Research Papers On Special Olympics

Research Papers On Special Olympics-49
However, the researchers noted that further work is needed to expand social inclusion beyond the Unified Sports programme and into the wider community.It is also important to recognize that some critiques of SO are that the structure of the organization itself leads to segregation, and thus exclusion, from mainstream sport and perpetuates negative stereotypes in individuals with an ID.

However, the researchers noted that further work is needed to expand social inclusion beyond the Unified Sports programme and into the wider community.It is also important to recognize that some critiques of SO are that the structure of the organization itself leads to segregation, and thus exclusion, from mainstream sport and perpetuates negative stereotypes in individuals with an ID.

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This intensive, in-depth evaluation of the Unified Champion Schools program has also provided valuable information about building and maintaining collaborations between State Special Olympics Programs and schools, as well as further insight into the best practices and models of implementation.

The annual evaluation is a critical part of investing in the future of the Unified Champion Schools program.

Unified Sports provides opportunities for individuals with and without ID of similar age and ability to come together to train and compete as equals.

The results of the study that examined the impact of this initiative show that Unified Sports is perceived as facilitating social inclusion.

found that as people became involved with SO, support for inclusion of students with ID in regular classrooms increased from 2% to 55%.

Similar findings also emerged in a study examining the impact of Unified Sports, a special initiative of SO.conducted a review of existing social inclusion literature and identified four dimensions of social inclusion in sport, physical education and physical activity: 1) spatial (minimizing various distances); 2) relational (increasing a sense of belonging and acceptance); 3) functional (opportunities to develop knowledge and improve skills); and 4) power (change in locus of control).The principal provider of sport programming for individuals with an ID, or individuals with an ID and physical impairment, is Special Olympics (SO; 3).School of Human Kinetics, University of Ottawa Corresponding author email: [email protected]: Inoue, C., Forneris, T. Download article as PDF In recent years, there has been an increase in research examining social inclusion for individuals with an intellectual disability (ID).The role of Special Olympics in promoting social inclusion: An examination of stakeholder perceptions. Sport is one context that has been recognized as promising for the promotion of social inclusion.The evaluation component has been critical, as the results have helped guide its development course, including the creation of more clearly defined parameters and guidelines for State Special Olympics Programs as to what constitutes a Unified Champion School.Specifically, information gathered through the ongoing evaluation has provided the opportunity for Special Olympics to better characterize the parameters of the Unified Champion Schools program and more clearly define its three main school-based components: 1) Inclusive Sports and/or Fitness; 2) Youth Leadership; and 3) Whole School Awareness and Involvement.The principal provider of sport programming for individuals with ID is Special Olympics (SO).SO is a global organization with approximately 4.2 million athletes in over 180 countries.Presently, various conceptualizations of social inclusion appear in the literature.For example, some researchers argue that it arose as a value-based concept.

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