4. People seem to be much
more comfortable around
people with more ‘visible’
disabilities (physical or
sensory disabilities), than
they are around people with
less visible disabilities
(mental health conditions or
learning disabilities).
Well over half (58%) of disabled
people responding to a survey in
2013 said that they had not
noticed any change in people’s
attitudes towards them as a
disabled person following the
2012 Paralympic Games – a major
moment for disability in the UK.
Negative attitudes towards disabled
people are widespread
Nearly four in ten (38%) people surveyed
think of disabled people as less productive
than non-disabled people, over three
quarters (76%) think of disabled people as
needing to be cared for, and 13% think of
disabled people as getting in the way some
or most of the time.
(Scope 2013)
5. Special Olympics
Unified Play
Why do we need to get this
ball into play?
Research has highlighted that
____ of young people in the UK
with an intellectual/learning
disability are bullied - that is
280,000 children. This bullying
not only destroys young people’s
capacity to enjoy life, but also
devastates their opportunity to
achieve at school, and limits their
life chances
6. INTERNALISING NEGATIVE ATTITUDES
“If [the young people I work with aren’t] dealing with
cultural shame or shame from their home life, they’re
dealing with their own internalised shame. And there’s
not that visibility of disabled people for them – so who are
the disabled people that they look up to – to see hope
from?” Emily, London
Experts interviewed during the research were particularly
keen to see more disabled people as role models and in
the leadership positions which are responsible for
championing change. They felt that this would be
powerful in changing wider society’s attitudes towards
disabled people
10. School Outcome How can Play Unified support schools in
demonstrating its commitment to improving the
educational, personal development and welfare
of all young people?
•Helps all children and learners to make progress and fulfil their
potential, particularly disabled children and learners and those
who have special educational needs
•Actively promotes equality and diversity, tackles bullying and
discrimination and narrows any gaps in achievement between different
groups of children and learners.
•Helps young people to develop the knowledge of how
to keep themselves healthy, both emotionally and
physically, including through exercising and healthy
eating
•Promotes young people’s personal development, so that they are well prepared to
respect others and contribute to wider society and life in Britain
13. Special Olympics Unified Sports promotes
inclusion
through bringing together people with
intellectual
disabilities (known as athletes) and
people without
(known as unified partners), to train and
compete on the
same teams and in the same
competitions. Unified Sports
participants can improve their physical
fitness, sharpen
their skills, challenge themselves through
competition
and have fun whilst participating in a
variety of
sports, ranging from football to
basketball to tennis.
14. All Unified Sports® players, both athletes and Unified partners, are of similar age and
matched by sport skill ability.
Unified Sports® teams are placed in competitive divisions based on their skill abilities,
ranging from training divisions (focused on skill-learning) to high-level competition.
‘Teachers take the educated risk to support the
vision and insight of young people use Unified
Sports to create inclusiveenvironments in
their schools.’
‘Young people withand
without disabilities contribute
to a more inclusiveand
positive ethos and
cultureacross the whole
school.’
16. Unified Sport –
Basketball England vision
‘For everyone in England to have the opportunity
to discover, enjoy and experience the game.’
Kieran “ I love the opportunity to play basketball
and make friends
with people from other schools, it’s fun”
Berkshire– 2 community clubs deploying coaches to 9
schools
Reading Rockets, Bracknell Cobras
17. Unified Sport –
We are all more alike than different!
Caption
Image
Image
Caption
Image
“Be the change you
wish to see in the
World”- Ghandi
Image
18. “Unified Play is something that we
liked the sound of (as it was different
but similar to what we do), and really
wanted to be involved in the pilot. It
matches up to our priorities and our
work.
Ryan Moignard
Liverpool FC Foundation Community Manager
19.
20.
21. PlayUnified at Clare Mount!
Our Unified Play
team!
Image
Image
Just playing as a
movement
break!
Image
Intra Unified now
ready for real
play unified!!!
Image
22.
23.
24.
25. “Let us all remember that when we ask, give
or go the extra distance to fight for our
athletes, we are fighting for life itself… a
soccer ball isn’t about a nice event for ‘them’
but rather an urgent movement designed to
save lives and offer hope and dignity to all of
us.”
Tim Shriver Chair, Special Olympics
Unified Sport
26. #PlayUnified
End the injustice, intolerance and inactivity of people with
intellectual disabilities, by building a unified generation
through sports.
