Promoting Social Inclusion in High Schools Using a Schoolwide Approach

Inclusion ◽  
2017 ◽  
Vol 5 (3) ◽  
pp. 173-188 ◽  
Author(s):  
Gary N. Siperstein ◽  
Lauren A. Summerill ◽  
Holly E. Jacobs ◽  
Jeffrey E. Stokes
Keyword(s):  
High Schools ◽  
Intellectual Disability ◽  
Social Interactions ◽  
Social Inclusion ◽  
Ecological Approach ◽  
Special Olympics ◽  
School Contexts ◽  
Perceptions And Attitudes ◽  
The Impact

Abstract This study examines the impact of the Special Olympics Unified Champion Schools program in high schools across the country. Data were analyzed from 2,774 students from 11 high schools implementing the program concerning their perceptions and attitudes toward including students with intellectual disability (ID). Students participating in 1 or more program activities reported increased visibility of and social interactions with students with ID in school. This, in turn, promoted more positive perceptions and attitudes regarding school and classroom inclusion. Participation in different activities had unique effects on students' perceptions of their school's inclusive environment and on their attitudes toward classroom inclusion. These findings support an ecological approach to social inclusion and for structured, schoolwide interventions embedded within normative school contexts.

scholarly journals The potential for person-centred planning to support the community participation of adults with an intellectual disability

2021 ◽  
pp. 174462952110221
Author(s):  
Darren McCausland ◽  
Esther Murphy ◽  
Mary McCarron ◽  
Philip McCallion
Keyword(s):  
Intellectual Disability ◽  
Mixed Methods ◽  
Community Participation ◽  
Social Inclusion ◽  
Mixed Methods Approach ◽  
Complex Needs ◽  
Qualitative Case Studies ◽  
Quantitative Analyses ◽  
The Right ◽  
The Impact

Person-centred planning (PCP) puts individuals with an intellectual disability at the centre of service and support planning, identifying how individuals wish to live their lives and what is needed to make that possible. PCP has been identified as having the potential to facilitate improved social inclusion and community participation. A mixed-methods approach combined quantitative analyses with qualitative case studies of individuals with severe-profound intellectual disability to assess the impact of PCP on community participation for adults with an intellectual disability at a disability service in Dublin. We conclude that PCP may provide a good basis to plan community participation and, with the right supports in place, may provide opportunities for people with complex needs to improve their community participation. Supports including familiar staff and family are critical to the success of PCP for people with complex needs, and their absence may undermine the best intentions of PCP for this population.

Unified Extracurricular Activities as a Pathway to Social Inclusion in High Schools

2019 ◽  
Vol 124 (6) ◽  
pp. 568-582 ◽  
Author(s):  
Gary N. Siperstein ◽  
Emily D. McDowell ◽  
Holly E. Jacobs ◽  
Jeffrey E. Stokes ◽  
Andrea L. Cahn
Keyword(s):  
High Schools ◽  
Extracurricular Activities ◽  
Social Inclusion ◽  
Survey Design ◽  
Special Olympics ◽  
Sports Clubs ◽  
Inclusive School ◽  
Lagged Dependent Variable ◽  
Students Attitudes ◽  
Perceptions Of School

Abstract The present study examined how a multicomponent intervention embedded in a high school's extracurricular framework impacts students' acceptance of peers with intellectual disability (ID). Data were collected from eight high schools, three of which implemented the Special Olympics Unified Champion Schools (UCS) program involving inclusive sports, clubs, and schoolwide events, and five of which did not. A pretest-posttest survey design was used to measure students' attitudes, perceptions, and interactions (n = 1,230). Lagged dependent variable modeling revealed that UCS participation significantly predicted improved attitudes toward peers with ID and perceptions of school social inclusion, as well as increased social interactions with peers with ID. Unified extracurricular activities may be the next step forward in promoting an inclusive school culture.

