Inclusion/Integration in Sport

Should we have integrated or segregated sports sessions for young people with disabilities.

What do we mean by Inclusion?

Integration between mainstream and disabled young people?

Integration between different disabilities?

Making a society for ALL?

Being a governing body sports coach for the past 25 years involved in running integrated sports sessions in Judo/Powerlifting /Football, I have found integration more beneficial and educationally correct than segregation for all participants involved.How I became involved was due to a down syndrome young girl wanting to participate in a mainstream Judo Club Session.

Having no knowledge of disabilities but thinking that disabled young people have a Right to Participate with the same choices has others, whether in a class of their peers or an integrated sessionThere are advantages and disadvantages in INCLUSION. But in my opinion the advantages out weigh the disadvantages.

Over the years especially in the sport of Judo we have made giant strides in enabling young people with disabilities to participate in mainstream Judo clubs and sessions.

We now have a programme with the governing bodies of judo throughout the UK. Which includes a National Commission for Inclusion and structures in place for the training and education of coaches and officials Nationally in coaching ways and the coaching needs and promotion systems of young athletes with

Disabilities.

COACHING YOUNG PEOPLE WITH DISABILITIES

Through Experience and having no knowledge of disabilities at the beginning of my coaching career, I have now passed on my experiences, good and bad, to many others in the judo world.It is my belief that disabled people of all disabilities can be coached to have an involvement in the sport of judo. Whether it is of a competitive - demonstrative or educational event. This can also be applied to other areas of our sport, like refereeing and table officials.

Most disabled judoka involved in our sport at present have what is termed as a learning disability/mental handicap or mental retardation. The coaching of these athletes is very similar to coaching at mainstream level, with the only difference being, you might have to give your instructions many times before it is understood and digested. You might have to adjust your coaching techniques to suit this individual, buy adapting a simplified form of learning. Basically these athletes at the higher level or the sport can and are able to participate in club sessions with mainstream judoka.

These would be the most prominent competitive judoka.

Again in this category we will come across judoka with a mental disability perhaps combined with a behavioural disability or physical disability. These athletes need more care and attention. It has been found through experience the athletes with a behavioural problem react to judo in a disciplined way due to it being a contact and aggressive sport. With the discipline involved in the sport it makes it easier to correct the individual. It is advisable at first with the disability to keep them in an individual specific special needs group session.

This judoka I would put in the demonstrative category, perhaps kata events.

The athletes with a mental and physical disability will now test your coaching mind. You will find the main reason for this will be the physical disability causing a balance difficulty for the athlete so your adaptation of techniques and skills will be very important for this athlete. Some of these athletes will be in the competitive event and others in the demonstrative event.

Our visually impaired and hearing impaired judoka are able to participate in mainstream sessions and would come under the competitive level. But help is needed at these sessions with partners for the visually impaired. For the hearing impaired your skills of communication are most important, especially your presence and position on the tatami, when facing and giving instructions. These judoka are of sound mind and can digest information and instructions quite easily.

Our next largest percentage of judoka participating would be those with a physical disability, mainly cerebral palsy, which normally affects the lower limbs in our competitors already participating. These are mainly of sound mind and can absorb instructions quite quickly. These athletes that can participate standing could be in the competitive and demonstrative events. Coaching these athletes needs your coaching ability to select/adapt and formulate judo throwing techniques which will enable them to participate in a standing event without losing their balance, counter techniques are sometimes more adaptable to these athletes.

Below these we have beginners and perhaps those with one or more disabilities, who only want to participate for fun and enjoyment. These might be athletes who are very weak or those that can only start in the newaza situation. We do hold competitor events in national federations for the more experienced and knowledgeable athletes.

This group could be classed in the demonstrative event but most of the weaker athletes will be able to cope better in the educative events. Although if newaza contest starts were eligible in the high ranging events some of these judoka would be in the competitive level.

When taking on students with disabilities into your local club sessions, firstly find out from the parents or carers some background information on the disability and ailments and temperament, especially if they have epileptic seizures. What medication do they take?

It would be knowledgeable for all coaches to attend a Disability Awareness Course prior to teaching athletes with special needs. It is always advisable to gain a little knowledge prior to taking on new students. Coaching judo is the easy part for coaches, adapting techniques and the repetitions of coaching these will be the task.

For the weaker or less able students a special needs class amongst their peer group is essential and proves less aggressive.

As coaches we are there to teach a sport, teaching moves or exercises specifically for therapy, or to help actions of bodily movements, just for therapeutic reasons is not why we are involved, there must be a willing contribution from the athlete to participate.

Use coaching aids for technique, doing things by numbers is easier for an athlete to absorb, put fun and games into sessions. This way you will find the athlete absorbs things quicker this way.If you have students in your sessions who can only do newaza, take a class warm up from the ground, but if you have a mixed ability class/session do not get embarrassed by teaching techniques some in your session cannot do, they welcome a rest like all others. People with disabilities are quite aware that some exercises they cannot perform but quite understand this situation. Your more able students and higher grades will be more than willing to have a short rest coaching a disabled athlete. Every person has a right to participate but the coach must be willing and confident in coaching people who have disabilities.

