WEBVTT 00:00:00.000 --> 00:00:04.000 I started out focusing really on youth 00:00:04.000 --> 00:00:10.000 but throughout some of this there is adults and so I kind of did go youth and adults 00:00:10.000 --> 00:00:19.000 with disabilities and kind of taking it maybe a little bit bigger picture with it 00:00:19.000 --> 00:00:26.000 Some just informative pieces so looking at what is the current state of physical activity for individuals with disabilities 00:00:26.000 --> 00:00:34.000 What are some barriers and facilitators that the research shows us exists for individuals with disabilities 00:00:34.000 --> 00:00:42.000 I'll give you a very brief information on a study that I had conducted 00:00:42.000 --> 00:00:45.000 looking at factors that influence staff inclusion 00:00:45.000 --> 00:00:53.000 and then some ideas on what can be done within the community to help increase inclusion 00:00:53.000 --> 00:00:57.000 and then some really great resources that are out there 00:00:57.000 --> 00:00:63.000 at multiple levels, at the community level, at the organization level and for individuals 00:01:03.000 --> 00:01:09.000 Is there any questions? Okay 00:01:09.000 --> 00:01:14.000 So US statistics for those reporting disabilities 00:01:14.000 --> 00:01:19.000 Across the nation right now we've got about 19 percent 00:01:19.000 --> 00:01:25.000 that are reporting for youth that have a disability or a special health care need 00:01:25.000 --> 00:01:29.000 Within the school systems we see approximately 13 percent 00:01:29.000 --> 00:01:33.000 Obviously this changes depending on area 00:01:33.000 --> 00:01:37.000 Different states have different reporting pieces 00:01:37.000 --> 00:01:44.000 but we also have about 6 percent of all youth have emotional, developmental or behavioral conditions 00:01:44.000 --> 00:01:55.000 One of the things for youth among in community recreation programs that we're finding is that we don't see a lot of tracking 00:01:55.000 --> 00:01:63.000 So we don't exactly know how many youth are participating in after school programs or community programs 00:02:03.000 --> 00:02:08.000 because often time that's not something that is really tracked 00:02:08.000 --> 00:02:12.000 per say on a membership form or an application of some sort 00:02:12.000 --> 00:02:17.000 typically and justly those are voluntarily given 00:02:17.000 --> 00:02:22.000 and often times they're given after the fact of the membership form 00:02:22.000 --> 00:02:29.000 so parents rightfully in some cases have a fear of refusal of services 00:02:29.000 --> 00:02:34.000 and so even though it may be, does your child have a disability on the membership form 00:02:34.000 --> 00:02:37.000 we're not getting reporting of that 00:02:37.000 --> 00:02:43.000 and that happens in many programs, after school programs, community programs in general 00:02:43.000 --> 00:02:48.000 and then we look at adults and we have 22 percent nationwide 00:02:48.000 --> 00:02:52.000 specifically in Oregon, 21.7 percent 00:02:52.000 --> 00:02:56.000 report having a disability of some sort 00:02:56.000 --> 00:02:66.000 A significant portion of our population, one fifth of the population is reporting having a disability 00:03:06.000 --> 00:03:11.000 So what does this mean in terms of physical activity? 00:03:11.000 --> 00:03:15.000 When we look at the general population 00:03:15.000 --> 00:03:24.000 we see that 42 percent of children get the recommended amounts of physical activity 00:03:24.000 --> 00:03:32.000 It's really low right? 60 minutes a day is not typically done 00:03:32.000 --> 00:03:36.000 and we see it dramatically decreases in adolescents 00:03:36.000 --> 00:03:39.000 especially among females 00:03:39.000 --> 00:03:43.000 so up to 8 percent in adolescents 00:03:43.000 --> 00:03:46.000 even further decrease in adulthood 00:03:46.000 --> 00:03:50.000 so we have less than 5 percent of the adult population meeting the recommended guideline 00:03:50.000 --> 00:03:62.000 of 150 minutes a week of moderate physical activity or 75 minutes a week of vigorous physical activity 00:04:02.000 --> 00:04:07.000 along with bone strengthening, muscle strengthening and aerobic activity 00:04:07.000 --> 00:04:10.000 we've got some challenges here 00:04:10.000 --> 00:04:20.000 one of the things that we see most is as age increases, physical activity decreases 00:04:20.000 --> 00:04:29.000 Dramatic decrease in adolescents and then in general even within adults we see that males are typically more active than females 00:04:29.000 --> 00:04:33.000 so this is within the general population 00:04:33.000 --> 00:04:37.000 So what does this look like for individuals with disabilities? 