Examples of Resources: Local NCPERID Organization Description Contacts Universities - Texas Woman’s Uni. Aquatics program ...
NCPERID Examples of Resources: State Organization Description Contacts Special Olympics Provides year-round sports trainin...
NCPERID Examples of Resources: National Organization Description Contacts National Center on Physical Activity and Disabil...
<ul><li>Slide Text </li></ul>Slide Title NCPERID
<ul><li>Slide Text </li></ul>Slide Title NCPERID
<ul><li>Slide Text </li></ul>Slide Title NCPERID
<ul><li>Bob  Arnhold , Slippery Rock University, PA </li></ul><ul><li>Simon Driver , University of North Texas  </li></ul>...
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  • *Note: Only 12 categories are listed above… Hearing impairment, Deaf-blind, and Deafness are all separate categories in the new revision of IDEA...this is where the 13th category comes from. What law requires that all students with disabilities receive a free appropriate public education? Public Law 94-142: Education for All Handicapped Children Act (EHA), now PL 108-446, IDEA. What is the chronology of Public Law 94-192 to today’s PL 108-446, Individuals with Disabilities Education Improvement Act (IDEA)? PL 94-142: EHA of 1975. In 1975, Congress passed Public Law 94-142 ( Education of All Handicapped Children Act ), now codified as IDEA ( Individuals with Disabilities Education Act ). In order to receive federal funds, states must develop and implement policies that assure a free appropriate public education to all children with disabilities. The state plans must be consistent with the federal statute, Title 20 United States Code Section 1400 et.seq. (20 USC 1400). Its major components include the child find and full-service mandates, least restrictive environment (LRE), eleven disability categories ( now 13 categories ), and individualized education program (IEP) process. As per EHA, now IDEA, child find procedures are mandated for identifying students with disabilities and/or in need of special programming. Full-service mandate states that all students with disabilities are to receive a free and appropriate education. LRE states that students with disabilities be educated in the least restrictive environment. The IEP process sets the occasion for individualized accountability-based instruction for students receiving special education and related services ( www.ed.gov ).   PL 101-476: IDEA of 1990 —its major components include person-first, disability-second language , individualized transition plans (ITP), and the addition of two new disability categories; autism and traumatic brain injury.   PL 105-17: IDEA Amendments of 1997— its major components include ongoing evaluations of students with disabilities to determine appropriate placement and services, involvement of regular educators in IEP team evaluations and planning, and the support of inclusion. PL 105-17, IDEA of 1997 was most recently reauthorized as PL 108-446 Individuals with Disabilities Education Improvement Act {IDEA} of 2004 ( http://www.ed.gov/about/offices/list/osers/osep/index.html ). Section 682(c). Administrative Provisions of this law reads: (1) Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities.   (2) Before the date of enactment of the Education for All Handicapped Children Act of 1975 (Public Law 94-142), the educational needs of millions of children with disabilities were not being fully met… (http://www.ed.gov/about/offices/list/osers/osep/index.html, p. 118 STAT. 2649) In accordance with IDEA, to the maximum extent appropriate, children with disabilities must be educated with students without disabilities and in the least restrictive environment (LRE). Advocates for inclusion suggest that it provides students with a more stimulating and motivating environment. Further, inclusion advocates suggest that it provides increased opportunities for students with disabilities to develop social skills and age-appropriate play skills.
  • What are the major components of Public Law 93-112, Rehabilitation Act, Section 504? The nondiscriminatory clause states that no qualified student with a disability should be excluded from participation in athletics, recreation, or other extracurricular programs funded by the federal government. The clause on barrier-free physical accessibility to programs states that persons with disabilities must have easy accessibility to buildings, facilities, and programs. What is the relationship between Public Law 93-112 and PL 101-336, Americans with Disabilities Act (ADA)? Both are civil rights laws PL 101-336 amends PL 93-112. Public Law 101-336, ADA is principally concerned with the elimination of discrimination against individuals with disabilities and strongly fortified the mandates of PL 93-112 by extending the civil rights of those persons with disabilities to all programs, school- or nonschool-related, irrespective of the receipt of federal financial assistance. This expansion includes public and private entities regardless of whether or not such entities receive federal assistance and this law covers transportation, telecommunications, and employment ( http://www.ada.gov/pubs/ada.htm ).
