GUIDELINES FOR INCLUSION IN PHYSICAL ACTIVITY AND RECREATION PROGRAMS. Presented by: Sandra Ondracka Frank Jeney Josh Leeman.

GUIDELINES FOR INCLUSION

IN PHYSICAL ACTIVITY AND RECREATION PROGRAMS.

Presented by:

Sandra Ondracka

Frank Jeney

Josh Leeman

AGENDA

• How do you define “disability”?• Health Benefits/Recommendations

• Barriers and Misconceptions• Physical Activity Accommodations

• Resources

Complying with the Accessibility for Ontarians with Disabilities Act (AODA)

• The AODA can into effect in 2005• Ontario is the first jurisdiction in the

world to enact legislation with goals and an associated timeframe for implementation.

• Ontario is the first jurisdiction to make accessibility reporting the law

• Performance of accessibility audits in private/non-profit organizations

Definition of “Disability”….As defined in section 2 of the AODA:

a) Any degree of physical disability, infirmity, malformation or disfigurement that is caused by bodily injury, birth defect or illness, includes:

* diabetes * epilepsy * brain injury

* any degree of paralysis *amputation

* lack of coordination * blindness

* visual impediment * deafness or hearing

impairment * muteness or speech impediment

* physical reliance on a guide dog/animal or

on a wheelchair or remedial device

Definition of “Disability”….b) a condition of mental impairment or developmental disability

c) learning disability

d) a mental disorder or

e) an injury or disability for which benefits were claimed or received under the workplace Safety and Insurance Act.

Health and Activity Statistics

• 1 in 7 people in Ontario has a disability *• People with disabilities are 3x more likely

to have heart disease, stroke, cancer **• Nearly 50% do not get aerobic activity **• Higher likelihood of being obese **

* Ministry of Economic Development, Employment & Infrastructure

** Centre for Disease Control and Prevention(2014)

Health Benefits

• Prevention of health disorders• Reduced risk of obesity• Reduced risk of injury, back problems• Strengthen muscle, bones, CV system• Reduced levels of stress and anxiety• Increase in mental performance• Improved self image/self esteem • Overall improved quality of life

(Canadian Fitness, Lifestyle Research & Review)

Physical Activity Recommendations

Barriers to Participation

1. Attitudinal

2. Knowledge/Awareness

3. Communications/Technology

4. Organizational/Systemic

5. Architectural/Physical

* Ministry of Economic Development, Employment & Infrastructure

Misconceptions• People with disabilities are inferior and their

lives are very different.• We need to feel sorry for people with disabilities• We need to be careful when talking and

interacting with a person with disability, because they are easily offended if you use the wrong words

• It is difficult to serve and accommodate customers with disabilities

* Ministry of Economic Development, Employment & Infrastructure

Acknowledgments

• Principal Investigator was James Rimmer, Ph.D. (University of Alabama at Birmingham)

• Kraus, L.E., Jans, L. (2014) Implementation manual for guidelines for disability inclusion in physical activity, nutrition, and obesity programs and policies. Centre on Disability at the Public Health \Institutue, Oakland, CA.

Purpose of the Guidelines• Provide guidance on the inclusion of persons

with disabilities to “planners” of program initiatives and polices in the area pf physical activity/nutrition/obesity.

• Broad based to allow implementation at local, state and national levels.

• Can be incorporated at all stages – planning, implementation and evaluation.

Guideline #1

“Program objectives should explicitly state that the program/facility serves people with a wide range of different disabilities.”

Provides program guidance to staff, the public and funding agencies.

Provides a clear message that steps have been taken to be inclusive to all people.

Guideline #2“ Involve people with disabilities in the

development, implementation and evaluation of programs/services/facilities.”

There are specific needs known only to people with various disabilities that may be unknown to planners.

People with disabilities will provide perspective on how to overcome some of the physical and social barriers.

Guideline #3• “Programs should be accessible to

people with disabilities in program design, communication and physical environment.”

• Social Accessibility…develop a sense of belonging by valuing

feelings and opinions.provide the supports and equipment they need

to be successful treat all people with respect and dignity

Guideline #3 continued• Behavioral Accessibility … attitudes

about people with disabilities can affect self esteem, motivation and participation

Programs not only provides inclusive opportunities, but also promotes positive attitudes about people with disabilities

Program staff should be trained in disability awareness and customer service. ie) “people first language”

Guideline #3 continued• Programmatic Accessibility… some

program alterations/staff training will need more planning than others

Alterations should be done to try and maintain the goal of the program

Integrated approach will allow all participants to work at their own level

Flexibility in program design will allow for broader program accessibility

Guideline #3 continued• Communication Accessibility – different

communication methods must be understood and available

Provide details on program accessibility upon registration and how to request accommodation services