00:04:37.000 --> 00:04:44.000 We see similar age trends than typically developing peers 00:04:44.000 --> 00:04:47.000 We've seen some research done in different areas 00:04:47.000 --> 00:04:51.000 with one of the challenges we see within looking at physical activity 00:04:51.000 --> 00:04:57.000 for individuals with disabilities is we can't say that all people with disabilities are the same 00:04:57.000 --> 00:04:63.000 So we have a tendency to look at intellectual disabilities versus autism versus physical disabilities 00:05:03.000 --> 00:05:08.000 and breaking it up to find some barriers and facilitators that way 00:05:08.000 --> 00:05:10.000 We've got a couple studies 00:05:10.000 --> 00:05:19.000 so we see 47 percent of youth with autism spectrum disorder met the guidelines but we saw them in shorter bouts 00:05:19.000 --> 00:05:24.000 so the typical bout that we'd like to see is 10 minutes, as a bout of physical activity 00:05:24.000 --> 00:05:30.000 for this study they found that they accumulated 60 minutes 00:05:30.000 --> 00:05:34.000 like the recommended guidelines were but they were in bouts of two to three minutes 00:05:34.000 --> 00:05:43.000 Kind of goes back to we're seeing...I mean 47 percent, that's above average of the general population 00:05:43.000 --> 00:05:45.000 That's a good thing 00:05:45.000 --> 00:05:53.000 For intellectual disabilities we have a lot of challenges of figuring out, not just of measuring and self reporting 00:05:53.000 --> 00:05:62.000 but we don't have a ton of information on how individuals with intellectual disabilities meet the guidelines 00:06:02.000 --> 00:06:09.000 For adults with disabilities it's very similar to adults without disabilities 00:06:09.000 --> 00:06:16.000 but on the health side of things we see that individuals with disabilities as adults have higher rates of smoking 00:06:16.000 --> 00:06:20.000 alcohol use, and what we would consider risky health behavior 00:06:20.000 --> 00:06:23.000 on the physical activity side, very similar 00:06:23.000 --> 00:06:28.000 but we see kind of these risk behaviors on the health side 00:06:28.000 --> 00:06:36.000 and we see that leisure time physical activity 56 percent get no leisure time physical activity 00:06:36.000 --> 00:06:44.000 whereas in the general population we have only 36 percent of adults 00:06:44.000 --> 00:06:47.000 not getting any leisure time physical activity 00:06:47.000 --> 00:06:51.000 almost double 00:06:51.000 --> 00:06:66.000 so some of the barriers, what are the potential things that can help facilitate physical activity or be a barrier to participation in physical activity 00:07:06.000 --> 00:07:16.000 There's one study that really does a great job of identifying these barriers and facilitators 00:07:16.000 --> 00:07:22.000 and many of them are echoed in different studies that have looked at specific areas within this 00:07:22.000 --> 00:07:28.000 James Rimmer is out of University of Alabama Birmingham 00:07:28.000 --> 00:07:32.000 and has done a lot of work in public health 00:07:32.000 --> 00:07:39.000 and looking at populations of individuals with disabilities and health behaviors and physical activity 00:07:39.000 --> 00:07:45.000 this is one of his studies where they did focus groups 00:07:45.000 --> 00:07:48.000 numerous focus groups in seven different regions across the US 00:07:48.000 --> 00:07:60.000 and they found that within the focus groups...so they had city planners, recreation and fitness professionals 00:08:00.000 --> 00:08:08.000 they had individuals with disabilities and they had architects were all these groups 00:08:08.000 --> 00:08:12.000 and so they did these focus groups looking at the barriers from different perspectives 00:08:12.000 --> 00:08:15.000 and these are the major themes that they came up with 00:08:15.000 --> 00:08:20.000 so when looking at the built and natural environment 00:08:20.000 --> 00:08:24.000 some of the built environment barriers were not enough sidewalks 00:08:24.000 --> 00:08:28.000 or not well kept sidewalks 00:08:28.000 --> 00:08:35.000 some of the other pieces were ramps were at too high of an angle 00:08:35.000 --> 00:08:44.000 some of the natural environment pieces were even just grass being not cut low enough 00:08:44.000 --> 00:08:46.000 different pieces within those environments 00:08:46.000 --> 00:08:50.000 some of the facilitators were kind