A comparison of physical activity, physical fitness levels, BMI and blood pressure of adults with intellectual disability, who do and do not take part in Special Olympics Ireland programmes: Results from the SOPHIE study

2017 ◽  
Vol 22 (2) ◽  
pp. 154-170 ◽  
Author(s):  
Denise Walsh ◽  
Sarahjane Belton ◽  
Sarah Meegan ◽  
Kirsty Bowers ◽  
Deidre Corby ◽  
...  
Keyword(s):  
Physical Activity ◽  
Blood Pressure ◽  
Intellectual Disability ◽  
Physical Fitness ◽  
Vigorous Physical Activity ◽  
Well Being ◽  
Self Report ◽  
Special Olympics ◽  
The Impact ◽  
Fitness Levels

People with an intellectual disability are less physically active, live more sedentary lives, have lower fitness levels and are more likely to be overweight or obese than the general population. No evidence exists on the impact of participation in Special Olympics Ireland (SOI) on physical activity and physical fitness levels. Adults with intellectual disabilities (16–64 years) were recruited from services and SOI clubs. Physical measures included waist circumference, height, weight, blood pressure, heart rate and 6-min walking test. Self-report questionnaires gathered data on physical activity levels. Actigraph (GT3X) accelerometers were used to gain an objective measure of physical activity. SOI participants accumulated more moderate to vigorous physical activity per day, had higher fitness levels and more positive health profile scores than those not taking part in SOI. SOI has the potential to make a positive difference to people’s physical health and subsequently their overall health and well-being.

Perspectives on Strategies to Foster Inclusion Through Sports: Advantages, Disadvantages, and Considerations for Implementation

Inclusion ◽  
2019 ◽  
Vol 7 (2) ◽  
pp. 140-153
Author(s):  
Marie Grandisson ◽  
Justine Marcotte ◽  
Élise Milot ◽  
Anne-Sophie Allaire ◽  
Marie-Eve Lamontagne
Keyword(s):  
Intellectual Disability ◽  
Peer Support ◽  
Social Inclusion ◽  
Discussion Groups ◽  
Support Structure ◽  
The Impact

Abstract This article presents the results of a study on the perspectives of stakeholders from mainstream and specialized sports settings on seven strategies that could boost the impact of sports on social inclusion of people with intellectual disability. These strategies are: 1) developing Unified Sports, 2) conducting activities to raise awareness, 3) providing training to coaches, 4) using shadows, 5) developing a peer-support structure, 6) having a resource person available when needed, and 7) facilitating engagement in nonplaying roles. The perspectives of 28 stakeholders regarding the advantages, disadvantages, and considerations for implementation of the different strategies were gathered in discussion groups. Findings could help diversify opportunities for athletes with intellectual disability and develop programs and policies that contribute to building inclusive communities through sports.

scholarly journals Evaluating Quality of Life in Families With Williams Syndrome Patients

2020 ◽  
Author(s):  
ESTHER MORALEDA ◽  
Mario Arana ◽  
Patricia López
Keyword(s):  
Quality Of Life ◽  
Intellectual Disability ◽  
Williams Syndrome ◽  
Personal Development ◽  
Social Inclusion ◽  
Interpersonal Relations ◽  
Well Being ◽  
Self Determination ◽  
The Impact

Abstract Background: Williams Syndrome is a developmental disorder characterized by a variable intellectual disability. People with Williams Syndrome need the intervention of several clinical and educational specialists throughout their life. However, little is known about the impact produced by this disability in their immediate environment, especially in families. The purpose was to know the level of quality of life described by families with Williams Syndrome.Methods: The sample was made up of 33 families belong to Spanish Williams Syndrome Association who were evaluated using the Kidslife Scale. Theirs children and adolescents were between 4 and 20 years old. Eight main quality of life dimensions were evaluated: emotional well-being, physical well-being, material well-being, personal development, interpersonal relations, social inclusion, self-determination and rightsResults: The obtained data indicated that the degree and presence of intellectual disability themselves did not homogeneously influence people’s quality of life, but many variables could alter their quality of life to a greater or lesser extent. There are no significant differences between quality of life areas but significant differences appeared for level of dependence in the self-determination subarea (p<.05). Conclusions: These results led us to analyse the social and emotional implications for families and their environment.

scholarly journals The Impact of Inclusive Education on Learners with Disabilities in High Schools of Harare, Zimbabwe

