Barry
21/10/13ICSSPE - Communities & Crisis - Rheinsberg
2013
Inclusive Activities for All
Ken Black• Independent Advisor, Inclusive physical
activity & disability sport • Board Member, English Federation of
Disability Sport (EFDS)• Founding Director, The Inclusion Club• Founding Director, The Inclusion Club
www.theinclusionclub.com
Current & recent projects:• Youth Sport Trust (TOP Sportsability online)
• UK Sport (Zambia, Ethiopia, Bangladesh) • Project CONADIS (Peru)
• Foreign & Commonwealth Office (Sudan)& visiting lecturer, Loughborough University
21/10/13ICSSPE - Communities & Crisis - Rheinsberg
2013
Point of origin
21/10/13ICSSPE - Communities & Crisis - Rheinsberg
2013
Air Guitar
21/10/13ICSSPE - Communities & Crisis - Rheinsberg
2013
Let’s rock!
21/10/13ICSSPE - Communities & Crisis - Rheinsberg
2013
Rick Allen
21/10/13ICSSPE - Communities & Crisis - Rheinsberg
2013
Rick Allen – post-trauma
21/10/13ICSSPE - Communities & Crisis - Rheinsberg
2013
Labels
21/10/13ICSSPE - Communities & Crisis - Rheinsberg
2013
Inclusive Activities for All
Themes
• Many ways of reaching the same outcome
• Model-based approach
ICSSPE - Communities & Crisis - Rheinsberg
201321/10/13
Why is sport for disabled people relevant in post-disaster situations?
• Disabled people already there, but perhaps not revealed
• Disaster creates more impairmentmore impairment
• Community re-building must include ALL people
• Supports rehabilitation process
21/10/13ICSSPE - Communities & Crisis - Rheinsberg
2013
Physical activity, sport & disabled people
Inclusive physical activity Disability sport
21/10/13ICSSPE - Communities & Crisis - Rheinsberg
2013
Inclusive physical activity & sport
• Bringing disabled and non-disabled people together in sport
• Providing a platform for platform for understanding and cooperation
• Creating meaningful interaction and opportunities for social cohesion
21/10/13ICSSPE - Communities & Crisis - Rheinsberg
2013
Principles of inclusion
• A social approach to inclusion
• A wide interpretation
• Creating an inclusive environment
Emphasis on the actions of the teacher/coach
- not reaction to the individual
21/10/13ICSSPE - Communities & Crisis - Rheinsberg
2013
Models of Inclusion
Practical application of the social environmental approach
• The Inclusion Spectrum
• STEP
21/10/13ICSSPE - Communities & Crisis - Rheinsberg
2013
The Inclusion Spectrum: a practical model for inclusive physical
activity
What is it?
• A structure for inclusion in physical activity and sport
• A flexible tool for use with a range of use with a range of activities and abilities
• A continuum of participation
• A social-environmental approach
ICSSPE - Communities & Crisis - Rheinsberg
201321/10/13
Inclusion Spectrum: international
• Finnish Association of Sports for the Disabled
(SIU)
ICSSPE - Communities & Crisis - Rheinsberg
2013
(SIU)
‘Ota Minut Mukaan’
21/10/13
The Inclusion Spectrum model,
incorporating STEP
S
T
E
P
21/10/13ICSSPE - Communities & Crisis - Rheinsberg
2013
OPEN activityEveryone can play
Everyone doing the same activity without adaptation or modification - or in their own way without conditionsE.g.
• warm up or cool down activities• inclusive games, i.e. everybody’s contribution counts
• continuous activity: individual differences less obvious
• importance of inclusive language
ICSSPE - Communities & Crisis - Rheinsberg
201321/10/13
Open (Everyone can play): examples
OPEN
Keep it!
Change it!
Forget it!
Abebe Bikila
21/10/13ICSSPE - Communities & Crisis - Rheinsberg
2013
MODIFIED activityChange to include
Everyone doing the same activity, but changes made to rules, space and equipment used in order to promote inclusionE.g.