of in some ways the opposites 00:08:50.000 --> 00:08:57.000 having accessible signs visible in the built environment 00:08:57.000 --> 00:08:68.000 when we look at cost, one of the things that was interesting is for fitness facilities that were non accessible 00:09:08.000 --> 00:09:12.000 members with a disability were still expected to pay the same membership 00:09:12.000 --> 00:09:16.000 but they couldn't utilize some of the services 00:09:16.000 --> 00:09:24.000 so it was looking at should we really have to pay the full membership if we can't actually access all of the services that you have 00:09:24.000 --> 00:09:30.000 also looking at if they have an aid that comes with them 00:09:30.000 --> 00:09:38.000 that aid isn't working out, that aid is being a part of facilitating their participation 00:09:38.000 --> 00:09:44.000 why does the aid need to have a membership in that gym as well 00:09:44.000 --> 00:09:50.000 equipment, some of the barriers were not enough room between equipment 00:09:50.000 --> 00:09:52.000 not having adapted equipment 00:09:52.000 --> 00:09:61.000 not having equipment that for somebody that uses a wheelchair that they always had to transfer out to get on the weight bench 00:10:01.000 --> 00:10:04.000 to get on to different equipment 00:10:04.000 --> 00:10:08.000 rather than having the...where they can pull in 00:10:08.000 --> 00:10:10.000 lock their brakes and use the equipment 00:10:10.000 --> 00:10:16.000 some of the facilitators within that equipment was having straps 00:10:16.000 --> 00:10:28.000 and velcro that could help individuals hold on to equipment better if they had a weaker grip 00:10:28.000 --> 00:10:32.000 Guidelines, codes, regulations, and laws 00:10:32.000 --> 00:10:37.000 It seemed to cross the board within this, especially the laws piece of it, that ADA 00:10:37.000 --> 00:10:41.000 obviously isn't perfect, the Americans with Disabilities Act 00:10:41.000 --> 00:10:45.000 in that compliance isn't monitored 00:10:45.000 --> 00:10:54.000 so for the individuals with disabilities...what they brought up as barriers is that it wasn't necessarily monitored 00:10:54.000 --> 00:10:67.000 and that it really came down to them threatening in some ways or pushing towards legal action for anything to be done 00:11:07.000 --> 00:11:14.000 Information, some of the barriers were not knowing what is available in the community 00:11:14.000 --> 00:11:19.000 so this is a big piece, not knowing what was accessible, what wasn't accessible 00:11:19.000 --> 00:11:29.000 Some of this came to knowledge in education but looking at staff and did they know what the policies were 00:11:29.000 --> 00:11:32.000 did they know what the procedures were 00:11:32.000 --> 00:11:35.000 could they get the information to individuals 00:11:35.000 --> 00:11:39.000 so some of the facilitator were having the information in different formats 00:11:39.000 --> 00:11:44.000 having it in different locations 00:11:44.000 --> 00:11:48.000 the next three are the areas that I've looked at 00:11:48.000 --> 00:11:51.000 and some of my research and we'll see that in a little bit 00:11:51.000 --> 00:11:54.000 Knowledge, education and training 00:11:54.000 --> 00:11:60.000 One of the largest barriers that we see is lack of knowledge 00:12:00.000 --> 00:12:04.000 and this is lack of knowledge in a lot of different ways 00:12:04.000 --> 00:12:13.000 one is a lack of knowledge for, in this study, for fitness staff and professionals understanding what disabilities are 00:12:13.000 --> 00:12:18.000 but also understanding how to adapt different things and I see this 00:12:18.000 --> 00:12:24.000 I work a lot with after school programs and this is one of the largest barriers that we see 00:12:24.000 --> 00:12:28.000 we have staff that want to help 00:12:28.000 --> 00:12:30.000 but don't know how 00:12:30.000 --> 00:12:35.000 and are afraid to offend or don't know exactly what's the appropriate thing to do 00:12:35.000 --> 00:12:39.000 so knowledge becomes kind of a big piece of it 00:12:39.000 --> 00:12:42.000 that goes with education and with training 00:12:42.000 --> 00:12:48.000 one of the challenges that was identified was that training costs money, we know that 00:12:48.000 --> 00:12:60.000 so one of the barriers was programs not putting a value on the training 00:13:00.000 --> 00:13:05.000 and not identifying that education was an important piece 00:13:05.000 --> 00:13:15.000 there was some comments for the fitness facilities that all it was was the bottom line that the owners