Start small with a special needs mixed disability session, or restrict it to a certain individual disability session. Make sure you have help and if it is a mixed gender class, ensure you have male and female helpers.

 The first couple of sessions you will find it very demanding, treat the athletes like you would treat other athletes in your classes, some athletes learning age is of a lower age than what they are, but discipline is very important, they understand discipline and it helps others in the session. A good system to ensure your sessions are controlled in the judo spirit is to have a small club award system once per month and nominate a judoka who perhaps is not the best exponent of the judo skills but has shown the true spirit of the sport of judo in the past month. Another way of doing this is to have a ladder or leader board system, which changes every week with the first position at the end of the month receiving the accolade.

When accepting athletes with downs-syndrome, it is important to check with the parents/guardians or carers, that they do not have Atlanto-Axial-Instability, which is a weakness in the neck which if prominent could cause a serious injury to themselves. It is documented that approximately one in ten could have this diagnosis.

 There are many other prospective athletes with different disabilities. When dealing with different levels of abilities and skills, a coaches,adaptation skills, of the sports techniques are put to the test, especially for events and tournaments, but this is also the case when dealing with a mainstream session of mixed abilities/ages.

It has taken a long time to implement these structures and to educate the coaches/officials /athletes and all involved in the sport that inclusion is the way forward. It should also be noted that rules also have to be adapted to ensure the safety of the athlete, especially with the young people with a more severe form of the disability.

To ensure a session balance is maintained, classes should be structured on inclusion which enables the athletes to participate at similar levels and skills. Over the past 15 years we have taken part in many displays/shows and fetes and tournaments/events throughout Europe and the UK. Although these tournaments and events have been structured and organised specifically for those with disabilities, it is now common practice to run the judo events side by side and at the same time has the governing bodies mainstream tournaments.

This ensures the athletes with disablities use the same arena and have the same audience and support as others.

Although some of our students who are more able participate in mainstream events the majority at present take part in integrated club sessions but participate in events and tournaments specifically for those with disabilities.Again this is inclusion between disabilities due to athletes being assessed on skill and ability

rather than the disability.

ADVANTAGES OF INCLUSION

Education of each others needs and gaining understanding of each others ways and lifestiles.This enables all to be accepted and not forgotten in todays society. We all have a fault or disability of some form but labels are not put on us like others.

By inclusion in sport we can educate each other and help others overcome their difficulties and through experience I know that the sport of judo has made family homelife, much more bearable and less aggressive, due to the athlete who has a aggressive behaviour releasing his/her aggression in a controlled way on the judo mat.

DISADVANTAGES OF INCLUSION

This can be seen in many forms, but are they myths or just lack of knowledge on behalf of us all on understanding and awareness of disabilities.

Disabled people are more prone to injuries ?

This we have done surveys and monitored injuries in all our judo events /activities throughout the UK and Europe and have found that we have not had any serious injuries over the past 15 years. This is a myth and one of the main reasons, why coaches /organisations are not confident in teaching people with disabilities. Being what is seen has an aggressive sport, but once understood you will see the benefits of the sport of judo.Yes, we do have injuries like any other activity, but no more than any other sport.

What about insurance for participation of disabled people?

This is another problem we face, do we have to take out special insurance for people with disabilities, again in the judo world in the UK, we have overcome this by accepting everyone in our programme of JUDO for ALL and discussed rules and systems with the governing bodies insurers and been honest. Thus we now have no problems.

Other disadvantages are trying to ensure every athlete is in a session of their own ability and skills. So through experience it is found to be more advantageous to run a session with different skill groups, which

will give the athletes goals of working from one group to another. This is an ideal situation for judo sessions arranged in schools.

The Programme in Schools

This is something we have not pursued at great length, due to the fact of integration and class sizes. With the British Schools Judo Association now running events, it is our aim in the next 5 years to pursue the sport of judo in schools. The British Judo Association has also implemented a schools programme to compliment this.

We are at present running judo sessions in schools some are specifically for special needs with a few being integrated. Some are also in school hours, but most are sessions in after school clubs. With the latter being integrated.

With over 200 special needs judo players in the UK at this present time, about 80 of these are regular attendees at events and tournaments, throughout the UK and Europe. These are mainly athletes who attend local judo clubs. The remainder at present practice judo for recreation or fun or are beginners in the sport.We now have rules/guidelines and systems in place, which will enable us to progress in membership and give all the opportunity to participate.Although my main form of sport enjoyment is passing on my knowledge to all, with inclusion being my main aim. We must not forget that inclusion works in many ways, we in today’s society are trying to get away from segregation so inclusion does mean mixed gender groups and sessions, also in this country today we have to include the ethnic minorities and in the past few years the asylum seekers who have come to us for a better way of life. Yes, I do agree some cannot afford to pay for sports sessions or even taken part in events.

