Inclusive motor activities and
sports
Lucia de Anna
Professor in Inclusive Education
of the University of Rome “Foro Italico”
Director of the department of Motor sciences, Human
sciences and Health
Horizon 2020
The inclusive society, priority challenge outlined by
the EU's Framework Program "Horizon 2020
'(European Commission, COM 2011 808), can meet
different requests of the human diversity, encouraging
the processes of social inclusion within the present
knowledge society and high technologies. The
implementation of these processes expresses the
need for environmentally-oriented learning in its
various meanings, from learning to knowledge, to
learning to learn. The learning processes constitute
the fundamental vehicle of inclusion because of their
strategic importance.
The situation of people with disabilities in the
European Union:
The European Action Plan 20092009-2012
Priority:
◦ Operate in order to encourage the participation of
people with disabilities through accessibility:
Improve access to the labor market
Improve access to services and infrastructure
Strengthen capacity for analysis of the Commission to
promote accessibility
◦ Operate in order to guarantee
right
the fundamental
Encourage the implementation of the United Nations
Convention
Complete the Community legislative framework to
fight against discrimination
The situation of people with disabilities in the
European Union:
Union:
the European Action Plan of 2010
Priority:
Operate in order to encourage the participation of people
with disabilities through accessibility:
Improve access to the labor market
Improve access to services and infrastructure
Strengthen capacity for analysis of the Commission to
promote accessibility
Operate in order to guarantee the fundamental rights
Encourage the implementation of the United Nations
Convention
Complete the Community legislative framework to fight
against discrimination
New concept
of
“accessibility”
Equal
opportunities
Active
Inclusion
Design
For all
PEDAGOGICAL ACCESSIBILITY ALLOWS TO REFLECT
ON THE IDEA OF MAN AND SOCIETY
“POSSIBILITY OF REALIZATION OF A PERSON”
NOT ONLY FORMAL REQUIREMENTS
NOT ONLY TECHNICAL SOLUTIONS
ON THE CONTRARY, CULTURE AND SOCIAL CHANGE
STARTING FROM THE EDUCATION
INTER-ACTION BETWEEN SOCIAL, POLITICAL, SCIENTIFIC
AND CULTURAL SUBJECTS
HEURISTIC ROLE OF SPECIAL EDUCATION
PLURAL RESEARCH METHODS
THE TRASVERSALITY OF DISCIPLINES
Mura A.(2011). L’accessibilità: considerazioni teoriche e istanze operative. In A. Mura. Pedagogia
speciale oltre la scuola. Milano: Franco Angeli.
The United Nations Convention on the Rights
of Persons with Disabilities 2006, Italy ratified it
in 2009
Article 30
Partecipation in cultural life, recreational, leisure and
sporting activities
comma 5
With a view to enabling persons with disabilities to
participate on an equal basis with others in
recreational, leisure and sporting activities, State
Parties shall take appropriate measures:
United Nations Convention
a)
b)
c)
to encourage and promote the participation, to the
fullest extent possible, of persons with disabilities
in mainstream sporting activities at all levels;
to ensure that persons with disabilities have an
opportunity to organize, develop and participate in
disability-specific sporting and recreational
activities and, to this end, encourage the provision,
on an equal basis with others, of appropriate
instruction, training and resources;
to ensure that persons with disabilities have access
to sporting, recreational and tourism venues;
United Nations Convention
d)
to ensure that children with disabilities have equal
access with other children to participation in play,
recreation and leisure and sporting activities,
including those activities in the school system;
e)
to ensure that persons with disabilities have access
to services from those involved in the organization
of recreational, tourism, leisure and sporting
activities.
Motor activities and sports
Meaning:
Educational
Formative
Inclusive
Social and cultural
What training is this?
this?
Tecnical knowledge but also capacity to conjugate it
and to trasform it according to the diversity and the
potential of each individual
Another way of understanding the adapted physical
activities
Use of music, dance, sport activities not as a therapy
but as an educational program
No for activities and sports only for «the disabled»
Motor activities and sports as training and
educational tools
Didactics and methods that belong to the fields of the
pedagogical area:
Educational planning
Interdisciplinary
Individualization and transformation of knowledge
Autobiographical method
Cooperative learning
Metacognitive learning
Empowerment
Development of self-efficacy
But … first of all we have to work with the
person
Construction of identity
Acceptance, dialogue and especially listening ...