were concerned about 00:13:15.000 --> 00:13:24.000 and it wasn't creating a community oriented piece were everybody had access it was, we care about the bottom line 00:13:24.000 --> 00:13:26.000 that acted as one barrier 00:13:26.000 --> 00:13:36.000 some of the areas that became facilitators was involving the individuals with disabilities and asking for their feedback on what would make this more accessible 00:13:36.000 --> 00:13:38.000 or how can we help you 00:13:38.000 --> 00:13:44.000 or what could we provide that would be helpful to your experience 00:13:44.000 --> 00:13:50.000 another piece was...well that was policies and procedures, we'll get to that 00:13:50.000 --> 00:13:52.000 so perceptions and attitudes 00:13:52.000 --> 00:13:56.000 we see some of this too 00:13:56.000 --> 00:13:60.000 perceptions of inclusion are we have to do it 00:14:00.000 --> 00:14:09.000 rather than this is a positive thing to do because it allows for participation across a diverse population 00:14:09.000 --> 00:14:16.000 so some of that was perceptions there but also perception of disability 00:14:16.000 --> 00:14:20.000 and some people have negative perceptions towards disability 00:14:20.000 --> 00:14:26.000 whether that's based on their experience or based on their lack of experience working with individuals with disabilities 00:14:26.000 --> 00:14:29.000 and so those perceptions become an important piece 00:14:29.000 --> 00:14:34.000 and I'll talk about that in the study that I did a little bit later 00:14:34.000 --> 00:14:36.000 and then policies and procedures 00:14:36.000 --> 00:14:49.000 some of the individuals with disabilities had identified that having policies towards perhaps a come and try 00:14:49.000 --> 00:14:52.000 to see if this facility works for you and is accessible for you 00:14:52.000 --> 00:14:57.000 having that before they have to pay the annual membership would be really helpful 00:14:57.000 --> 00:14:71.000 because if the facility isn't accessible then why does that individual want to be using that recreation or that fitness facility 00:15:11.000 --> 00:15:22.000 some of the other groups had identified that communities, organizations don't have policies on what it is done 00:15:22.000 --> 00:15:28.000 and the go to typically becomes well we can't do that, it's not safe 00:15:28.000 --> 00:15:30.000 that's kind of an across the board 00:15:30.000 --> 00:15:34.000 we're worried about liability 00:15:34.000 --> 00:15:40.000 when we don't have that knowledge or education, that seems to be the go to kind of policy 00:15:40.000 --> 00:15:46.000 and not really understanding that the liability is, in many ways, the denial of access 00:15:46.000 --> 00:15:53.000 versus what is potentially risky safety wise in their program 00:15:53.000 --> 00:15:56.000 and then they had resource availability 00:15:56.000 --> 00:15:59.000 which went a bit with cost 00:15:59.000 --> 00:15:64.000 and the resources available to individuals with disabilities 00:16:04.000 --> 00:16:07.000 depending on their income 00:16:07.000 --> 00:16:13.000 so one of the things that they had for that that might be a facilitator would be a sliding scale 00:16:13.000 --> 00:16:19.000 and then emotional and psychological was really the environment 00:16:19.000 --> 00:16:22.000 and how it made individuals feel coming in 00:16:22.000 --> 00:16:26.000 on all ins 00:16:26.000 --> 00:16:32.000 so if an individual with a disability stated that sometimes they don't feel comfortable 00:16:32.000 --> 00:16:39.000 because they feel like they're being judged or that they're being watched or that they're not really wanted in that facility 00:16:39.000 --> 00:16:43.000 then that is a deterrent to their participation in physical activity 00:16:43.000 --> 00:16:52.000 whereas going into a facility or a building where ramps are accessible, the building is accessible 00:16:52.000 --> 00:16:60.000 the built environment can actually create that welcoming piece as well 00:17:00.000 --> 00:17:04.000 any questions on any of this? 00:17:04.000 --> 00:17:09.000 Okay 00:17:09.000 --> 00:17:22.000 With the kind of perceptions, attitudes, my research looking at after school programs really identified that the staff are the key piece 00:17:22.000 --> 00:17:26.000 for the outcomes related to after school programs 00:17:26.000 --> 00:17:34.000 we see in after school programs that there is potential for physical activity accumulation 00:17:34.000 --> 00:17:42.000 it's actually the second highest reported offering in after school programs is physical activity opportunities 00:17:42.000 --> 00:17:49.000 but we've also seen a lot of research that looks at social emotional components, motivation 00:17:49.000 --> 00:17:51.000 peer acceptance 00:17:51.000 --> 00:17:57.000 all different kind of constructs that can attribute to experiences in after school programs 00:17:57.000 --> 00:17:62.000 and staff have been a big part of that 00:18:02.000 --> 00:18:12.000 so my focus was on staff... 