Should we discard these? There are also many children in our society from one- parent families.

We that have enjoyed or volunteered to teach sport to the young people in our local community, understand these situations and I am sure allowances are made for these young people and their families.

Judo for All or Sport for All, we are one big FAMILY.

More and more sports governing bodies are now forming INCLUSION Commissions, which encompasses all forms of Integration and in my belief it is the only way forward.

With your help we can help more athletes, participate in the sport of judo.

Please visit :

Here you will find web-sites of interest to all in SN Judo in the UK and the World.

www.judo-for-the-disabled.freeservers.com For further information please contact: royjudo@ntlworld.com

British Judo Association: www.britishjudo.org.uk

Welsh Judo Association: www.welshjudo.com

Judo Scotland:www.judoscotland.com

N.Ireland Judo Association: www.nijf.com

Roy Court: Special Olympics Europe/Eurasia Judo Advisor/WJA Liaison Officer for Special Needs/ BJA 1st Dan Black Belt/BJA Senior Club Coach/ BJA Area Examiner/ Judo Technical Delegate Special Olympics World Games Ireland 2003/2007. Judo Disability Awareness Course Tutor

Table of contents

Introduction

The majority of the judoka, practising in Great Britain at this present time (75%) have an intellectual disability.

Part I: Frequently asked questions

What do I need to know about the athlete with intellectual disability?

What are the mental, psychological and social considerations I should be aware of?

How can I train and coach athletes more positively and more successfully to improve their performance and behaviour?

Is there a specific training plan I should follow for the season or can I be creative?

How does an individual with intellectual disabilities learn sport skills and rules?

Part II: What to expect from the athletes

Learning considerations

Medical considerations

Social considerations

Part III: What to expect from yourself as a coach

Help athletes select appropriate sports and levels of participation

Offer a range of activities/events for all ability levels

Provide safe training and competition opportunities

Conduct high quality training and competition

Involve families’ and/ or other support groups

Assist athletes to becoming integrated into the overall community

Part IV: Information and problem solving

Oral expression

Listening comprehension

Attention skills

Social perception

Accommodations for persons with physical challenges

Intellectual disability and other closely related developmental disabilities

Athlete behaviour characteristics and strategies to improve learning

Introduction

The most important thing to know as a coach in special needs is that your athletes are individuals, and coaching any other youth or community sports team. The skills that make successful coaches are the same whether you are coaching National Olympics teams, High schools or University teams, community sports clubs or youth teams. But we recognize that there are some situations that make special needs coaching unique (and thus more enjoyable!)

This section is designed to provide tools for recognizing coaching situations and opportunities that may be unique to the Special Needs coaching environment. At the end of this section, we have provided some tables that other coaches have found helpful in planning or adjusting practice strategies to help athletes and coaches to become more successful.

This section is divided into four parts

1. Frequently asked questions

oWhat do I need to know about the athlete with intellectual disability?

oWhat are mental, psychological and social considerations I should be aware of?

oHow can I train and coach athletes more positively and more successfully to improve their performance and behaviour?

oIs there a specific training plan I should follow for the season or can I be creative?

oHow does an individual with intellectual disabilities learn sport skills and rules, and what can a coach do to facilitate learning (training sequence, level of instruction)?

2. What to Expect From the Athletes

3. What to Expect from yourself as the coach

4. Information and Problem Solving

oDescription of common behaviour and recommended accommodations

oIntellectual disability and other closely related developmental disabilities

oAthlete behaviour characteristics and strategies to improve learning

Part 1: Frequently asked questions

These are some of the questions asked most frequently by coaches new to special needs

What do I need to know about the athlete with intellectual disability (mental retardation)?

The terms “mental retardation” means that someone learns more slowly than other people their age. That’s it! The term “intellectual disability” is gaining acceptance internationally as an alternative to the more clinical mental retardation. In Special Needs, you may hear either term. The most important thing to remember is that NO ONE wants to be known by a label Special Needs included, thus the abbreviated terms used for projects in various countries ie: In GB it is known as SN JUDO, in Holland G JUDO,in Hungary K JUDO.

There is no other description or expectation other than learning slower that applies to the entire population. You can count on the fact that Special Needs athletes are people who have been identified as someone who learns slower; beyond that, they are just like everyone else, individuals with unique challenges, talents, abilities and interests. Enjoy getting to know them.

What are the mental, psychological and social considerations I should be aware of?

Each athlete will have completed a Medical Release form. It will note if there are any restriction on activity, medication that may affect performance or unique situations. Other than that, they are just like everyone else.

The best advice we can give you, as a coach is to look beyond the disability to see the person, and then trust your instincts on the psychological and social situations. If you sense that someone is left out or feels lonely, you are probably right. Ask that person how they think things are going and if they are having fun.

As noted above, if there are significant psychological or social disabilities that have been diagnosed, you will see them noted on the medical release forms. Be sure you see those forms before the athletes arrive for the first practice.

