision. The term 'anticipatory' is one which caused a great deal of concern originally, but which people have now managed to interpret a little more sensibly. It basically means that institutions should be making efforts to improve accessibility as widely as possible in any event, rather than waiting for a specific student with a particular need to arrive and then addressing that need. Obviously there will be instances where an institution has not yet addressed a particular need and a student arrives with that need, but if institutions are constantly working towards being more inclusive, these instances should gradually become fewer. The implications of the Part 4 of the DDA should NOT: Compromise Health and Safety Lower academic standards Adversely affect other students Place the institution in a financially unstable position

Reasonable adjustment?
“Often, though, effective and practicable adjustments for disabled pupils will involved little or no cost or disruption and are therefore very likely to be reasonable for schools to have to make” (DfE (2012) Equality Act 2010: Advice for school leaders, school staff, governing bodies and local authorities) Time Allocation Slide 56 1 min Key Points In essence if adaptations can be made then there is a legal obligation that this is done (not always materially-based – eg change in attitude?) For further information go to the EHRC/Equality Commission web sites Stress that being inclusive doesnt have to cost money Whilst legislation clearly influences how provision is structured and provided within schools, it should be the desire and moral obligation to create inclusive PE which causes us to consider whet we do, how we do it, and whether it is having a positive impact on the pupils within the sessions Additional Tutor Notes

Section 6: Pathways and Competition
UK Disability Inclusion Training: Coaches and Volunteers April 2012 Section 6: Pathways and Competition Time Management Slides (59 – 62) 10 min Time Allocation Slide 59 1 min Candidate Course Booklet N/A Electronic Candidate Resource Section 6 Tutor Resource Tutor Guidance: Eligible athletes and players Key Points Pathways are similar to those for sport generally but less well defined Further opportunities are available in some – but not all – disability sports Classification – mention its purpose - to create a level playing field but don’t over complicate. Further information is available from a variety of sources Activity Additional Tutor Notes By the end of this section candidates should be able to Recognise pathways within disability sport Appreciate classification in disability sport 53

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 54 54

Local Contacts Branch: Regional: PE Lead Officer:
Active Schools Manager: Sports Development Officer:

Classification The process of grouping individuals for sports competition Physical impairment/sport specific functional Sensory degree of visual or hearing impairment Learning disability Based on Intelligence Quotient (IQ) <75 Time Allocation Slide 61 3 min Candidate Course Booklet N/A Electronic Candidate Resource Section 6 Tutor Resource Key Points Classification is for competition purposes only It allows for fair competition Mention local classification of time/distance banding and limited functional classification system used locally by SDS Classification can be pan -disability (functional) or disability-specific Swimming and athletics are respective examples Determines whether an athlete’s impairment is relevant to sports performance Ensures that an athlete competes equitably with other athletes Confirms athlete eligibility to compete Groups athletes and players for competition Additional Tutor Notes 56

Classification Classification is sport specific International (IPC) Classification Code Athletes and players are classified by IPC classifiers with a medical or sports technical background Classifications are similar to the Divisions identified earlier in the workshop Time Allocation Slide 62 3 min Candidate Course Booklet N/A Electronic Candidate Resource Section 6 Key Points Classification is for competition purposes only It allows for fair competition At a participation level – the tools of the inclusion spectrum and STEPS will allow activity to take place in an appropriate environment for all Mention local classification of time/distance banding and limited functional classification system Classification can be pan -disability (functional) or disability-specific Swimming and athletics are respective examples, tutor should provide clear examples, from specific sports, of classification. Additional Tutor Notes 57

Section 7: Further information
UK Disability Inclusion Training: Coaches and Volunteers April 2012 Section 7: Further information 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 By the end of this section candidates should be able to Identify sources of additional information and guidance relevant to disability sport and physical education 58

Sport Specific Contacts

Contacts Cheryl Brykajlo Administrator Scottish Disability Sport Caledonia House South Gyle Edinburgh EH12 9DQ Tel: Website: Time Allocation Slide 54 2 min Key Points List relevant websites of agencies Summary of services, advice and guidance offered

Disability Inclusion Training – Physical Education

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