00:18:12.000 --> 00:18:17.000 So I used the theory of planned behavior 00:18:17.000 --> 00:18:23.000 which Isaac Ajzen developed 00:18:23.000 --> 00:18:30.000 looking at what contributes to actual behaviors 00:18:30.000 --> 00:18:37.000 in his theory he posits attitudes, subjective norms, and perceived behavioral control 00:18:37.000 --> 00:18:43.000 all have a direct relationship to somebody's intention to perform a specific behavior 00:18:43.000 --> 00:18:48.000 and that that intention is what contributes to performing the behavior 00:18:48.000 --> 00:18:57.000 so the behavior in this model was the inclusion of youth with disabilities 00:18:57.000 --> 00:18:59.000 in after school programs 00:18:59.000 --> 00:18:64.000 by staff, so this is all staff reporting 00:19:04.000 --> 00:19:09.000 Looking at this, this is just done through an anonymous survey 00:19:09.000 --> 00:19:17.000 I did some model fit to see if this was appropriate for the population 00:19:17.000 --> 00:19:22.000 and we actually got some decent results 00:19:22.000 --> 00:19:27.000 We determined that the theory does fit the population 00:19:27.000 --> 00:19:30.000 so it's appropriate for use within the population 00:19:30.000 --> 00:19:38.000 This theory has been used extensively in adapted physical education in a physical education setting 00:19:38.000 --> 00:19:45.000 so it was interesting to look at it from an after school program or a community setting perspective 00:19:45.000 --> 00:19:49.000 and see how those compare 00:19:49.000 --> 00:19:57.000 because we've seen it used with teachers in the physical education and the adapted physical education setting 00:19:57.000 --> 00:19:59.000 Attitude and subjective norms 00:19:59.000 --> 00:19:68.000 Attitude is the perceived benefits or consequences of the behavior 00:20:08.000 --> 00:20:20.000 Subjective norms is the pressures or expectations towards the behavior 00:20:20.000 --> 00:20:29.000 What we got from that was that 53 percent of intention can be accounted for by the three constructs 00:20:29.000 --> 00:20:32.000 perceived behavioral control, subjective norms and attitude 00:20:32.000 --> 00:20:37.000 and that 7.5 percent of behavior can be accounted for by intention 00:20:37.000 --> 00:20:42.000 Not too bad. We would have liked to have had a larger sample size 00:20:42.000 --> 00:20:47.000 but I think this is a really big starting point to understand 00:20:47.000 --> 00:20:55.000 because in the teacher research attitude is typically the largest contributor 00:20:55.000 --> 00:20:58.000 Subjective norms coming in second 00:20:58.000 --> 00:20:64.000 but within my research, subjective norms was actually the largest contributor to intention 00:21:04.000 --> 00:21:14.000 so when we look at subjective norms we know that expectations of colleagues, of family, of coworkers, of organizations 00:21:14.000 --> 00:21:20.000 really play a large role in the intent to include the behavior 00:21:20.000 --> 00:21:24.000 and I think this is a unique opportunity for community programs 00:21:24.000 --> 00:21:29.000 and after school programs to kind of understand and facilitate 00:21:29.000 --> 00:21:36.000 because when we look at many programs within communities 00:21:36.000 --> 00:21:40.000 each one of them have the tendency to have their own mission 00:21:40.000 --> 00:21:47.000 so if we have a mission driven program or a mission driven organization 00:21:47.000 --> 00:21:55.000 if inclusion is a part of that mission, it becomes really easy to identify the expectations that are set forth 00:21:55.000 --> 00:21:65.000 Kind of an opportunity there 00:22:05.000 --> 00:22:08.000 So going back to our barriers and facilitators 00:22:08.000 --> 00:22:12.000 it goes back to knowledge 00:22:12.000 --> 00:22:14.000 knowledge, education and training 00:22:14.000 --> 00:22:24.000 community programs can provide that and identify within the culture of the program that this is what we expect 00:22:24.000 --> 00:22:28.000 by providing trainings, typically when you provide a training you're doing it for a reason 00:22:28.000 --> 00:22:35.000 because the administration or the organization values it so we can add there 00:22:35.000 --> 00:22:37.000 Perceptions and attitudes. 