How can I train and coach athletes more positively and more successfully to improve their performance and behaviour?

Look below for the comments on expectations, dignity and respect.

Check out the principles of coaching section of this guide for tips on effective coaching.

There is also an organization specifically dedicated to developing positive coaching skills. Check it out at www.positivecoachingalliance.org

Is there a specific training plan I should follow for the season or can I be creative?

This depends on your local, area, state or national Special Needs program and the sport you are coaching. Some programs have established seasons and competition expectations and some sports have specific routines.

How does an individual with an intellectual disability learn sport skills and rules, and what can a coach do to facilitate learning (training sequence, levels of instruction)?

People with an intellectual disability learn just like everyone else. They use different strategies and strengths to help them understand. Some learn best through seeing things, others through hearing things. Some need to feel what it is like to do something before they can learn it. The only difference with Special Needs athletes is that they will most likely be slower to learn it than their peers.

Repetition is a proven strategy for learning that is effective with everyone. It can also be effective with Special Needs athletes. Another strategy is to “tell them, slow them, help them and remind them.”

Bottom line: No one strategy works for everyone. Be creative and have fun. That is the best environment for learning to happen.

Check out the principles of coaching section of this guide for more information on leaving styles and effective strategies. There are also some quick reference guides in this section to help you.

Part II: What to Expect From the Athletes

Learning consideration (Motivation: Perception; Comprehension; Memory)

Motivation: We all learn faster when we want to. It is important to help athletes (this would be any athlete, not just the Special Needs athletes) See how much fun they will have once they master what you are teaching. A factor that may affect motivation includes the athletes’ reasons for coming to practice. Is it because they asked to be there? Did someone else sign them up? Do you feel comfortable that they know this sport? Or is it a new experience for them? While it may be helpful to know the answer to all those questions, your task as a coach remains the same: No matter what the motivation was for coming to the first practice, make the reason for coming to the second practice the fun and sense of success they felt at the first one.

Medical considerations (Down Syndrome; Medications; Seizures; Physical Disabilities; Fatal Alcohol Syndrome)

All of these terms are defined in the table at the end of this section titled Intellectual Disability and other related developmental disabilities. The most important things to remember regarding these issues are safety, dignity and expectations.

oSafety is dealt with by talking to parents, guardians and athletes themselves about what you should be aware of. You are not expected to be a physician, just use common sense. Be sure to read the required Special Needs medical release form so you will know if there are restrictions on activity.

oDignity is an easy thing to deny or to give. The best thing gauge of ability comes from talking to your athletes about what they like, how they feel during a workout or what they want to accomplish in this sport. When you talk to athletes, labels like Down syndrome, FAS, or “seizure prone” become less necessary.

oExpectations come from many sources. You will set expectations for your athletes. They will set them for themselves. Their families may have expectations about what they can or cannot do. As a coach, you need to set expectations that will challenge and push your athletes, then design workouts to help them meet those expectations. Be aware of restrictions that are noted on the Medical Release Form, but don’t let them define the athlete.

Social Considerations (Social Skills; Physical Recreation at home; Economic status)

All of these issues and their challenges are part of any athlete’s reality, including a Special Needs athlete. Where there are challenges in social skills, fitness, economic status or nutrition habits at home, you simply adjust the tools you use to help athletes meet expectations.

Part III: What To Expect From Yourself As The Coach

The role of the Special Needs coach is much the same as any other volunteer coach in the community. There is an expectation that the coach will know something about the sport and how to teach it. This expectation varies with the skill level of the athletes and the environments in which the coaching takes place. If you have attended a Special Needs coach’s certification workshop, you will have the basics. If you haven’t been to one go. There are a few aspects of Special Needs coaching that are unique to the program. As Special Needs coach, there is an expectation that you will:

Offer a range of activities/events for all ability levels

When most people think of coaching Special Need athletes, they assume that will have the same, lower ability level. This is not usually the case. The average Special Needs team will include athletes who have very limited exposure to a sport and athletes who have been playing for years, perhaps even in integrated sports programs in the community. Setting up practices will be much easier once you know the ability of each athlete. Then you can build workouts to meet everyone’s needs.

Examples of dealing with different ability levels

Ask more experienced athletes to help teach skills to new athletes.

Split the athletes into two groups; an independent group and one that you work more closely with.

Set up stations at practice, but set individual goals depending on the skills of each athlete (for example, uchi-komi drill where a number of athletes simply go through the course, others do it for time, while still others do it with specific techniques for time, etc.)

Provide safe training and competition opportunities

There is no different from any other coaching situation, but it is important to always remember. This population is more than twice as likely as their peers to experience abuse (physical, sexual or emotional). Keeping a protective eye out for signs of abuse or potential for becoming a victim is a sign of a good coach. Special needs provide protective behaviours training for coaches, volunteers and athletes. If you have not seen these materials, request them from your local or area organisation.

