SLIDE 3 EHS320

Inclusion and Inclusive Physical Activity (PA)

Introduction

Inclusion and Inclusive Physical Activity (PA) at the University of Worcester aim to integrate individuals of all abilities in physical activities, promoting diversity and accessibility in sports and recreation. The focus is on building a welcoming environment that empowers everyone to participate and thrive.

The Inclusion Movement

At the core of the inclusion movement is the principle of educating students with disabilities alongside their nondisabled peers. This philosophy extends beyond the classroom to all areas of life, including living, working, and playing together harmoniously. The overarching goal of all Physical Activity (PA) and Adapted Physical Activity (APA) initiatives is to foster inclusivity where everyone feels valued and included.

History of Inclusion

1960s-1970s: Initial Approach to Disability Education

During this period, the dominant approach to disability education was one of segregation. Students with disabilities often found themselves placed in special schools and institutions specifically designed to cater to their needs, isolating them from their nondisabled peers. This model was predicated on a perception that individuals with disabilities could not thrive in mainstream educational environments.

1970s: Civil Rights Movement Influence

The civil rights movement of the 1970s was pivotal in reshaping societal views on education and disability. Advocates began to emphasize that "separate is not equal," a principle rooted in the broader struggle for civil rights that questioned the validity and fairness of segregated education systems. This momentum led to significant legislative changes, such as the development of laws designed to enhance educational access and employment opportunities for individuals with disabilities. These legislative changes ultimately drove the establishment of special education classes, where children with disabilities could receive tailored support, although often still within segregated settings.

Integration vs. Full Inclusion

Despite raising awareness about the importance of inclusivity, many children who were integrated into mainstream educational settings did so without adequate support, a negative practice frequently referred to as "dumping." This involved placing students in general classrooms without necessary modifications or assistance, failing to ensure that they could genuinely benefit from such environments. As a result, while some progress was made towards inclusion, numerous advocates began to call for a model of full inclusion, wherein all students, regardless of ability, would learn and participate together in the same classroom settings, with the necessary supports in place.

Ongoing Challenges in Achieving Inclusion

Despite these changes, the aspiration for complete inclusion remains a work in progress. Various challenges persist in educational and community settings, including resistance to change from educators and administrators, lack of training and resources for staff, and the need for systemic reform to ensure that adequate support services are available. Moreover, misconceptions about disabilities and fears regarding potential disruptions in regular educational activities can hinder the implementation of inclusive practices. As advocacy continues, the journey towards achieving true inclusivity, where all individuals are fully integrated and valued within all aspects of society, is ongoing.

The Rationale for Inclusion

• Resource Allocation: Studies indicate that separate programs typically possess more substantial resources, such as specialized staff, facilities, and funding. By embracing inclusion, resources can be shared effectively, benefitting all participants.

• Support Needs: Every individual, regardless of disability status, benefits from tailored support and individualized instruction. This principle underscores the importance of inclusive PA programs, which can enhance learning experiences for everyone involved.

• Significant Benefits: The advantages of inclusive PA are manifold, including increased participation rates, improved social interactions, and heightened overall engagement from all participants.

What is Inclusive Physical Activity?

Inclusive Physical Activity refers to PA programs that are designed to be accessible to everyone, providing suitable adaptations that accommodate individuals across all stages of life and varying settings. The emphasis is on creating equal opportunities that allow all participants to engage and benefit from physical activities, ensuring that adequate support is in place. This approach is grounded in the principles of opportunity and choice, enabling individuals to partake in activities that interest them.

Principles of Inclusive PA

• Opportunity: Participants should have the chance to engage in age- and ability-appropriate activities, ensuring that everyone can participate meaningfully.

• Choice: It is crucial to provide options based on participants' preferences and needs, allowing them to select activities they are most comfortable with.

• Balance: Effective inclusive PA hinges on ensuring that all participants receive adequate opportunities and considerations, promoting equity and fairness in participation.

Benefits of Inclusive PA

• Diversity: Inclusive PA fosters respect for diversity, helping participants appreciate differences and learn from one another.

• Motivation: Providing a variety of opportunities enhances motivation among participants, which is crucial for sustained engagement in physical activities.

• Self-Esteem: Participation in inclusive activities boosts self-esteem and confidence, empowering individuals to challenge themselves and grow.

• Knowledge Expansion: For instructors and program leaders, engaging in inclusive PA broadens their understanding of diverse instructional strategies and modifications necessary for catering to varying abilities.