27. If you are interested in Play Unified, and
would like further information on how to
get involved please visit
www.playunified.org and
www.youthsporttrust.org/playunified
Editor's Notes
Workshop title and partners
Session 1 Icebreaker #1 as delegates enter workshop give out sticker spots (stickers represent them as human beings) and encourage them to play games with the ball (name: job role: most inclusive experience to date). Pass the ball again and try to answer the question ‘How may we use…’
Session 1 Icebreaker #2 – understanding of what inclusion is and isn’t. Delegates have sticker stops and will be excluded, segregated, integrated and included into play. Which circle is PlayUnified? Find another person and discuss how you felt when you were segregated, excluded etc from play. How did included feel?
Session 2 Negative Attitudes towards young disabled people are shocking and the Paralympic legacy has not changed that (Scope 2013). Why plau unified is necessary to end the intolerance of disabled people especially men between ages 18-25.
Session 2 Bullying figures towards young people are shocking however in the attitudes survey teachers and education staff are clearly social agents for change (only 2% need to change attitudes).
Session 2 Internalising negative attitudes - YST data on bullying then watch the Suzy video (Speechless). Lead into self actualisation slide.
Session 2: PlayUnified Uncle Hughie, Self actualisation basis – relate to negative attitudes and schools.
Session 2. Watch Barry video as a counterpoint to this to the negative attitudes shown towards young disabled people those with additional needs in particular and remind everyone about self-actualisation being paramount over above old medical model of disability and not just about CARE.
Session 2 Let’s get the ball into play Suzy video – gloriously included, gaining confidence and becoming a leader. Suzy has been an ambassador for over 10 years and received media training and is a terrific athlete mentor role model. Suzy look pretty self-actualised!!!
Session 2 Delegate task: Record and rate number of priorities for their school/organisation on flipchart paper. (5 point scale 5 very important 1 not important). Give each group a sheet with the outcomes from the HT letter. After they have matched up ask them to rate these and match to their own priorities.Go through slide after the task to highlight what PlauUnified can do for them.
Session 2 KE explain this slide. Ahead of this slide do the ‘Whole School Outcomes Sorting Task rip apart the resource, layout and complete in group or with a partner – post task: KE summarise the range of outcomes Play Unified can achieve. Moving into session 3.
Session 3: Show Video of Play Unified Recruitment Letter.
Session 3: Outline the different levels of PlayUnified and how it is different to streaming in schools etc – lead into GUIDANCE SHEET ‘4.1 OVERVIEW’ task about selecting and including. READ & HIGHLIGHT KEY CONCEPTS, PROCESSES & MESSAGES – RECORD KEYWORDS ON FLIPCHART WITH PARTNERS / GROUP. What is it?
Session 3 Task and Guidance – DELEGATES have READ THE GUIDANCE SHEET ‘4.1 OVERVIEW’ FIRST THEN using the learner profile sheet who would you match these learners up with in a school setting. Real profiles of learners task – complete together. How could you structure this: Every attempt should be made to keep all teammates as closely matched as possible… Ability matching will decrease the risk of injury and provide a more meaningful sports experience. Mention how this can work for all young people both in schools and in community settings. Talk about this as a pedagogical model that can support all current forms of pedagogy in schools and in community settings.
Members of a Unified Sports team should be able to demonstrate fundamental skills and strategies of the sport
All players must play in every game
On-court/pitch ratios of athletes and unified partners are specified
Session 4 pilot Case Studies: Display this slide as Karen steps up to speak.
Session 4 – Karen to share with delegates about how Berkshire have shaped the project.
Session 4 Karen to provide insight into this slide. What we can do.
Session 4 Jon White – partnering with a major delivery brand who’s agenda met ours and building to our culminating festival.
Session 4: JW Merseyside delivery model – scope of project, partnership working, major sporting event, mention schools and why they were chosen. Inclusive health check links and showcasing for school games organisers. Links to Special Olympic clubs in Wirral, Liverpool and Halton.
Session 4 JW Structure of coaching – making it happen, changing the world, getting it up and running.
Sessino 4 Case study Clare Mount delivery model of Unified Play – pupil voice. Learning from our delivery – PLAN, DO, REVIEW.
Session 4 Culminating festival at the Liverpool academy on 4th May 2016 – possible visit of Thierry Henry. Tap into major sporting event to make everyone feel part of it. Friendly competition in play unified football.
Session 4: We want you to shout about what you do and build excitement and awareness. Also tap into brand power of delivery partners.
Session 4 finish - – delegates complete a pub quiz. Not all questions on the pub quiz are answerable however further signposting to project in a fun way.
Tim Shriver slide 1: If Tim wishes to speak we will put up for reference (at any time during the presentation).
Tim Shriver slide #2– put this slide up after Tim’s quote for delegates or use as a finishing slide prior to website signpost.
Workshop finish after session 4 – after session 4 put this up for delegates to make a note. Replay Recruitment letter video x 2.