00:22:37.000 --> 00:22:48.000 By dispelling some myths about disability or by exposing individuals to individuals with disabilities or just the topic itself 00:22:48.000 --> 00:22:51.000 being able to ask questions, being able to gain knowledge on it 00:22:51.000 --> 00:22:54.000 can actually help change those perceptions and attitudes 00:22:54.000 --> 00:22:57.000 and then when we look at policies and procedures 00:22:57.000 --> 00:22:66.000 organizations can actually develop policies or procedures that make it explicit that inclusion is not something that we assume is being done 00:23:06.000 --> 00:23:14.000 but it is a deliberate piece of our programming 00:23:14.000 --> 00:23:18.000 Wow I'm going fast 00:23:18.000 --> 00:23:25.000 So some strategies and some resources 00:23:25.000 --> 00:23:28.000 So from an organizational standpoint 00:23:28.000 --> 00:23:32.000 some of the things that can be done is educating and administration 00:23:32.000 --> 00:23:39.000 understanding that when we're looking at financial contribution 00:23:39.000 --> 00:23:51.000 typically administration has to be on board, or the board has to have some buy in to be able to understand that this is a value add situation 00:23:51.000 --> 00:23:53.000 So educating and administration 00:23:53.000 --> 00:23:61.000 some of that may come down to identifying we have this many individuals with disabilities in our programs 00:24:01.000 --> 00:24:11.000 this is what can be added based on being able to include individuals more 00:24:11.000 --> 00:24:12.000 Have an inclusion policy 00:24:12.000 --> 00:24:17.000 sometimes the inclusion policy is a good place to start 00:24:17.000 --> 00:24:27.000 because sometimes we need something to be very explicit and deliberate to get it in as part of the overall culture of a program or an organization 00:24:27.000 --> 00:24:33.000 so starting there may allow for the inclusion piece to get in the door 00:24:33.000 --> 00:24:36.000 and then develop on its own 00:24:36.000 --> 00:24:40.000 Organizations can convey their mission 00:24:40.000 --> 00:24:43.000 Identify that inclusion is a piece of that 00:24:43.000 --> 00:24:53.000 Some organizations have gone with inclusion is a big piece of it and a focus primarily on ethnic and racial inclusion 00:24:53.000 --> 00:24:60.000 and understanding that while inclusion is a very large term 00:25:00.000 --> 00:25:08.000 that youth with disabilities need to be a part of that or adults with disabilities need to be a part of that inclusion piece 00:25:08.000 --> 00:25:11.000 another piece is obviously invest in staff training 00:25:11.000 --> 00:25:16.000 and one of the big things is don't assume that it's automatically happening 00:25:16.000 --> 00:25:20.000 just because you have good people 00:25:20.000 --> 00:25:29.000 good people, good workers, while they may do their job great and may do things wonderful and interact with individuals great 00:25:29.000 --> 00:25:36.000 it doesn't mean they have the knowledge or the skill base to really promote inclusion of individuals with disabilities 00:25:36.000 --> 00:25:39.000 I think this is one thing we have a tendency to overlok 00:25:39.000 --> 00:25:44.000 My staff is wonderful, but are they knowledgable? 00:25:44.000 --> 00:25:48.000 Do they have the skill set to actually make something happen? 00:25:48.000 --> 00:25:51.000 Then from an individual standpoint 00:25:51.000 --> 00:25:57.000 because while we would love for organizations to jump on board, make everything happen 00:25:57.000 --> 00:25:62.000 we can't always wait for that and when you're at the tire meets the road point and you're working with youth 00:26:02.000 --> 00:26:05.000 or adults that have disabilities 00:26:05.000 --> 00:26:10.000 sometimes it takes us being responsible and saying I need to figure something out that works for me 00:26:10.000 --> 00:26:14.000 so some of the things you can do is educate youselves 00:26:14.000 --> 00:26:17.000 and I have some little resources on that 00:26:17.000 --> 00:26:20.000 Utilize the resources that are available 00:26:20.000 --> 00:26:24.000 So many communities have so many resources that are available 00:26:24.000 --> 00:26:28.000 and so finding out within the community what resources are available 00:26:28.000 --> 00:26:31.000 and then talk with administration and express your need 00:26:31.000 --> 00:26:37.000 It's