  • The word education is an addition – it is not in Sherrill or WHO definitions Unique/exceptional was originally worded as disability. The group changed it to unique/exceptional for the following reasons: Disability is not inclusive enough and we serve persons who fall outside of having a disability Reason for use of term unique is that it does fall within IDEA definition “unique needs” Argument against unique was that it follows a more medical model – use term exceptional instead of unique. Our group feels that disability should be used since we have 5 slides discussing and defining disability
  • Expense – Direct medical Costs The impact of childhood disability can be measured by its effects on the individual child’s health and functional status as well as by the aggregate effects of disability on the educational system and the health care system (Newacheck &amp; Halfon, 1998). Health care expenditures have been show to be commensurately higher for children with disabilities. The prevalence of childhood disability is associated with elevated use of health care services (physicians and hospitals). Approximately 18% of children with disabilities are reported to be in fair or poor health compared to 2% of children without disabilities. There is considerable variability across conditions on the impact of illness on children with disabilities (Newacheck &amp; Halfon, 1998). Expense – Employment vs. Medicare There is a significant cost difference to the US public to have people with disabilities employed vs on medicare Self-reported Health Status Secondary Health Conditions Individuals with disabilities can benefit from an active lifestyle. PA not only reduces the risk for health concerns and susceptibility to secondary health conditions, but PA also can influence all levels of functioning (van der Ploeg, van der Beek, van der Woude &amp; van Mechelen, 2004; Healthy People, 2010). Secondary health and functioning problems in people with a disability that can be prevented or reduced by participation in PA include heart disease, diabetes, osteoporosis, osteoarthritis, high blood pressure, decreased balance, strength, flexibility, and endurance, increased spasticity, weight problems, bladder infections, and psychosocial considerations including depression, reduced self-esteem, decreased social interactions, and greater dependence on significant others and/or caretakers (van de Ploeg et al., 2004). The Public health expense of these secondary health conditions increases if people don’t have access to physical activity Newacheck, P. W., &amp; Halfon, N. (1998). Prevalence and impact of disabling chronic conditions in childhood. American Journal of Public Health, 88, 610-617 van der Ploeg, H. P., van der Beek, A. J., van der Woude, L. H.V., &amp; van Mechelen, W. (2004). Sports Medicine, 34 , 639-649.
  • Advocacy begins with learning and understanding know to we use both state and federal law to intervene with state policy and practices. It is particularly important for parents to learn about the legislation and to use these processes to improve the quality of services for their child (Sherrill, 2006). Civil Rights Equality of opportunity does not come easily. The civil war, women’s right to vote, human rights with regard to segregation,, Title IX educational amendments for women , are all related in that the rights of these citizens were often violated including equal opportunities for education and physical activity (Sherrill, 2006). Educational Rights The individuals with disabilities education act (IDEA) is the legislation that guides policies and practices in the education of students with disabilities. The term free appropriate public education (FAPE) is defined in IDEA Part A. Also in this legislation the term special education is defined to include instruction in physical education. Sherrill, C. (2006). Adapted Physical Activity, Recreation and Sport: Crossdisciplinary and Lifespan, (6 th Ed.). McGraw Hill: Boston, MA.
  • Social Opportunities for children as a result of physical education/sport/physical activity participation include: Increased interest in social activities Improved physical fitness Improved sports kills Developed intrinsic interest in sport activities Positive influence on personality Improved social interaction Improved parent child relationship Through participation in sport, parents start to see their child included and/or participating in sports with modifications. Parents are able to cheer for their child, see their child as more capable than they originally thought, and tend to challenge children more to be independent and reach their potential. Parents also experience a change in their attitudes towards abilities of children with other disabilities and gain the benefits of meeting and being involved with children with disabilities other than their own child. Parent-Parent/Caregiver Parents of students with disabilities need information, relief from stress, respite care, support for siblings, training, and practical support Sport and physical activity provides parents a place to interact with one another for the benefit of support and informational exchange and the opportunity for their own respite purposes
  • Participation in physical education, sport, physical activity enhances participant’s perceptions of both the physical and social self (Blinde &amp;McClung, 1997). Physical self Participants (a) experienced the body in new ways, (b) experienced enhanced perceptions of physical attributes, (c) redefined their physical capabilities, and (d) increased perceived competence to pursue new physical activities (Blinde &amp; McClung, 1997 Social self Perceptions of one’s social self was modified by participation in physical activity by (a) expanding ones social interactions and experiences and (b0 initiating social activities in other contexts (Blinde &amp; McClung, 1997). Gains experienced through participation in physical activity suggested development and enhancement of sense of control, resulting in higher levels of self-efficacy and greater risk-taking or proactive behaviors (Blinde &amp; McClung, 1997). Quality developmentally appropriate opportunities should be provided throughout the lifespan starting in early childhood and continuing through community recreation and physical activity planning as part of the transition plan for students with disabilities. Blinde, E. M., &amp; McClund, L. R. (1997). Enhancing the physical and social self through recreational activity: Accounts of individuals with disabilities. Adapted Physical Activity Quarterly, 14, 327-344.
  • Look at the development literature for accurate terms
  • Verbal points to make: the connection between the home and school environment is imperative. The primary caregivers should feel school is a safe and comfortable place to seek assistance and collaboration. Parents and family members are a child’s best advocate.
  • Include bullets which highlight programs in your own school district. Additional examples might include peer partner programs, inclusive club opportunities, community service projects. Schools should advocate for students because it is ethical and rewarding, not because they are forced to.
