SLAM

Social Model: person is limited by the environment. – Keys: social oppression, cultural discourse, environmental barriers. – Strengths: straightforward/clear agenda, liberation of disabled people, positive sense of collective identity. – Weakness: Lived experience of disability ((f(P,E)), Neglect of individuals experiences, every disabled person is oppressed 

Medical Model: people are disabled by their impairments or disabilities 

Ethics of Inclusion: embrace difference; learn with and thru others; risk of being uncomfortable is essential 

Human Rights: right to life, food, education  Civil Rights: right to free speech, due process, protection from discrimination 

Major Acts that changed the civil rights: 1930s – Social Security Act; 1940s – National Mental Health Act; 1960s – Civil Rights Act 

IDEA – Equal Education Movement: Individual Education Program (IEP), Free and Appropriate Public Education (FAPE), Least Restrictive Environment (LRE), Appropriate Evaluations, Parent and teacher participation, Procedural safeguards 

ADA – Americans with Disabilities Act (1990): Programs must be accessible; “Reasonable modifications” – Public Modifications; Access in public transportation 

Self-Determination Theory: Autonomy: Choice…Ex: Choice between two activities. Competence: to gain mastery and control of their lives…Ex: give them something they are able to do in a certain amount of time (they will achieve success in the skill and gain confidence). Relatedness: sense of belonging and connection…Ex: grouping involved 

Inclusion Recreation: all abilities participating together; Respectful, equal, accessible opportunities for all; foster a community feeling 

Barriers to Inclusion: Attitudinal – when people think and act based on false assumptions. Administrative – lack of training of staff on inclusive practices. Architectural – physical accessibility of the program. Programmatic: number of policies/practices within recreation programs. Communication – people with disabilities that use different ways to communicate than people who do not have those disabilities. Physical – structural obstacles in natural or ma made environments that block access. Policy – lack of awareness or enforcement of existing laws and regulations. Social – conditions that can contribute to decreased functioning among people with disabilities. Transportation – lack of adequate transportation that interferes with a person’s ability to be independent and to function in society 

Designing inclusive recreation spaces and activities: 5 Step Recreation Planning Process – engage your community, assess political will, examine current recreation center (assess and determine needs), create a plan, seek funding 

Promote disability inclusion in rec. programs: community representation, prioritizing accessibility, messaging

IDDs: Intellectual or Developmental Disabilities – differences that impact physical, intellectual, emotional development 

IDDs affect on bodily systems: Nervous System – brain, spinal cord; behavioral disorders, speech. Sensory System – Affect senses: sight, hearing, touch, taste, smell; how brain processes/interprets information from sense. Metabolism – How body uses food/other materials for energy/growth. Degenerative: Disruptions in skills, abilities, functions 

Ex. Of a disease that includes IDD: Down Syndrome; Fragile X Syndrome – social and behavioral issues (ADD, ADHD, Autism); Prader-Willi Syndrome – delays in reaching physical milestones 

Physical Limitations: inhibits the physical function of one or more limbs. Temporary or permanent 

Ex. Of a disorder that causes physical limitations: Cerebral Palsy – impacts ability to move/maintain balance; affects ability to control muscles. Spinal Cord Injuries – permanent loss of strength, sensation, function. Amputations. Spina Bifida – when spine and cord do not form properly. Musculoskeletal Injuries – Damage of muscular or skeletal systems 

Best practice for implementing inclusion recreation: participant assessment, accommodation plans, behavioral interventions, adaptations, inclusion support staff, program evaluation strategies

Guest Speakers: Jennifer Wilde (Adventures Without Limits) – importance of partnerships, design with user in mind, EEC (essential eligibility criteria) goal is to create access and adapt if needed. Dr. Jana Peterson-Bessie (Oregon Office on Disability and Health) – Universal accommodation, ableism and relation to the social model of disability, accessible health promotion opportunities. Jessica Stark (Hillsboro Inclusive and Adaptive Recreation) – Exclusion/Segregation/Integration/Inclusion, Know before you go; adjust the atmosphere; staff hiring/training; tools at the ready; plan with intent, normalize inclusion (sensory kits; low cost). 

Quality indicators to evaluate inclusion: Administrative support – mission reflects an inclusion approach; documentation of inclusive services. Nature of the activities – program allows for modifications/partial participation; program goals reflect inclusive emphasis. Nature of the activities – activities are age-appropriate; activities occur in many places/different times of the day. Environmental/Logistical considerations – physically accessible; affordable. Programming techniques – ongoing assessments of needs, preferences abilities, relationships; Inclusion techniques – cooperative learning, task analysis 

Logic Model: Shared relationships among resources, activities, outputs, outcomes and impact for a program. Depicts relationship between programs activities and intended effects 

Key factors within the logic model: 1) Goal/Objective/Situation 2) Inputs (resources, money, staff) 3) Outputs 4) Outcomes (short-/mid-/long-term goals) 5) Evaluations (evaluation throughout the program) 

ADA Checklist for existing buildings: ADA – Civil Law; to ensure that people with disabilities have an equal opportunity to participate 

Mission Statement Ex: “Move United uses sports to push what’s possible so everyone, regardless or ability, has equal access to sports and recreation in their community.” 

“Hillsboro Parks & Recreation believes our parks, facilities, and programs are for everyone. We welcome, all ages, abilities, and communities to participate as they choose.”