Should The Leisure Centre Accessible For Children With Disabilities And The Sport Of Swimming

Last year was the first time I worked the Special Olympics, and I didn’t know what to expect. I signed up for it with my basketball team because the Special Olympians would be playing basketball and volunteers were needed to help run the scoreboard and keep time. Mr. Campbell, the man in charge, told me that the opportunity to play basketball will be an incredible experience for the special needs participants, but working the event will have an even greater affect on me. I was

Barriers and challenges to disabled children and young people’s participation sit within three broad areas: training, support and resources; knowledge, understanding and attitudes; process, systems and structures. Identifying and recognizing the barriers and challenges provides a good basis for planning to further disabled children’s participation.

To understand the issue of inclusive practice for children and young people, it is helpful to understand the medical and social model of disability. The social model of disability says that disability is caused by the way society is organised, rather

A. Disability legislation increases the recognition of actively involving individuals with a disability into community based projects and adapting mainstream projects for the involvement of others with a disability. This encourages inclusion for disabled individuals into the community and helps with other factors such as disabled access for wheelchair users and individuals with impaired mobility in the likes of schools and universities as well as local shops and community centres. Encouraging inclusion of disabled individuals into the community “normalizes” disability and encourages a positive

Swimming Australia Limited in partnership with Play by the Rules have developed an initiative called the Inclusive Swimming Framework (ISF). This framework provides the aquatic industry a guide to achieve inclusion for individual’s who may be disadvantaged when participating in swimming and aquatic activities (Woods, 2015). For more information, visit: www.swimming.org.au

For example, is it realistic to expect that a teenager living on a remote cattle station will have the same access to surfing as another teenager living in a coastal town? While some barriers, such as distance, cannot easily be overcome, many barriers that relate to people’s beliefs and attitudes about sport and physical activity can be removed. The study of equity and access in sport is primarily about reducing and removing the unreasonable and irrelevant barriers to participation—such as discrimination, prejudices and stereotyping. This may require a shift in current attitudes.

According to Disabled Spots USA, “National Handicapped Sports and Recreation Association renamed Disabled Sports USA in 1994. It has 91 chapters and 36 states in the United States. It gives sports and recreation programs not only the military people who get serious physical disabling because of their mission, but also people who have disability.” There are 303 million people, who have either mental disabilities or physical disabilities, living in the United States. “Disabled Sports USA provided sports and recreation programs to over 60,000 youth and adults who have some disabilities now according to Australian Paralympic Committee. ” Disabled people, who do some physical activity, are possible to spend happy life compare with disabled people, who did not do any activities. According to Disabled USA’ survey said, “The survey found that DSUSA Chapter Participants (CP) are twice as likely to be employed as the general population of adults with disabilities (68% vs. 33%). ”

Everyone has their own set of strengths and weaknesses. Those with disabilities are no different they just have a different set then everyone else. I chose this project topic because in 5th and 6th grade I was part of a program called Peer Pals. Once a week during recess I volunteered in a special needs classroom. This work opened my eyes to the world of special needs and Peer Pals is one of the things I miss about elementary school. I realized that I needed to continue helping the special needs community. No solutions presented themselves and then one day the solution stared me in the face from it’s home in the Reston Community Center Program Guide. “Volunteer at the Adapted Aquatics Class,” I had found a solution to my problem.

Before visiting the Hospital for Special Care Adaptive Sports Program in New Britain, I did not realize all the hard work that goes into working in the adaptive sports program. At first I thought the adaptive sports program was for people who had difficulties playing sport and nothing more. However, after visiting the site, I was completely wrong. The tour guide informed us that the facility purpose is to modify equipment in order for people with certain physical limitation to enjoy the sport comfortably. He informed us that the players do not participate because they have to, but because they love the sport in and of itself. From hearing everything the tour guide was telling the class, I feel the inner pride in him. I realized that he truly loves his job because of the fulfilment he helps the clients achieve, for example gaining friends they can call family and building their confidence.

Abstract: The Special Olympics not only give special athletes athletic skills, they offer more opportunity, encouragement, and dexterity to survive in society than the public school system alone. To understand the differences and similarities between handicapped athletes and their non-handicap peers is the first step in creating a program that best meets the child's needs. There were no community programs that catered to the mentally and physically challenged, so Eunice Kennedy-Shriver created "special games" in her back yard for her handicapped child. Shriver established the Special Olympics in 1968. Today there are more than one million special athletes competing in 140 countries. There are some problems with relying on the

In today’s society people tend to be open about differences and respond to them understandingly. In the 2014 Special Olympic USA games Kim Chandler who is a thirty-eight-year-old olympic swimmer with down syndrome and uses her unique athletic skills to teach able children to swim. Kim is a brilliant example of how society has changed positively. What is so inspiring about Kim teaching children to swim is the way people accept her and include her in our own lives. We accept people with disabilities like Kim because society today accepts differences and believes we need them to make the world a unique place to live. Although, not everyone was accepting of disabilities in the earlier times. If Kim was living in the 1930’s when she wanted to help children swim she would not be able to, she also would not be able to swim because there would be no Special Olympics. In the 1930’s Society was unaccepting to differences; they didn’t want to believe that differences are relevant.

Therapeutic recreation has been a long-time and frequently used form of healing for many people, including individuals who are elderly, disabled, or have a form of mental illness (Carter & Van Andel, 2011). It was only a short time ago, in the twentieth century, that therapeutic recreation was recognized as a crucial component in health care (Carter & Van Andel, 2011). Therapeutic recreation has a variety of benefits that vary for many age groups. There is outdoor therapeutic recreation for young children who have down syndrome, an example would be swimming, as this is quite beneficial not only to the young age group, but to the older age group as well. These benefits include physical skills, cognitive skills, behavioural issues, and many more. This essay will discuss these specific particularly within the elderly age group.

Complete a written assignment that will demonstrate your knowledge and understanding of the legal requirements and policy relating to inclusion. Critically analyse the issues surrounding Special Educational provision and disability in school.

For young people with a disability leisure activities take on added meaning. Participating in the Melbourne Cup stay offered a chance to share in community life, develop a meaningful social role, and acquire new skills to push the boundaries of their personal limitations (Patterson & Pegg, 2009, p. 387). Socialising with peers helped the group share common interests with non-disabled youth and break down negative attitudes and social stigma towards disability (Patterson & Pegg, 2009, p. 392). This in turn nurtured a sense of normalcy and contributed to social acceptance and belonging (Lundberg, Taniguchi, McCormick, & Tibbs, 2011, pp. 207, 212, 213).

(2007), reported the main risk factors for childhood drowning, was lack of barriers between dam and children, improper installation of fences around swimming pools. Moreover, there should be constant vigilance of parents and caregivers and they should be educated via various educational programs in order to spread awareness among the risk factors involved in child drowning in swimming pools (Yang, 2007). Kenneth et.al. (1995), reported that if a child is given water safety training during swimming, there are less chances for them to get drowned. A water safety training program is being implemented and was designed for school age children and three set of skills was targeted, deck behavior, how well one can do swimming and water safety skills. Children’s Hospital and Medical Center director gave about 10% of lessons to children and their parents. Positive results and improvements were seen in water recovery skills of children after eight lessons and were associated with swimming ability of the children (Kenneth et. al,