one of the pieces is we can't always wait for administration to say this is a need 00:26:37.000 --> 00:26:42.000 sometimes it has to come from the bottom up and say look our program is suffering 00:26:42.000 --> 00:26:49.000 or our individuals that are participating in our programs are not getting as much out of it because we need these things 00:26:49.000 --> 00:26:58.000 so being vocal or encouraging people to be vocal about their needs can be very helpful 00:26:58.000 --> 00:26:61.000 So these are some of the resources that I put together 00:27:01.000 --> 00:27:04.000 There's some of them, especially these two, I really like 00:27:04.000 --> 00:27:14.000 and they're just a start, they're by no means an exhaustive piece of the resources that are available 00:27:14.000 --> 00:27:24.000 NCHPAD is...and I'm just going to go to some of these so you can actually see what they look like 00:27:24.000 --> 00:27:27.000 So NCHPAD's focus is health and physical activity 00:27:27.000 --> 00:27:34.000 so when they're discussing health they really are looking at not just healthy eating 00:27:34.000 --> 00:27:37.000 but they're looking at physical activity as well 00:27:37.000 --> 00:27:46.000 So what's great about NCHPAD is they have this little piece here for different types of professionals 00:27:46.000 --> 00:27:62.000 So you can go to the educator's piece and they've got great videos that are just intro pieces 00:28:02.000 --> 00:28:07.000 some resources that are available 00:28:07.000 --> 00:28:12.000 Sitting volleyball so different physical activity pieces 00:28:12.000 --> 00:28:15.000 discovering leisure 00:28:15.000 --> 00:28:23.000 so different resources that are available that are specific to that kind of grouping of professionals 00:28:23.000 --> 00:28:28.000 You can see here on the side too, coaching communication with Deaf athletes 00:28:28.000 --> 00:28:39.000 So really just kind of a plethora of resources 00:28:39.000 --> 00:28:50.000 Health care professionals 00:28:50.000 --> 00:28:55.000 again there's just different articles 00:28:55.000 --> 00:28:60.000 that can be available 00:29:00.000 --> 00:29:07.000 Oh......I'm going to miss this 00:29:07.000 --> 00:29:14.000 Where's that...... 00:29:14.000 --> 00:29:19.000 This is the community health inclusion index, it's brand new 00:29:19.000 --> 00:29:30.000 It's just been released and it's done through NCHPAD and I'm actually going to just...there's a video on it 00:29:30.000 --> 00:29:32.000 It's about three minutes 00:29:32.000 --> 00:29:39.000 I'm just going to have you watch it because I think this is going to be a great tool for communities or organizations 00:29:39.000 --> 00:29:44.000 or even just as they explain here, just one company 00:29:44.000 --> 00:29:47.000 to really asses their inclusion 00:29:47.000 --> 00:29:51.000 both physically and programatically 00:29:51.000 --> 00:29:56.000 It'll explain a little bit more 00:33:46.000 --> 00:33:53.000 So just a simple video explaining what the CHII process is 00:33:53.000 --> 00:33:55.000 what's nice about it is 00:33:55.000 --> 00:33:62.000 oftentimes when we look at organization and evaluation it becomes well we need to spend a lot of money to have someone come in and do that 00:34:02.000 --> 00:34:09.000 The goal of the CHII is to be able to do it within your organization, within the program 00:34:09.000 --> 00:34:15.000 it even offers some very specific solutions to some of the challenges there 00:34:15.000 --> 00:34:18.000 and there's support available for that 00:34:18.000 --> 00:34:27.000 so a new tool for an organizational kind of piece 00:34:27.000 --> 00:34:32.000 commit to inclusion is similar, looking at policy guidelines 00:34:32.000 --> 00:34:34.000 to help with inclusion 00:34:34.000 --> 00:34:39.000 the inclusion club is actually one of my favorite resources, I use it for my class all the time 00:34:39.000 --> 00:34:44.000 I think it's a great tool for use with staff 00:34:44.000 --> 00:34:49.000 with kind of individuals that are just kind of beginning out and understanding 00:34:49.000 --> 00:34:56.000 what disability is, how do we adapt things for individuals with disabilities 00:34:56.000 --> 00:34:59.000 It's actually run out of the UK 00:34:59.000 --> 00:34:63.000 and they have a ton of really great pieces 00:35:03.000 --> 00:35:16.000 00:35:16.000 --> 00:35:26.000 some of them revolve around basic physical activity and how to adapt or modify the environment or they actual activities 00:35:26.000 --> 00:35:33.000 some of them get more on