Success Factors for Inclusion

To achieve successful inclusion in PA, several factors must be emphasized:

• Identifying Unique Needs: This involves assessing each participant’s individual requirements and tailoring experiences accordingly.

• Appropriate Settings: Choosing inclusive environments is vital to ensure that all participants feel safe and supported during activities.

• Individualized Instruction: It is essential to modify instruction based on the abilities and needs of each participant to maximize learning and participation.

• Adapting Activities: Activities should be flexible and adaptable, ensuring accessibility for all skill levels.

• Preparation: Comprehensive training for participants and support staff is crucial to facilitating effective inclusion in PA settings.

Possible Limitations of Inclusion

While inclusion has many benefits, some limitations include:

• Attention: Inclusive settings might lead to less individual attention available for some participants due to larger groups.

• Provider Preparedness: Some service providers may lack the training or experience necessary to navigate inclusive environments effectively.

• Professional Motivation: Providers may have varying levels of interest and commitment to the inclusion model, impacting the quality of support offered.

• Peer Impact: Other participants might find the inclusion model challenging, as they may require different learning environments.

• Perception of Costs: Some view inclusive practices as financially burdensome, often overlooking the long-term benefits of such programs.

Role of Laws

The legal frameworks established to support inclusion play a vital role in the enforcement and promotion of inclusive practices within educational and physical activity contexts.

Key Legislation

1. Section 504 of the Rehabilitation Act (1973): Prohibits discrimination based on disability and ensures access to federally funded programs.

2. Individuals with Disabilities Education Act (IDEA, 1975): Guarantees children with disabilities a Free Appropriate Public Education tailored to their individual needs.

3. Americans with Disabilities Act (ADA, 1990): This landmark legislation provides comprehensive protections against discrimination for individuals with disabilities in a variety of public settings, including schools and recreational facilities.

Legislation Objectives

The core objectives of these pieces of legislation include:

• End Discrimination: Ensure equality and equity in services and access provided to individuals with disabilities.

• Accessibility: Mandate environments that are accessible and accommodating to the needs of those with disabilities.

• Accommodations: Require necessary adjustments to be made for individuals to programmatic and physical spaces.

• Integration/Inclusion: Advocate for the full integration and inclusion of individuals within all aspects of society.

Historical Significance of the Rehabilitation Act

Marked as a groundbreaking achievement for individuals with disabilities, the Rehabilitation Act was the first civil rights law in the U.S. safeguarding the rights of PWD. Section 504 specifically emphasizes equality in crucial areas, such as healthcare, education, and housing, laying the groundwork for future legislation.

Accommodation Requirements

Various entities are mandated to provide reasonable accommodations to comply with legal standards. An evolving body of case law continues to clarify what constitutes reasonable accommodations across different scenarios and contexts.

Overview of the Americans with Disabilities Act

The ADA represents a pivotal act in human and civil rights history, mandating equality for individuals with disabilities across various domains of life. It includes five titles that address different aspects of disability rights and protections.

Title I - Employment

This title stipulates that employers must provide reasonable accommodations for PWD in the workplace, prohibiting discrimination throughout hiring and employment practices.

Title II & Title III

• Title II: Insures equal access to state and local government programs, such as parks and universities.

• Title III: Outlines the obligations of private entities to ensure reasonable modifications for public accommodations, guaranteeing accessibility rights.

Title IV & Title V

• Title IV: Focuses on telecommunications relay services (TTY) to assist communication for individuals with speech or hearing impairments.

• Title V: Presents various provisions that capture nuances not addressed in the first four titles, enriching the legislation's comprehensive nature.

Individualized Education Act (IDEA)

IDEA guarantees qualified children with disabilities access to a Free Appropriate Public Education (FAPE) funded through public resources, delivered via tailored Individual Education Programs (IEPs).

Special Education and Related Services

Special Education consists of customized instruction at no cost to parents, catering specifically to the unique needs of children with disabilities. This includes essential related services, such as developmental, corrective, and supportive assistance, that facilitate access to special education.

Extracurricular Activities and Federal Disability Categories

IDEA ensures equally robust opportunities exist for participation in nonacademic and extracurricular activities for students. The legislation defines 13 categories of disabilities relevant to special education, which include:

• Autism

• Blindness

• Deafness

• Emotional disturbance

• Hearing impairment

• Orthopedic impairment

• Other health impairment

• Specific learning disability

• Speech or language impairment

• Traumatic brain injury

• Intellectual disability

• Multiple disabilities

• Visual impairment

These categories ensure that varied and dynamic support can be offered to meet the unique needs of each student, fostering an inclusive educational environment.