Conduct High Quality Training and Competition

Another misconception is that because this is Special Needs, the expectation of quality is less. This is not true. We intend for Special Needs athletes to experience the highest quality training and competition possible. To achieve this, we continually revamp training workshops and materials to support our volunteers and coaches. Special Needs strives to be a resource to every community, both in the programs we offer to people with intellectual disabilities and in the sport training resources available to our volunteers and coaches.

Involve families and/or other support groups

Anything worth doing is worth getting help in doing. Families come to Special Needs Judo Sessions with a wide range of expectations and interests. Some look to special needs as a respite opportunity. Others would like to only be involved by coming to the competitions and cheering. Still others seek more active roles as assistants or coaches themselves. All of these are acceptable and a part of the “team experience”.

The more effectively you find ways to include families in the team experience, the easier the season will become. Families are like athletes; each is unique. You shouldn’t try to make assumptions about their potential for support based on anything but personal experience with each

Assist athletes to becoming integrated into the overall community

While some athletes will already be active in many aspects of their communities, others may turn to Special Needs Judo to provide a safe place to learn sports and social skills that will assist them in more inclusive settings. You won’t have to work hard at this part of your coaching experience.

It frequently just happens, or happens with family support. As a cautionary note: not every athlete sees community integration as a desirable goal. Some athletes view Special Needs Sessions as their “safe place,” where they don’t have the same concerns about “being different” as they have in some integrated settings. Other athletes enjoy the freedom of going back and forth between communities or school sports programs because they have different friends or goals in each group. Still others see Special Needs as a place to learn skills so they can make the leap to integrated sports programs. Regardless of the goals, you will want to honour the athletes’ goals first!

Ways to support athletes in attaining their goals related to integration:

Help them register for community sports competition during your season.

Talk with them about what their goals are and how you might help.

Set up Unified sports experiences to determine if that might be a logical next step.

Part IV: Information and problem solving

Description of common behaviours and recommended Accommodations

Oral Expression They May Remedies

Speak only in single word statement or phrases If you understand what they mean- great! If you do not understand, ask them to say it differently

Exhibit word retrieval problems and substitute words for words they are having trouble retrieving oHelp them calm down and relax so they can find the words they wantoCome up with “signs” for common requests or concerns

Exhibit bizarre patterns of language usage oIt may be bizarre to you but make perfect sense to the athlete.oExplain that you are having trouble understanding what they mean. Get a conversation going- the give and take should make their intent more clear.

Imitate or repeat words incorrectly oThe accommodation is only necessary if you do not understand or f that is the case, ask them to pick a different word to tell you what they mean.

Use gestures as a substitute for a word Learn what the signs or gestures mean

Have difficulty relating ideas in sequenceBreak down sequences into steps and learn them individually; then put them together after the steps have been mastered

Have difficulty making self understood to peersIf one person does not understand, ask others if they understand and would be willing to help “translate”

Contributes to discussion with off-task commentsoAgain, it may seem “off task” to you but very on task to the athlete.oAsk them how their comment fits the discussion. They will explain it, give insight into their thinking or realize that they were off the topic.

Confuse words oHelp them use the correct term.oBe patient; give them an opportunity to formalize ideas.

Listening Comprehension

  They May Remedies

Ask that questions be repeatedRepeat them. If it starts to take too much time, pair the athlete with another athlete who can provide modelling.

Often say “what,” or “huh,” etcoCheck for hearing issuesoSwitch from verbal instructions to visual demonstration of the task.

Confuse the meaning of similar sounding wordsExplain the difference between the words and try visual techniques instead of auditory.

Fail to follow verbal directionsoHave them repeat directions back to you to verify understandingoIf failure to follow directions creates distractions for other athletes, have the athlete sit out or work with an assistant coach until you can determine the reason for not following original directions.

Do the opposite of the given instructionsoHave them repeat directions back to you to verify understandingoIf failure to follow directions creates distractions for other athletes, have the athlete sit out or work with an assistant coach until you can determine the reason for not following original directions.oMake sure you are stating the direction as a “positive” statement, such as “dribble all the way to the basket and shoot a lay up,” as opposed to, never dribble all the way to the basket and then not shoot a lay-up!”

Have difficulty locating the direction of sound oSwitch to visual cuesoSet up a physical reaction to the sound no matter where it comes from. For example, “when you hear my whistle, stop and look at the sideline.”

Answer questions inappropriatelyEstablish that they understood the question by restating the question with their answer and then asking if that was what they meant to say.

Confuse time concepts (before/after)Switch to physical (kinaesthetic) mode so that the end of one action leads to the next and will “feel” right. Like what is supposed to happen next.

Confused directions words (front/back)Instead of saying, “Go to the top of the key,” say, “Come and stand right here,” so they have a visual and physical way to remember.

Listening comprehensions, continued

  They May Remedies

Ask irrelevant questionsMake sure you understood the questions, or what they were really asking. You may not understand at first, so ask them to help you understand the question

Show increased difficulty in any of the above areas when noise increase Make a rule that it must be quiet when you are talking, and explain that it is because some athletes wont be able to understand if it is noisy. “Let’s all help each other have the best chance to learn this skill!”