Provide an accessible means to register and to ask questions about a program

Websites/online registration/mobile communications should have accommodations for persons with visual impairments

Guideline #3 continued• Physical Accessibility… determine

access to your facility/program/serviceclear, flat and slip resistant pathentrance door is wide enough and not to

heavy to open or actuators presentpathways to room clear and easy to navigateaccessible bathroomprovide adaptable program equipmentaccess to public transit

Guideline #4• “Programs should address individual

needs of participants with disabilities through accommodations that are specifically tailored to those needs.”

a process should be in place to allow people with a disability to make a request for accommodation

staff should be trained for providing modifications

auxiliary aids should be made available – equipment, materials or personal services

Guideline #5• “Programs should use a variety of

accessible methods to outreach and promote the programs to people with disabilities.”

marketing of programs should be designed in a variety of formats so that many people with disabilities can access them.

show inclusive images with persons with disabilities in your materials

website and social media are key tools!

Guideline #6

• “Programs should address potential resources implications of inclusion.”

inclusion is a continuous process and requires investment of time and resources

examine your programs for the necessary capital costs (facility additions/upgrades) and ongoing costs (staff, training, equipment, additional services)

Guideline #7• “Programs/services should be affordable

to people with disabilities and their families and caregivers.”

program cost has been identified as a barrier in determining participation in activity programs(Rimmer et al., 2004)

some people with disabilities may have a fixed income or have other associated expenses

provide a discounted fee structure or alternative funding options

Guideline #8• “Programs should implement process

evaluation that includes feedback from persons with disabilities, family members, caregivers, and a process for making changes based on this feedback.”

Process evaluation focuses on accountability, quality and monitoring of your initiatives.

Participants, caregivers, staff & stakeholdersUse the results to make changes

Guideline #9• “Programs/services should include

outcome evaluation, using multiple disability appropriate measures.”

Outcome evaluations establish whether or not the programs have produced the intended results

Measurements and collection of data should be pre-determined

Most outcome date will be collected from the program participants

What have we have done in Lancer Recreation?

Intramural Programs FitnessAquatics/PoolInstructional

ProgramsSummer Camps Special Events

Intramurals

• Education – Captains Meetings

• Sports Programs – Inclusive nature of rules and guidelines

• Staff and participant leadership

• Philosophy of Program

Fitness Centre/Programs/Services

• Classes with specific alternative actions

• Specialise in special populations

• Orientations for those with impaired needs

• Distinct walkways for ease of use and navigation.

Forge Fitness Centre

Pool/Aquatics Programs

• Instructional Programs that we offer – Private Lessons

• Pool Lift• Equipment available• Staff Training and

leadership

Summer Camps

• Right To Play• Partnership with HK• Staff training and

leadership model• Encouraging

participation and confidence building

Instructional Programs• Implement a participant

‘Health Screening’ process upon registration

• Instructors need to be trained and prepared

• Provide accommodations in access/equipment and facility space

Instructional Considerations

Vision Loss• Identify yourself• Speak directly to person• Ask permission to touch• Offer assistance• Be precise and concise in

instruction/direction• Identify landmarks in

location to orient person to the environment around them

• Say good bye

Hearing Loss

• Attract the person’s attention before speaking

• Area should be well lighted – clear sight lines

• Look and speak directly to the person

• Be aware of the use of assistive devices

• Minimize background noise

• Sign language services

Instructional ConsiderationSpeech Disability

• Don’t assume the person has an intellectual disability

• If you don’t understand, ask person to repeat

• Be patient – don’t interrupt

• Ask questions that require a ‘yes’ or ‘no’

Physical Disability

• Physical disabilities vary and require different levels and types of assistance

• Don’t touch assistive devices unless given permission

• Tell participant about accessible features in the facility

• Remove obstacles/clear pathways

Instructional ConsiderationsMental Health disabilities

• Not always aware unless you are told

• Be aware of some of the challenges …

* anxiety

* phobias

* memory

* social skills

Intellectual/Developmental

• Don’t assume what the participant can or cannot do

• Use clear and concise instruction

• Provide one piece of information at a time

• Confirm understanding between you and participant

• Speak directly to participant

Resources

Centre on Disability at the Public Health Institute www.centreondisability.org

Active Living Alliance www.ala.ca

Health Canada www.hc.sc.gc.ca

Canadian Society of Exercise Physiology www.csep.ca

National centre on Health, Physial Activity and Disability www. nchpad.org

Conclusion

Duracell: Trust Your Power –

NFL's Patrick Willis…:

http://youtu.be/KdRrP1Kh9TU

Thank you!

• Sandra Ondracka

[email protected]

Frank Jeney

[email protected]

Josh Leeman

[email protected]