NSPCC Child Protection in Sport Unit’s Post

From article: "Teen with special needs makes thrilling buzzer beater shot.”“Special needs student offered shot of a lifetime.” “High school basketball manager gets his time on the court.” These inspirational headlines may sound familiar. They highlight brief but exhilarating moments of disabled students in sports. They represent what’s commonly referred to in the disability community as “inspiration porn,” but they often miss an injustice that deserves far more attention. Student athletes with disabilities are sidelined or, even worse, never granted the opportunity to try out, even though they gained equal rights to extracurricular activities such as school sports more than 50 years ago. The Rehabilitation Act of 1973 prohibits discrimination on the basis of disability. As a professor who studies sport and physical activity participation of children with disabilities, it’s clear to me that this public law has been misinterpreted for more than 50 years, in ways that deny students equal opportunities.' and "Students with disabilities make up 15% of U.S. public school students, which is about 7.3 million K-12th graders. It’s impossible to know if the “Dear Colleague” letter made a difference, because there still isn’t much data on this issue. Data on the general makeup of school sports teams or intramural activities is lacking, despite the fact that research shows participating has physical, social, academic and mental health benefits. As someone who sees students with disabilities and their families on a regular basis, the stories I hear haven’t changed. Students with disabilities are still put in so-called manager roles or aren’t taken seriously when they express an interest in interscholastic sports. A recent conversation with a parent echoed the stagnant nature of this subject: “It was just never presented as an option. If we knew more, we may have been able to help facilitate (participation in sports), but it just didn’t come up …” https://lnkd.in/g_ajqWYt #education #disability #sports #inclusion #inspirationporn

When I think about my time as a student and now as someone who works with students, I see just how important advisors are in helping us navigate the challenges of college. But I’ve also seen how ableism can sneak in, even unintentionally, when advisors don’t fully understand the unique needs of students with disabilities. I’ve talked with students who felt overlooked or like they had to work twice as hard just to get the same support. It doesn’t have to be that way. We all deserve advisors who listen, really listen, and who make sure every student feels valued and capable, no matter their abilities. We owe it to them to do better. #ableism #academiccoach #coach #advisor #academicadvising #studentsupport #advisorswhocare #coacheswhocare #equity #inclusion

This one's for the #educators and #teachers out there! Inclusion and belonging are ever present topics at DASCH and we love how the first tip in this article digs into the nuance and difference between the two words. "Inclusion often refers to students with disabilities just being present, whereas belonging is more about how we see one another and the relationships formed within those activities in which we are present." Check out all five tips to encourage a sense of belonging amongst students in your classroom: https://lnkd.in/g9G_eFnj Whether your an educator, parent, or past/present student, we want to hear your tips in the comments too!

At a time when Paralympians have made the nation proud, it is heartening to note that the inclusion of students with disabilities in mainstream education is no longer just an idea. Supportive school leaders and educators have helped many students with disabilities reach greater heights. In this article, The Teachers Collective dives into the questions raised by teachers who want to promote inclusion in the classrooms. It discusses how the conversation can evolve beyond theory and into practice. https://lnkd.in/gHcuxDKm #proudtobeateacher #teachers #education #knowledgetribe #schools #teaching #students #inclusion

