An Evaluation of the Kids Are Kids Disability Awareness Program: Increasing Social Inclusion Among Children With Physical Disabilities

2011 ◽  
Vol 10 (1) ◽  
pp. 25-35 ◽  
Author(s):  
Wendy Tavares
Keyword(s):  
Social Inclusion ◽  
Physical Disabilities ◽  
Disability Awareness ◽  
Awareness Program

scholarly journals DISABILITY AWARENESS PROGRAM IN A SUMMER CAMP

2013 ◽  
Vol 6 (2) ◽  
pp. 19-28 ◽  
Author(s):  
Christina Papaioannou ◽  
Christina Evaggelinou ◽  
Vassilis Barkoukis ◽  
Martin E. Block
Keyword(s):  
Summer Camp ◽  
Disability Awareness ◽  
Awareness Program

scholarly journals Users’ Acceptance of Connected and Automated Shuttles for Tourism Purposes: A Survey Study

2020 ◽  
Vol 12 (23) ◽  
pp. 10188
Author(s):  
Roberto Battistini ◽  
Luca Mantecchini ◽  
Maria Nadia Postorino
Keyword(s):  
Willingness To Pay ◽  
Autonomous Vehicles ◽  
Social Inclusion ◽  
Physical Disabilities ◽  
Survey Study ◽  
High Confidence ◽  
Collective Transport ◽  
Transport Services ◽  
Potential Benefits ◽  
People With Physical Disabilities

In recent years, autonomous vehicles have received increasing attention and many studies in the literature have discussed the potentialities and the opportunities they could offer. Despite the potential benefits, mainly related to the expected reduction in accidents and congestion phenomena as well as the potentially improved social inclusion of people with driving difficulties (e.g., people with physical disabilities or elderly people), many aspects remain to be addressed, mainly for understanding users’ acceptance in the case of collective transport vehicles. This study proposes an analysis based on a survey aimed at exploring user’s preferences with respect to the use of autonomous shuttles (ASs) for tourism purposes. The main correlations between the variables considered and the preferences of potential users have been discussed. Interviewees expressed high confidence in AS technology, although the analyses performed about willingness to pay show that users give more relevance to the provided transport services than the AS technology.

scholarly journals BUILDING SOCIAL CAPITAL THROUGH INCLUSIVE BASKETBALL

2020 ◽  
Vol 18 (Suppl.1) ◽  
pp. 891-896
Author(s):  
S. Djobova ◽  
M. Borukova ◽  
I. Kirilova
Keyword(s):  
Social Capital ◽  
Personal Development ◽  
Social Inclusion ◽  
Life Story ◽  
Physical Disabilities ◽  
Building Trust ◽  
Sport Practice ◽  
Athletes With Disabilities ◽  
Field Notes ◽  
Program Data

The inclusive basketball program of the National Sports Academy is a compilation of adapted and unified basketball where persons with intellectual and physical disabilities together with students and volunteers are training and competing together. PURPOSE of this study is to explore the extent of contribution of our program for the building of social capital. The concept of social capital is drawn from psychology, sociology and economy. It is defined as controversial due to many theories and cultural diversity behind. METHODS: Participants in the study were all persons involved in the adapted basketball program. Data was collected using interviews, life-story techniques, field notes and tests batteries for basketball skills. RESULTS are showing improvement in personal development domain for the athletes with disabilities where sport specific skills, building trust and communications were the leading components. For the students in the same domain the leading components of improvement were attitudes and relationships. Positive change was found in the domains of social inclusion, micro-culture and participation. We also found that there is direct and indirect production of social capital. CONCLUSION: inclusive sport practice like our adapted basketball program could be considered as a powerful contributor to the building of social capital.

Social Inclusion of Students with Physical Disabilities in General Physical Education: A Behavioral Analysis

2001 ◽  
Vol 18 (4) ◽  
pp. 389-404 ◽  
Author(s):  
Kimberly Place ◽  
Samuel R. Hodge
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Social Inclusion ◽  
Physical Disabilities ◽  
Study Data ◽  
Physical Contact ◽  
Academic Learning ◽  
Average Percentage ◽  
General Physical ◽  
General Physical Education

The purpose was to describe the behaviors of eighth-grade students with and without physical disabilities relative to social inclusion in a general physical education program. Participants were 3 girls with physical disabilities and 19 classmates (11 females, 8 males) without disabilities. The method was case study. Data for a 6-week softball unit were collected using videotapes, live observations, and interviews. Findings indicated that students with and without disabilities infrequently engaged in social interactions. Average percentage of time that classmates gave to students with disabilities was 2% social talk and less than 1% in each category for praise, use of first name, feedback, and physical contact. Two themes emerged in this regard: segregated inclusion and social isolation. Students with disabilities interacted with each other to a greater degree than with classmates without disabilities. Analysis of use of academic learning time revealed different percentages for students with and without disabilities.

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