2016 ◽  
Vol 7 (2) ◽  
pp. 88-96
Author(s):  
Tinashe Chuchu ◽  
Vimbai Chuchu
Keyword(s):  
High Schools ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Equal Opportunity ◽  
School Context ◽  
The People ◽  
Perceptions And Attitudes ◽  
Negative Perceptions ◽  
Quota Sampling ◽  
The Impact

The problem of low inclusive education is essential to research as it highlights the importance of equal opportunity to all students regardless of mental or physical ability. The study was conducted within a Zimbabwean high school context. The purpose of the study was to conduct an empirical investigation into the impact of inclusive education and therefore establish the extent to which it has benefited students with disabilities in four high schools in the Harare province. Furthermore, study’s intention was to therefore propose a theoretical framework that could be used to address low success in inclusive education. The methodology was qualitative in nature and interviews were used to collect research data. Quota sampling was adopted in selection of suitable respondents. It was observed that a lack of financial and human resources, as well as effective policies had contributed to the low impact of inclusive education in high schools in Harare, Zimbabwe. In conclusion the results also revealed that inclusive education in high schools in Harare had not made much of an impact due to negative perceptions and attitudes of the people that are pivotal to its success.

scholarly journals Evaluating quality of life in families with Williams Syndrome patients

2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Esther Moraleda Sepúlveda ◽  
Patricia López Resa
Keyword(s):  
Quality Of Life ◽  
Intellectual Disability ◽  
Williams Syndrome ◽  
Personal Development ◽  
Social Inclusion ◽  
Interpersonal Relations ◽  
Well Being ◽  
Self Determination ◽  
The Impact

Abstract Background Williams Syndrome is a developmental disorder characterized by a variable intellectual disability. People with Williams Syndrome need the intervention of several clinical and educational specialists throughout their life. However, little is known about the impact produced by this disability in their immediate environment, especially in families. The purpose was to know the level of quality of life described by families with Williams Syndrome. Methods The sample was made up of 33 families belong to Spanish Williams Syndrome Association who were evaluated using the Kidslife Scale. Their children and adolescents were between 4 and 20 years old. Eight main quality of life domains were evaluated: emotional well-being, physical well-being, material well-being, personal development, interpersonal relations, social inclusion, self-determination and rights Results The obtained data indicated that the degree and presence of intellectual disability did not homogeneously influence people’s quality of life, but many variables could alter their quality of life to a greater or lesser extent. There are no significant differences between quality of life areas but significant differences appeared for level of dependence in the self-determination subarea (p < .05). Conclusions These results led us to analyse the social and emotional implications for families and their environment.

scholarly journals EVALUATING QUALITY OF LIFE IN FAMILIES WITH WILLIAMS SYNDROME PATIENTS

2021 ◽  
Author(s):  
Esther Moraleda Sepúlveda ◽  
Mario Arana-Zumaquero ◽  
Patricia López-Resa
Keyword(s):  
Quality Of Life ◽  
Intellectual Disability ◽  
Williams Syndrome ◽  
Personal Development ◽  
Social Inclusion ◽  
Interpersonal Relations ◽  
Well Being ◽  
Self Determination ◽  
The Impact

Abstract Background: Williams Syndrome is a developmental disorder characterized by a variable intellectual disability. People with Williams Syndrome need the intervention of several clinical and educational specialists throughout their life. However, little is known about the impact produced by this disability in their immediate environment, especially in families. The purpose was to know the level of quality of life described by families with Williams Syndrome. Methods: The sample was made up of 33 families belong to Spanish Williams Syndrome Association who were evaluated using the Kidslife Scale. Their children and adolescents were between 4 and 20 years old. Eight main quality of life domains were evaluated: emotional well-being, physical well-being, material well-being, personal development, interpersonal relations, social inclusion, self-determination and rightsResults: The obtained data indicated that the degree and presence of intellectual disability did not homogeneously influence people’s quality of life, but many variables could alter their quality of life to a greater or lesser extent. There are no significant differences between quality of life areas but significant differences appeared for level of dependence in the self-determination subarea (p<.05). Conclusions: These results led us to analyse the social and emotional implications for families and their environment.

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