Attention skills

  They May Remedies

Fail to finish Provide reward via praise or the right to move on once a task is completed

Seem easily distracted oKeep them busy using a variety of short tasksoBe quick with praise and give it often

Appear not to listenTouch them on the shoulder and ask if they understand what to do.

Have difficulty concentrating on tasks requiring sustained attention oBreak skills down in smaller tasks, andoKeep instruction time limited so they move more quickly from one activity to the nextoTeach as you do it with them

Appear to act before thinking (impulse control issues)o Pair them with another athlete who can act as a screener for the impulse.oDeep breaths help them slow down to focus and help you calm down as well!

Shift excessively from one activity to anotheroSet up rewards foe mastering a skill before moving on.oAsk them to teach the skill to another athlete who is having trouble. This keeps them focused on someone else’s action and not on their desire to move on.

Have difficulty awaiting turns in gamesOutline the schedule so they understand expectations.

Attention skills, continued

  They May Remedies

Excessively run about to climb on thingsHelp organize activities/limits materials if feasible

Have difficulty staying seatedoThere should not be a lot of sitting during a sports practiceoHave activities set up so that the minute they arrive they have something to start on.

Social perception

  They May Remedies

Make inappropriate commentsDepends on the nature of the comments. If it is disruptive or makes other athletes uncomfortable, have them sit out or move to work with an assistant until you can explain that it is hurting their teammates.

Make inappropriate use of personal spaceoDo a warm up drill that establishes an arm’s length; talk about giving everyone spaceoHave partners shake hands and remind everyone that handshake distance is usually best for talking. Any closer and people get nervous and can’t focus on what you are saying.

How difficulty anticipating behaviour in othersRepetition via drills will help in learning patterns of actions

Have difficulty in changing behaviour Reward and praise positive behaviour and changes. Notice and comment on improvements no matter how slight.

Appear to be inflexibleMake every action a choice. Say, “do you want to join the group over here or do you want to join the group over there?” Try avoid “or else” comments

Difficulty responding to non-verbal cues, hand gestures, facial expressionsExperiment with different cues and have them decide which ones work best for them.

Accommodations for persons with physical challenges

oAdapt rules- always clarify to the entire group

oInvite them to be involved with decision making on adaptations

oAlways make sure the person with a physical disability is positioned to see and hear instructions

oEducate everyone involved in wheelchair safety issues

oExplore other roles: for example, scorekeeper/manager/coach

Intellectual Disability and Other Closely Related Developments Disabilities

At times, you may see or hear the following terms to describe something about an athlete. These terms describe traits, or conditions, but they do not describe the person. There are few traits or characteristics that are true for all people with any label.

Disability Characteristics Best 3 Strategies to Affect Learning

IntellectualDisability (General oInformation processing and learning occurs at a slower rate; attention span is short oThis was noticed for the first time before the person turned 18 1.Train for short periods of time2.Provide repetition (key to athlete gaining new skill development)3.When training, think of athlete as literal thinkers

AutismoCommunication difficultieso“In their own world,” but frequently aware and bright1.Craves established routines 2.Signal transition, change, loud noises, etc.3.Provides highly structured and least distracting environment

Cerebral Palsy oPoor muscle controloDoes not necessarily indicate intellectual disability oDifficulty with speech articulation 1.Work on strengthening muscles 2.Teach skills in isolation to help build muscles 3.Develop gross motor skills

Down SyndromeoAnywhere from moderate to significant intellectual disability oGenetic causeoMake sure you know about Atlanta-axial instability before you do a drill that puts pressure on the neck or head. About 10 percent of people with Down syndrome have weakened vertebrae. The information will be on the medical release 1.Set clear expectations and limits 2.Use eye contact when talking; work one-no-one to demonstrate new skills (gain full attention)3.Use repetition and review

Fetal alcohol Syndrome oTends to have attention and memory deficits.oFind it difficult to stay on task.oHas difficulty in remembering what was previously learned 1.Create routine2.Set rules and limits3.Reinforce acceptable behaviours

Fragile X oElongated faceoProne to seizures oCoordination difficulties1.Provide structured and predictable activities2.Provide minimal auditory and visual stimulations3.Establish routine and structure

Prader Willi oSleep disturbanceoCompulsive eatingoSkin picking 1.Signal and practise transition 2.Set firm rules and expectations 3.Establish routine and structure

Athlete Behaviour Characteristics and Strategies to improve learning

The goal of this chart is to provide coaches with information about Special Needs athletes with different functional and learning characteristics (not labels) so that coaches can teach and coach Special Needs athletes more effectively. When an athlete exhibits what is generally perceived as inappropriate behaviour, that behaviour may simply be a reflection or part of the person. Inappropriate behaviours that will not be tolerated include defiance, acting out or silliness.