specific topics as far as social topics 00:35:33.000 --> 00:35:43.000 two of my favorites are the tree frameworks and they're actually in the other tips 00:35:43.000 --> 00:35:48.000 but you can see here looking at Parolympic athletes 00:35:48.000 --> 00:35:57.000 so again this is primarily focused on physical education and physical activity 00:35:57.000 --> 00:35:64.000 so those are the episodes...resources 00:36:04.000 --> 00:36:06.000 The TED talks are wonderful 00:36:06.000 --> 00:36:09.000 Most people are familiar with TED talks 00:36:09.000 --> 00:36:15.000 They've pulled ones that are very specific to individuals with disabilities 00:36:15.000 --> 00:36:20.000 The Amy Mullins one is actually really great 00:36:20.000 --> 00:36:22.000 Maysoon Zayid I show in class 00:36:22.000 --> 00:36:32.000 She's a comedian that has cerebal palsy, it's a really funny video 00:36:32.000 --> 00:36:40.000 Stella talks about basically the objectification of disability and looking at things 00:36:40.000 --> 00:36:49.000 in this kind of different perspective of inspiration for doing just normal day to day things 00:36:49.000 --> 00:36:53.000 The TED talks, and they add to them periodically 00:36:53.000 --> 00:36:60.000 when something new comes out but those are kind of my favorites that I like to show 00:37:00.000 --> 00:37:07.000 and then we have these videos 00:37:07.000 --> 00:37:14.000 so the videos you can see they're all themed 00:37:14.000 --> 00:37:19.000 looking at models of good practice, so showing examples of teaching techniques that work 00:37:19.000 --> 00:37:22.000 for specific areas 00:37:22.000 --> 00:37:25.000 you can see they're kind of labeled 00:37:25.000 --> 00:37:30.000 community inclusion, we've got a couple ads in there 00:37:30.000 --> 00:37:36.000 two of my absolute favorites are the tree framework and the advanced tree framework 00:37:36.000 --> 00:37:42.000 I think these are great tools for individuals who are just sort of starting out 00:37:42.000 --> 00:37:47.000 it talks about teaching, rules, equipment and environment 00:37:47.000 --> 00:37:51.000 and how to modify those based on the individuals needs 00:37:51.000 --> 00:37:56.000 the tree framework talks about adapting and modifying 00:37:56.000 --> 00:37:60.000 for individuals with primarily physical disabilities 00:38:00.000 --> 00:38:05.000 where they come in with different needs which is primarily equipment 00:38:05.000 --> 00:38:12.000 versus the advanced tree where individuals with intellectual disabilities have different needs 00:38:12.000 --> 00:38:15.000 from an adaptation and modification standpoint 00:38:15.000 --> 00:38:17.000 so they're really easy to understand 00:38:17.000 --> 00:38:25.000 it does get a little bit into constructivist versus instructivist learning theory 00:38:25.000 --> 00:38:33.000 but very briefly and so these are really great kind of...I think both of those each one is maybe 15 minutes 00:38:33.000 --> 00:38:37.000 really great videos to just kind of get things started 00:38:37.000 --> 00:38:41.000 even just starting a discussion on inclusion 00:38:41.000 --> 00:38:51.000 those are...some of the resources 00:38:51.000 --> 00:38:60.000 this PBS...PBS actually has some basic practical stuff 00:39:00.000 --> 00:39:04.000 for individuals that are working with individuals with disabilities 00:39:04.000 --> 00:39:08.000 I really like this misunderstood minds piece 00:39:08.000 --> 00:39:14.000 primarily because I actually have it as an assignment in my adapted physical activity class 00:39:14.000 --> 00:39:19.000 because I think when we look at learning disabilities in ADD and ADHD 00:39:19.000 --> 00:39:25.000 we have these very big misconceptions of what is really going on 00:39:25.000 --> 00:39:34.000 what I like about this is it breaks down the challenges into four areas 00:39:34.000 --> 00:39:42.000 and then within each of those areas we have the basics about it, the dificulties 00:39:42.000 --> 00:39:45.000 and there's experiences 00:39:45.000 --> 00:39:51.000 for my students, they have to participate in two of those activities 00:39:51.000 --> 00:39:56.000 those experience pieces so that they can get an idea, it's kind of a simulation if you will 00:39:56.000 --> 00:39:60.000 and we debrief that in class 00:40:00.000 --> 00:40:09.000 just kind of some interesting tools to kind of help educate and change some of those attitudes or perceptions about disabilities 00:40:09.000 --> 00:40:14.000 and especially those that have large stereotypes associated with them.