1. Disability Inclusion Training Senior Pupils
UK Disability Inclusion Training: Coaches and Volunteers
April 2012
Disability Inclusion Training Senior Pupils
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

2. Overview Introductions Perceptions and experiences
Athlete’s Voice (Insert Athletes name)
Practical Session
Athlete’s Questions & Answers
Conclusion

3. Practical Sessions Group A Group B Group C
Making run, jump , throw activities inclusive
Making team games inclusive, sitting volleyball, basketball and netball
Introduction to Boccia
Making team games inclusive, sitting volleyball, basketball/ netball

4. 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 4

5. 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 5

6. 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 6

7. UK Disability Inclusion Training: Coaches and Volunteers April 2012
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? 7

8. 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 8

9. 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 9

10. 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]

11. 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 11

12. 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 12

13. 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 13

14. UK Disability Inclusion Training: Coaches and Volunteers April 2012
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 14

15. 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 15

16. Modified Activity: Uses adaptation and modification
UK Disability Inclusion Training: Coaches and Volunteers
April 2012
Modified Activity: Uses adaptation and modification
Everyone engaged in the same activity with modifications and adaptions that offer challenge and support for all ability levels
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 16

17. 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 17

18. Parallel Activity: Uses differentiation
UK Disability Inclusion Training: Coaches and Volunteers
April 2012
Parallel Activity: Uses differentiation
Participants are grouped according to ability – each is involved in the same activity but at appropriate levels
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 18

19. 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
An individual or group is involved in a purposefully planned different activity.
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 19

20. Kayleigh Haggo

21. Kayleigh Haggo

22. Kayleigh Haggo

23. Lewis Clow

24. Lewis Clow

25. Lewis Clow

26. Governing body of Sport for People with a Disability
Works alongside other Governing Bodies such as the SFA and Scottish Athletics to support a pathway from local to Paralympic level

27. Contacts
Kate Shaw 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