When possible, talk with parents, providers, teachers, former coaches, etc, about an athlete’s characteristics and the successful strategies used to affect learning. Use the characteristics as a checklist. Ensure that one or more of the strategies opposite the respective characteristics are employed in each practice.

Athlete CharacteristicsStrategies to improve learning

Learning occurs at a slower rate1.Provide structure 2.Provide repetition and review 3.Break down skills into smaller parts

Short attention span1.Train for short periods of time2.Provides repetition and reviews (key to gain new skill)3.Work one-on-one (gain full attention)

Resistance to change1.Provide clear and continuous transitions 2.Establish routines (enforce concept or flexibility)3.Build on successes

Stubborn/behaviour problems 1.Set clear rules, expectations and limits 2.Enforce rules but provide conditions for coming back3.Reinforce acceptable behaviour

Verbal communication difficulties Or not at all1.Allow for additional time to express thoughts 2.Use picture boards/other assistive devices 3.Ask him or her to demonstrate or show what he/she means

Prone to seizures1.Knows signs and symptoms2.Control atmosphere (heat sun, sugar, etc.)3.Inform and assure team mates when they occur

Poor muscle tone 1.Provide specific exercise and strengthening programs2.Stretch safely; do not allow athletes to stretch beyond normal joint range of motion

Lower pain threshold; sensitive to touch1.Establish eye contact when talking 2.Use softer/adaptive equipment 3.Forewarn if any touch is necessary

Failure to form social bonds1.Work in small groups 2.Have athletes work in pairs (same pairs for several weeks)3.Provide highly structured and least distracting environment

Over-stimulated easily1.Remove or lessen stimuli (dim lights; soften sounds; remove unnecessary objects)2.Train in separate room or smaller groups; gradually add people

Difficulty with balance or stability1.Provide additional assistance 2.If stretching, sit down, lean against wall or hold onto partner 3.Allow extra time to complete task

Strategies to improve learning Athlete Characteristics

1.Remove food from practice/competition sites2.Provides structure and routine for eating Compulsive eating

1. Break down drills to easier movements2.Allow additional time with one-on-one support 3.Progress according to athletes ability Coordination problems

1.Provide structured and predictable activities2.Set clear expectations, limits and conditions3.Separate from group when necessary, but allow backMood swings (frequency and intensity)

1.Provides adaptive equipment or modification 2.Provides exercises that strengthen and stretch muscles 3.Develop gross motor and stability skillsPhysical limitation or impairments

1.Use many verbal cues 2.Provide action-specific feed back 3.Hand-over-hand demonstration may be needed Blind

1.Establish eye contact when talking 2.Use signs or pictures (Macaton) or British sign language 3.Demonstrate what is desired. Deaf

This document is meant has a learning guide, although there are many other disabilities not mentioned in this document, you will find these guidelines can be useful to all.

THE REFEREE

REMEMBER THE GAME

EVALUATE THE DISABILITY

FURTHER YOUR COMMUNICATION WITH HAND MOVEMENTS

ENDEAVOUR TO USE COMMON SENSE

REFEREE WITH A SMILE

ETIQUETTE IS IMPORTANT

ENJOY YOURSELF

THE COACH

COACH A NORMAL SESSION

OBSERVE THE DISABILITIES

ALLOW FOR THE DISABILITY

CONSIDERATION – CO-OPERATION – CO-ORDINATION

HUMOUR IN THE SESSION

The Disabilities

It is simplistic to talk of ‘the disabled’ as if they were a homogeneous group because the term includes the deaf, blind, amputees, paraplegics, those with cerebral palsy and the mentally handicapped, each with their own hopes and aspirations.

Quantifiable data on participation in sport by disabled people is difficult to obtain, but evidence of local initiatives shows a wide range of provision for people with different disabilities.

National and Internationally recognised classification is the first essential step towards giving ‘the disabled’ the recognition and status they deserve.

The recognised disability groups are: -

Paraplegic/Tetraplegic

Amputee

Les Autres

Cerebral Palsy

Visual Impairment

Hearing Impairment

Mental Handicap

PHYSICAL DISABILITY

Physical disability refers to any condition of the body, which brings about a movement restriction and/or functional limitation. It can be temporary or permanent, stable or progressive, congenital, i.e. present at birth or adventitious, i.e. acquired during life as a result of accident or disease, and it can involve any or all parts of the body.

Classifications of physical disabilities are many and varied, some being based on the cause of disability (hereditary, accident, disease) ; others on the body system involved (muscular, bone, nerve joints etc) ; and still others on parts of the body which may be affected by the disability (arms, legs, back, lungs, heart). Some of the generally recognised conditions are :

Paraplegia/Tetraplegia

Spinal cord injury produces paralysis which, depending on the level of damage, can either take the form of paraplegia or tetraplegia. There is also loss of sensation and sphincter function.

If the damage at any level is incomplete then partial forms of the paralysis may exist.

An injury occurs mainly from road traffic accidents, sport and other forms of violent trauma, although congenital and medical forms might occur.