  • This list is not comprehensive. It will vary depending on where you live. Kinesiology or physical education personnel can be wonderful resources.
  • By addressing these obstacles, then the local governing body is advocating for individuals with disabilities. Additionally, federal commitment of funds assists with the development and maintenance of activity promotion programs and local school district ability to meet the personnel and programming needs of individuals with disabilities.
  • How can the these pieces work together?
  • These are just examples. Enter desired examples for your area. Emphasis should be that for true advocacy, the school, community, families, and government need to all work together.
  • To include individuals with disabilities into physical activity it is important to understand the different activities that are available to the individual To emphasize the importance of participation in physical activity there are several ‘position statements’ available by national organizations It is important to remember that this document can be modified and applied to your community and state Resources are available for different types
  • This is an example for Texas - Please copy and paste the information that pertains to your location Other examples of local resources that you may have in your community = after school programs, church programs, fitness/wellness Centers (e.g. YMCA, Boys/Girls Clubs), outreach centers, disability foundations, competitive sport programs, senior centers, city parks and recreation, etc.
  • This is an example - Please copy and paste the information that pertains to your location Other examples of state resources : summer/weekend camps, competitive sports organizations, disability foundations, hospitals, state education associations, High school sport federations Funding sources/Charities: Community Service Organizations (e.g., Rotary, Kiwanis), Challenged Athletes Foundation, United Way, Christopher Reeves Foundation, WSUSA.org (Resource page), usparalympics.org (resource page), Children’s Miracle Network
  • This is an example - Please copy and paste the information that pertains to your location Other examples of federal resources: Department of Education (DOC)/National Institute on Developmental and Disability Research (NIDDR), United States Olympic Committee (USOC), Disability Sport Organizations, High School Sport Federations/National Federation, Disability/Disease Foundations (e.g., Cancer, Alzheimer, AIDS, etc), Hospitals, Summer/Weekend Camps, Competitive Sports Programs, Blaze Sports. Adapted Equipment and Resources: sportaid.com, bikeon.com, eaglesportchairs.com, wcracing.net, spinlife.com
  • These slides are available for the presenter to personalize this presentation.
  • These slides are available for the presenter to personalize this presentation.
  • These slides are available for the presenter to personalize this presentation.
  • These are the original authors
  • Advocacy PowerPoint Now Available

    1. 23. Examples of Resources: Local NCPERID Organization Description Contacts Universities - Texas Woman’s Uni. Aquatics program for children twu.edu - Uni. North Texas Gym based activity for children unt.edu Community Service Agencies - Reata Rehabilitation (e.g., Therapeutic Riding) Provides physical and occupational therapy using horse movement as a treatment tool reatarehab.org Hospitals - Scottish Rite Children’s Hospital (e.g., hospitals, rehab centers) Physical activity and rehabilitation services for children with orthopedic / neurological disorders tsrhc.org Summer/Weekend Camps - Camp John Marc (e.g., summer/weekend camps) Organized outdoor activities to improve the quality of life of TX children with disabilities campjohnmarc.org
    2. 24. NCPERID Examples of Resources: State Organization Description Contacts Special Olympics Provides year-round sports training and athletic competition in a variety of Olympic-type sports for persons 8 years of age and older who are intellectually disabled . www.sotx.org Challenged Sportsmen of America Outdoor activities for individuals with physical disabilities challengedsportsmen.org
    3. 25. NCPERID Examples of Resources: National Organization Description Contacts National Center on Physical Activity and Disability (NCPAD) The mission of the NCPAD is to promote substantial health benefits that can be gained from participating in regular physical activity. www.ncpad.org National Organizations Resources and guidelines related to physical activity programming for individuals with disabilities aahperd.org, ncperid.org, naspe.org, cec.org, aapar.org List-serves and webpages Provides information about resources and guidelines related to physical activity programming for individuals with disabilities pelinks4u.com pecentral.com aahperd.org/aapar
    4. 26. <ul><li>Slide Text </li></ul>Slide Title NCPERID
    5. 27. <ul><li>Slide Text </li></ul>Slide Title NCPERID
    6. 28. <ul><li>Slide Text </li></ul>Slide Title NCPERID
    7. 29. <ul><li>Bob Arnhold , Slippery Rock University, PA </li></ul><ul><li>Simon Driver , University of North Texas </li></ul><ul><li>Sam Hodge , Ohio State University </li></ul><ul><li>Scott Pedersen , University of Tasmania, (AUS) </li></ul><ul><li>Kristi Roth , University of Wisconsin–Stevens Point </li></ul><ul><li>Deb Shapiro , Georgia State University </li></ul><ul><li>Laurie Zittel , Northern Illinois University </li></ul>“ Continuing to Open the Advocacy Umbrella” NCPERID http:// www.ncperid.org