Effects of exclusive education to learners with disability Exclusive education for learners with disabilities, where they receive specialized instruction separate from their peers without disabilities, can have a range of effects: 1. **Tailored Instruction**: Learners often receive teaching methods and materials specifically designed to address their individual needs, which can improve understanding and academic performance. 2. **Increased Support**: They benefit from targeted support services, such as specialized staff and assistive technologies, which can enhance their learning experience. 3. **Social Interaction**: One potential downside is limited interaction with peers without disabilities, which can affect social skill development and reduce opportunities for practicing integration into mainstream society. 4. **Self-Esteem and Identity**: Being in a separate educational setting can impact self-esteem, as students might feel stigmatized or different from their peers. This can be mitigated with positive reinforcement and inclusive practices within the specialized setting. 5. **Preparation for the Future**: Exclusive education may impact the readiness of students for mainstream environments or competitive job markets, as they may have fewer opportunities to develop skills needed for these settings. 6. **Parental Perspectives**: Parents may have varying opinions on the effectiveness of exclusive education, with some valuing the specialized attention and others concerned about the lack of integration with a broader peer group. In summary, while exclusive education can offer significant benefits in terms of tailored support and resources, it also has potential drawbacks related to social integration and future opportunities. Balancing specialized instruction with opportunities for interaction with peers without disabilities can be crucial. #Specialneedseducation #moulding4workclass2024 #moulding4workchallange2024 #moulding4work #Globalyouthforum #GYFJobSeekers2024 #Globalgoals #EmploymentOpportunities Global Youth Forum Abigail Manoti Kevin Shivega Keter Wangari Chege Walter Akolo Omondi Peter Oghenemine Uloho Kevin Okello Charity Kerubo Chinelo Enughobi

People with learning disadvantages should be in their own classrooms, according to a new "politician" in Italy. I disagree with almost every idea of this individual, but this one about separating students really rubs me the wrong way. My grandma, born in 1922, was a teacher. She was a sole teacher, meaning she taught every class, history, maths, geography, etc. She was already advocating, back then, for including kids with learning disadvantages rather than separating them from the rest. In the 70s, Italian television would make "commercials" to teach Italian values, inclusion was one of those, and you could see a kid saying that she loves her classmate with a disability because she's super nice and can't wait to see her the next day at school. Inclusion is part of my culture and, to my understanding, it makes sense both as a logical answer to a need, and as a must from an ethical standpoint. Now, I would imagine that most of you agree with this, and you'd be disgusted as I have been in hearing about the idea of separating kids with disabilities and kids without them. But let me also address a mistake some people did while trying to advocate against this uneducated idea. Someone said, paraphrasing: "We need to include those with disabilities, if they go at 0, and I go at 100, we go together at 50!". That's also a wrong perspective. People with no disabilities are not going slower because they include others, the learning effort proceeds as usual and we, educators, must make sure we do our best so that everyone stays on point. We don't sacrifice one's experience to benefit someone else, there has never been the need. The politician also said: "Someone with a severe learning delay feels more or less discriminated against in a class where everyone understands instantly?" Implying that the separation would benefit those with a disability. [I hope you understand how tough this post is being for me to write while being educative and polite.] If you separate classes, those that may need more support not only can feel way more discriminated, but you also deny them the chance to prove themselves against their peers. Separating is unethical and counterproductive. I am learning more about inclusive design as years go by, but even if you asked me as a kid, about separating students, I would have given you the look of confusion of a lifetime. I had kids with disabilities in all the classes I grew up in, from them, I learned different points of view, compassion, honesty, and open-mindedness. I learned the value of diversity, and how to support each other sharing our unique skill sets. And I like to think they also got something out of interacting with that hot mess that I was back then. Keep the interaction up, provide support, promote inclusion. And, if you feel the need to separate: recycle. Cheers.

I was thrilled to participate in the recent Variety Abilities Unleashed Kids event in West Torrens, an initiative by Disability Sports Australia that fosters inclusion and provides active opportunities for children with disabilities. I was honored to join through an invitation from Baptcare, contributing to the event by promoting chess for the blind. Utilizing an adaptive chess board, we demonstrated how this intellectually stimulating game is accessible to everyone, showcasing the power of adaptive sports. The event showcased various activities, from cricket, footy, and badminton to engaging recreational activities like dancing, each designed to ensure inclusivity and active participation for all children. It was a day of fun and engagement and a stepping stone towards ongoing reflection and learning. Post-event, engaging in discussions, gathering feedback, and reflecting on the experiences is crucial to ensure that the momentum of inclusion and active participation is not just for a day but is integrated into our daily lives and activities. It was inspiring to see students from mainstream colleges and special schools unite, breaking down barriers and building connections through shared activities. One of my personal highlights was promoting chess and engaging in other sports, like kicking a Footy with the students, experiencing the joy and unity that these activities create. These experiences reinforce my commitment to supporting and participating in initiatives that promote inclusion for persons with disabilities. I am eager to continue collaborating with like-minded individuals and organizations dedicated to making sports and recreation accessible to all. Inclusion in sports isn't just about playing the game; it's about building a community where everyone belongs and can succeed. Let's keep pushing the boundaries of what's possible and create more opportunities for inclusion and engagement in every aspect of life. #InclusiveSports #DisabilitySports #AdaptiveSports #DisabilityAwareness #InclusiveEvents #Chess