• adjust the space
• make changes to the task
• change or modify the equipment
• the way the people (children) interact with each other
ICSSPE - Communities & Crisis - Rheinsberg
201321/10/13
The STEP tool
• Space
• Task
• Equipment
21/10/13
• Equipment
• People
STEP in Amharic
BESO
tegeBar = Task
hEzebe = PeoplehEzebe = People
quSaquse = Equipment
bOta = Space
September 2013Sport for Inclusive Development -
Educators' Workshop
Modified (Change to include): examples
MODIFIED
• It will look different for different people
• Young people can • Young people can only be truly assessed when they are challenged appropriately
STEP summary video
21/10/13ICSSPE - Communities & Crisis - Rheinsberg
2013
Django Reinhardt
21/10/13ICSSPE - Communities & Crisis - Rheinsberg
2013
PARALLEL activity Ability groups
Participants are grouped according to ability –
everyone participates in the same activity but
at an appropriate level
E.g.
• versions of the same activity or game (e.g. • versions of the same activity or game (e.g. standing or seated)
• a range of small-sided activities
• ability-matched zones within a larger activity
ICSSPE - Communities & Crisis - Rheinsberg
201321/10/13
Parallel - Ability groups
21/10/13
Disability sport / adapted physical activity
‘Reverse integration’ – non-disabled people
take part in disability sport
E.g.
• include aspects of activities from disability • include aspects of activities from disability sport or adapted activity programmes in ‘mainstream’ physical education
• focus on disability sport-specific activities, e.g. boccia, goalball, or sitting volleyball
ICSSPE - Communities & Crisis - Rheinsberg
201321/10/13
Disability sport / adapted physical activity
21/10/13
Alternate / separate activity
An individual or group do purposefully
planned separate activity
E.g.
• young people prepare individually or in a • young people prepare individually or in a group (team) for a disability sport event
• individual practise of specific skills
• Note: this should not be most of the time!
• In the school context: physio is not PE!
ICSSPE - Communities & Crisis - Rheinsberg
201321/10/13
Alternate / separate activity: examples
ICSSPE - Communities & Crisis - Rheinsberg
201321/10/13
The Inclusion Spectrum– summary video
21/10/13ICSSPE - Communities & Crisis - Rheinsberg
2013
Inclusion Spectrum: summary
The Inclusion Spectrum is a practical
structure for inclusion that supports:
• an emphasis on ability not disability
• different abilities (whether disabled or non-• different abilities (whether disabled or non-disabled)
• varying rates of development
and
• is a tool for inclusion and integration
ICSSPE - Communities & Crisis - Rheinsberg
201321/10/13
Inclusion Spectrum References
• Black, Ken (2011) Coaching disabled children; in Stafford, Ian (ed.) Coaching Children in Sport. London: Routledge
• Black, K. and Williamson, D. (2011) Designing inclusive physical activities and games; in A. Cereijo-Roibas, E. Stamatakis and K. Black (eds), Design for sport. games; in A. Cereijo-Roibas, E. Stamatakis and K. Black (eds), Design for sport. Farnham, UK: Gower
• Stevenson, P. (2009) The pedagogy of inclusive youth sport: working towards real solutions; in H. Fitzgerald (ed.), Disability and youth sport. London: Routledge
21/10/13ICSSPE - Communities & Crisis - Rheinsberg
2013
Inclusion - some basics
• Use the expertise of parents, carers and specialised support staff.
• Ensure that activities are progressive and attainable.
• Avoid team selections that leave the special needs child the last to be selected.needs child the last to be selected.
• Whenever possible, create tasks that build upon the capabilities of the individual; this develops self-respect.
• Make use of the wealth of resources available online and consult with relevant organisations and agencies.
21/10/13ICSSPE - Communities & Crisis - Rheinsberg
2013
TOP Sportsability
Online inclusion resource
• Providing activity options for specific
populations• A vehicle for
www.topsportsability.org
Promo code:• A vehicle for inclusion of
disabled and non-disabled young
people• A basic introduction to a wide range of sports and activities
Promo code:
ystinclusion
21/10/13ICSSPE - Communities & Crisis - Rheinsberg
2013
Blind Cricket
21/10/13ICSSPE - Communities & Crisis - Rheinsberg
2013
The National Anthem
21/10/13ICSSPE - Communities & Crisis - Rheinsberg
2013