Participant and mutual observation towards the
expressive and motor actions and motor dynamics
of each individual and the whole group
Space for reflection and mutual exchange
Self-knowledge
Participation and active citizenship
Overcoming prejudices and stereotypes
Appreciate diversity as a resource for all
Solidarity and pro-sociality
Learning Integrated teaching strategies
The interpersonal relationship between students
structured in a cooperative way, can enhance learning
and cognitive and socio-affective development of
students
In cooperative groups the structural conditions lead
members to collaborate and they also dictate the
reasons and the motives to work together
Learning
Positive interdependence (experience that their results
depend on the outcome of the fellows and vice versa)
Individual and collective responsibility
Promotional face to face interaction
Social skills and pro-sociality
Distribution of roles and tasks. Exchange of roles
Leadership
Sharing of resources and materials
Revision of teamwork
ES: Cooperative learning
Definition of Comoglio 1996
A set of techniques in which students work in small
groups during learning activities and they receive
valuation based on the results achieved
Any class is a social context, in which you can
experience social norms and behaviors; the group
class is seen as a set of resources (knowledge and
skills), the role of the teacher changes from the
only repository of knowledge to a learning
facilitator.
IDEA
between theories and applications
The interpersonal relationship between students
structured in a cooperative way, can enhance learning,
cognitive and socio-affective development of students.
In cooperative groups the structural conditions lead
members to collaborate and they also dictate the
reasons and the motives to work together.
Positive interdependence (experience that their results
depend on the outcome of the fellows and vice versa)
Individual and collective responsibility
Promotional face to face interaction
Social skills and pro-sociality
Distribution of roles and tasks. Exchange of roles
Leadership
Sharing of resources and materials
Revision of teamwork
The challenges of inclusion
Our history of integration
Corporeality and disability
The representation
The contexts
The concept of Inclusion, in Italy we call it integration,
allows to learn different ways to perform physical
activities and allows teachers to learn how to deal
with people who have a different functionality. They
organize different activities in order to allow everyone
to participate actively and give the opportunity to
achieve high results.
ICF
HEALTH CONDITION
(disorder or disease)
BODY STRUCTURE AND
FUNCTION
ACTIVITY
Capacity-Performance
SOCIAL
PARTICIPATION
CONTEXTUAL
FACTORS
ENVIRONMENTAL
FACTORS
PERSONAL FACTORS
Flexibility of the task because it stands on the
action and relations between the individual and the
environment
Structure::
Structure
Accessibility of sports facilities
Transport and mobility assistance
Technical and specific aids to ensure the
participation in physical activities
Inter--institutional collaboration
Inter
Involvement in the formation of the operators of
schools, sporting associations and local agencies
International initiatives
2003 European Year of Education through Sport:
Intercultural promotion
Recognition of differences
Overcoming xenophobia and racism
Growth
Maturation
Physical and social wellness
Quality of life
UNESCO “États généraux handicap: le
temps des engagements” Paris 20 maggio
2007
Atelier “Vie sportive et loisirs”
EPS et Handicap: changer de regard
http://eps.scola.ac-paris.fr (Bruno Trehet)
Académie de Paris. The Colloquium of 2008 brought
together 600 participants, 450 of them were
Physical Education teachers (EPS).
Pratiques à partager: Éducation physique et Sportive
du savoir à la citoyenneté. (Vincent Valery, Michèle
Beck, Michèle Eisenbeis) CNDP d’Aix Marseille
University of Taipei - Taiwan
Society of Physical Education
Taipei, Taiwan
Physical Education Journal, vol. 41, n.3
Chin-Lung Fang et al. Study of the promotive strategies
and interventive model for physical activity in community.