Inclusive education is not just about providing access to learning; it's about creating a sense of belonging for every student, regardless of their abilities. In 2024, as we strive for greater inclusivity in our classrooms, it's crucial to consider the unique needs of students with disabilities and ensure they feel valued, supported, and included. Here are five actionable tips to help foster a sense of belonging for students with disabilities: 1. Promote Accessibility: Accessibility is the cornerstone of inclusive education. Provide accommodations and modifications to ensure that students with disabilities can fully participate in classroom activities. This may include providing alternative formats for materials, utilizing assistive technology, and making physical spaces accessible. 2. Embrace Universal Design for Learning (UDL): UDL is a framework that promotes flexible teaching methods to accommodate diverse learning needs. By incorporating multiple means of representation, engagement, and expression into your teaching practices, you can create a more inclusive learning environment where all students can succeed. 3. Encourage Peer Support and Collaboration: Foster a culture of peer support and collaboration within the classroom. Encourage students to work together, learn from each other, and celebrate each other's strengths. Pairing students with disabilities with peer mentors can also provide valuable social support and enhance their sense of belonging. 4. Provide Emotional Support and Validation: Students with disabilities may face unique challenges and frustrations in the classroom. It's essential to provide emotional support and validation, acknowledging their experiences and feelings without judgment. Create a safe space where students feel comfortable expressing themselves and seeking help when needed. 5. Celebrate Diversity and Individuality: Embrace diversity and celebrate the unique strengths and talents of each student. Avoid labeling students based on their disabilities and focus instead on their abilities and potential. Encourage students to share their interests, passions, and achievements, fostering a sense of pride and belonging within the classroom community. By implementing these tips, educators can play a vital role in creating an inclusive and welcoming environment where students with disabilities feel valued, respected, and empowered to succeed. Together, let's work towards a future where every student, regardless of ability, feels like they belong. Learn more below. #Education #Accessibility #UniversalDesign #PeerSupport #EmotionalSupport #DiversityInclusion #Belonging #DisabilityAwareness 📚?💫? https://lnkd.in/e9PzNciE

 Belonging is a basic human need, something we all crave. We’re wired to seek connections and constantly look for signs that we are welcome, accepted, valued, and safe. Our nervous systems thrive on reassurance that if we struggle, we’ll be met with kindness and understanding. In schools, it’s time to ditch outdated practices of segregating students to build skills in separate spaces. We need to fully embrace inclusion by integrating all students into the general education environment with the right support in place. When students with disabilities are included and supported properly, they report a stronger sense of belonging, build meaningful friendships, and achieve high expectations. Plus, inclusive settings boost social-emotional learning for students without disabilities too. We can't achieve true belonging if some students are still isolated in separate programs or classrooms. Real inclusion means EVERY student learns and grows together, creating a more supportive and caring community. Let’s make sure everyone feels they belong. #inclusion #inclusiveschooling #school

Since its inception in 1975, the Individuals with Disabilities Education Act (IDEA) has revolutionized the educational landscape for students with disabilities. Emphasizing the principle of 'least restrictive environment' (LRE), IDEA ensures that these students can learn alongside their non-disabled peers, promoting inclusivity and equal opportunities. #IDEA #InclusiveEducation #SpecialEducation #EducationalEquity