Amputation

The absence or removal of a limb, again usually following accident or disease, but sometimes existing from birth.

Stroke

A cerebro-vascular accident (bleeding in the brain) which can cause paralysis of varying extent on one side or the body and/or impair bodily functions and speech.

Cerebral Palsy – CP

Injury of the brain which affects control of movement. It is not a single disorder, but a variety of conditions with many causes. Cerebral Palsy causes movement problems in varying degrees from barely noticeable to extremely severe. No two people with CP are the same. It is as individual as the people themselves.

People who are unable to control their facial expressions are often assumed to have a mental disability, but appearance and mental palsy have higher than average intelligence, others have severe learning difficulties: -

Cerebral Palsy is not a disease nor an illness. It is not generally inherited. It is most commonly caused around the time of birth.

Muscular Dystrophy (MD)

And Multiple Sclerosis (MS)

MD and MS, although clinically quite different, are similar and equally noteworthy in that both are progressive, often both will affect the whole body and eventually lead to immobility, dependence on others and confinement to a wheelchair. It is worth noting, therefore, that these problems invariably result in an individual being able to participate less and less in their chosen activities.

Les Autres

In principle, this encompasses all people with a locomotor disability including spina bifida, polio, thalidomide and the disabling consequences of many other lesser know diagnoses.

It is important to note at this point that one of these conditions, regardless of severity or number of body parts involved, is not necessarily accompanied by any form of mental handicap. It cannot be assumed that, because an individual cannot move or cannot control his or her movements, he or she is also incapable of coherent thought. The rang of intellectual capabilities among physically disabled people is essentially the same as that of non-disabled people, and a great many severely physically disabled people are intellectually superior to the norm, with interests, ambitions and, given the opportunity, life-styles to match.

Sensory Impairment

Sensory disability or impairment refers to conditions, which produce a reduced efficiency or total loss of function in one or more of the sense organs. Although these can be said to include sight, hearing, touch, smell and taste, it is usually only a deterioration in the condition of the first two (sight and hearing) and, in a few severe cases of the third (touch), often involving a physical disability as well, which has a significant impact on the individuals lifestyle.

Visual Impairment

This includes no light perception at all in either eye (total blindness and a variety of forms of partial sight including myopia (short sightedness) presbyopia (age related failing eyesight), and a variety of field restrictions such as tunnel vision or the more obvious consequence of having the use of only one eye. The effect of visual impairment on daily life is infinitely variable and may not be unrelated to personal history and in particular to whether or not the condition has existed at birth.

Auditory Impairment

This includes different forms of deafness. The person with conductive deafness will nearly always hear and understand speech provided we make it loud enough. The person with sensori-neural deafness, reacts quite differently. She/he is deafened, not helped, by noise. All people with hearing or auditory impairment may have a broad range of level of what is termed residual hearing. This level can vary much as it does in the able bodied. If one has a heavy cold the hearing can be affected by the infection.

Deafness, as it is an invisible disability, often causes communication problems of considerable magnitude.

There are many problems associated with blindness and deafness in their various forms. Neither impairment necessarily incorporates any other physical or mental disability. For everyone the main challenge will always be communication. There are available many ways of communicating with people with sensory disabilities and most of these methods are easy to learn and use.

Mental Disability

Mental handicap can cover a wide rang of mental impairment or poor functioning. It is generally characterised by low intelligence, slowness to learn, how to relate socially with other people and other problems such as forgetfulness, or difficulty in concentrating.

It occurs when the brain and the central nervous system failed to develop properly or when they suffered damage through injury or illnesses such as encephalitis.

Mental handicap is a permanent disability and should not be compared with mental illness

People with mental handicap are in general mentally healthy but simply of low intellectual ability.

Learning Disability

An Overview

Individuals who demonstrate a slower rate of learning and a limited capacity to learn are identified as having a learning disability. The generally accepted criterion within the UK would be a score of 70 or below on a standard IQ test. The majority of people who have a learning disability are outwardly indistinguishable from their peers. Such individuals may have difficulty managing the ordinary activities of daily living, understanding the behaviour of others, and determining their own appropriate social responses (adaptive behaviour). A wide range of degrees of learning disability exists. Those with the most sever learning disabilities may require constant care and supervision. Many others with mild learning disability can conduct ordinary, “normal” lives. Learning disability is not a disease, nor should it be confused with mental illness.

Learning disability is more common, than people think. Approximately 3% of the world’s population are believed to have a learning disability. Approximately 60% have a mild learning disability, 30% have moderate learning disability, and 10% have a severe or profound disability. Learning disability transcends all races, religions, nationalities, and educational levels, social and economic backgrounds. Learning disability can be caused by any condition that hinders or interferes with development before birth, during birth, or in the early childhood years. Among the most common and best know of the chromosome abnormalities is Down Syndrome, which occurs in one out of every six hundred babies born and usually results in moderate to severe learning disability.

Judo for ALL