Ya-Hsin Lai and Chu-Min Liao. The mechanism of
parents’ influences on children’s beliefs and behaviors in
sport and children’s perceived quality of parents’
involvement.
Li-Yuan Cheng. Cooperative learning and information
strategies on rhythmic gymnastics’ motor skill
performance.
ACTION
…..at IUSM nowadays called the University of Rome
Foro Italico
Initial preparation in physical education
Training program for Physical Education teachers
Open access procedure with reservation of places
for students with disabilities in physical education
degree programs
University of Rome “FORO ITALICO”
Services for students with disabilities
Study and development of integrated models of
intervention
Special Education in the formation
Integrated Laboratories of expressive motor
integrated activities
Laboratory of Integrated Sports
Constitution of integrated Association ACEMIS
Summary table of students with disabilities
enrolled at the University of Rome "Foro Italico" A. A. 2011-12
Total students enrolled in the Bachelor degree
30
First-year Enrollment
9
Second-year Enrollment
6
Third-year Enrollment
6
Out-of-course students
8
Part-time students
(in different times during a five-year course)
1
Total students enrolled in the Master's degree courses
5
First-year Enrollment
2
First-year Enrollment
1
Out-of-course students
2
Totale complessivo: 35
Division in groups according to the Disability
Visual
Hearing
Dyslexia and
language
difficulties
4
10
4
Motor
Cognitive
/ Psychic
Other
8
3
9
Division according to the grade of disability
= < 66%
> 66%
12
22
Awareness--raising and dissemination
Awareness
Organization of Seminars and Conferences
Direct work with schools
Protocols of Understanding USR Lazio
and with foreign universities
Working groups and researches
(see International PhD)
International Exchanges
Presentations in Seminars, Conferences,
Forums, etc.
Publications
Establishment of a national group for discussion and
research on integrated physical activities and sports
Collaboration with the Universities of Padua, Bologna
and Cagliari, in particular with prof. Antonello Mura
and the research group of prof. Marco Guicciardi,
Andrea Selis and Gianni Stocchino.
Master "Integration processes in motor and integrated
sports activities for people with disabilities.
From numerous studies, especially "Solidarsport"
(MIUR-SSIS Cagliari) of the colleagues Stocchino and
Selis on the participation of children between 6 and
10 years appear:
◦ Lack of supply
◦ Protection and concern from parents
◦ Lack of resources and facilities
◦ Lack of demand
… In the preparation of the teachers:
Analysis of the context
Diagnosis of the needs
Observation of the class
Action towards motivation
Teaching styles
Checking of the prerequisites not only in
physical activities but also in relational
and prosocial activities
Sociometric test application for the initial
Assessment
Task assignment and identification of roles
Methodological criteria to prepare the learning
environment
Create comfortable climate to share tasks
Promote awareness of the learning process
Acquire Motor and learning skills
Methodology Cooperative learning :
Positive interdependence
Prosociality
Development of self-efficacy
Metacognition
EXAMPLES OF ACTIVITIES
Orienteering
Music and movement activities
Team Sport
........................
INTEGRATED SPORTS
Creation of ACEMIS
(Cultural expressive motor sports Association for the
integration and inclusion) has among its objectives:
develop a conceptual paradigm of expressive activities
and integrated sports, stimulating research in the field
build models of "integrated sports" to experience
spread a new culture of sport-recreationalexpressive-motor integrated practice.
devise new models of integration for the exploitation
of all specificity, promoting the skills of all, pursuing
the spread of a culture of diversity
ACEMIS
activate continuous training courses for all members
in order to get useful skills to create integrated
sports facilities to experiment in the area
launch training courses for schools and institutions in
the area
The preparation of teachers of Physical Education
after the closure of the Schools of specialization
A new scenario
TFA
Master’s degree included
Preparation of students in Science and Technology
of the SPORT
some experiences:
• Know each other and build relationships
• Have confidence and develop confidence
• Heating (technical phase)
• Let's play
• Final confrontation .. tell ...
La Formazione degli studenti della Laurea
specialistica Scienza e Tecnica dello SPORT
Video
L’Università degli Studi di Roma “Foro Italico”