Inclusive Inclusive motormotor activitiesactivities and and sportssports

Lucia de AnnaProfessor in Inclusive Educationof the University of Rome “Foro Italico”Director of the department of Motor sciences, Human sciences and Health

HorizonHorizon 20202020

� The inclusive society, priority challenge outlined bythe EU's Framework Program "Horizon 2020'(European Commission, COM 2011 808), can meetdifferent requests of the human diversity, encouragingthe processes of social inclusion within the presentknowledge society and high technologies. Theknowledge society and high technologies. Theimplementation of these processes expresses theneed for environmentally-oriented learning in itsvarious meanings, from learning to knowledge, tolearning to learn. The learning processes constitutethe fundamental vehicle of inclusion because of theirstrategic importance.

The situation of The situation of peoplepeople with with disabilitiesdisabilities in the in the EuropeanEuropean Union: Union:

The The EuropeanEuropean Action Plan 2009Action Plan 2009--20122012

Priority:◦ Operate in order to encourage the participation of

people with disabilities through accessibility:� Improve access to the labor marketImprove 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 fundamentalright� 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 The situation of people with disabilities in the European UnionEuropean Union::

the European Action Plan of 2010the European Action Plan of 2010Priority:

� 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 � 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 conceptof

“accessibility”

Equalopportunities

Active Inclusion

DesignFor all

PEDAGOGICAL ACCESSIBILITY ALLOWS TO REFLECT

ON THE IDEA OF MAN AND SOCIETY

“POSSIBILITY OF REALIZATION OF A PERSON”

NOT ONLY FORMAL REQUIREMENTSNOT 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 The United Nations Convention on the Rights of Persons with Disabilities 2006, Italy ratified it of Persons with Disabilities 2006, Italy ratified it

in 2009 in 2009

Article 30Partecipation in cultural life, recreational, leisure and

sporting activitiescomma 5 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 ConventionUnited Nations Convention

a) to encourage and promote the participation, to thefullest extent possible, of persons with disabilitiesin mainstream sporting activities at all levels;

b) to ensure that persons with disabilities have anopportunity to organize, develop and participate inopportunity to organize, develop and participate indisability-specific sporting and recreationalactivities and, to this end, encourage the provision,on an equal basis with others, of appropriateinstruction, training and resources;

c) to ensure that persons with disabilities have accessto sporting, recreational and tourism venues;

United Nations ConventionUnited 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;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 Motor activitiesactivities and and sportssports

Meaning:

� Educational� Educational

� Formative

� Inclusive

� Social and cultural

WhatWhat training training isis thisthis??

� 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

activitiesactivities

� 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 Motor activities and sports as training and educational toolseducational tools

Didactics and methods that belong to the fields of the

pedagogical area:

� Educational planning

� InterdisciplinaryInterdisciplinary

� Individualization and transformation of knowledge

� Autobiographical method

� Cooperative learning

� Metacognitive learning

� Empowerment

� Development of self-efficacy

ButBut … first of … first of allall we have to work with the we have to work with the personperson

� 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 Learning IntegratedIntegrated teaching strategiesteaching strategies

� The interpersonal relationship between students

structured in a cooperative way, can enhance learning

and cognitive and socio-affective development of

studentsstudents

� In cooperative groups the structural conditions lead

members to collaborate and they also dictate the

reasons and the motives to work together

LearningLearning

� 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 � Social skills and pro-sociality

� Distribution of roles and tasks. Exchange of roles

� Leadership

� Sharing of resources and materials

� Revision of teamwork

ES: Cooperative ES: Cooperative learninglearning

� 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 � 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.

IDEAIDEAbetweenbetween theoriestheories and and applicationsapplications

� 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 Social skills and pro-sociality

� Distribution of roles and tasks. Exchange of roles

� Leadership

� Sharing of resources and materials

� Revision of teamwork

The The challengeschallenges of of inclusioninclusion

� Our history of integration

� Corporeality and disability� 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 everyoneorganize different activities in order to allow everyone

to participate actively and give the opportunity to

achieve high results.

ICFICF

HEALTH CONDITION

(disorder or disease)

BODY STRUCTURE AND ACTIVITY SOCIAL BODY STRUCTURE AND FUNCTION

ACTIVITY

Capacity-Performance

SOCIAL PARTICIPATION

ENVIRONMENTAL FACTORS

PERSONAL FACTORS

CONTEXTUAL FACTORS

Flexibility Flexibility of the task because it stands on the of the task because it stands on the action and relations between the individual and the action and relations between the individual and the

environmentenvironment

StructureStructure::

� Accessibility of sports facilities

� Transport and mobility assistance

� Technical and specific aids to ensure the � Technical and specific aids to ensure the participation in physical activities

InterInter--institutionalinstitutional collaborationcollaboration

Involvement in the formation of the operators of

schools, sporting associations and local agenciesschools, sporting associations and local agencies

2003 European Year of Education through Sport:Intercultural promotionRecognition of differencesOvercoming xenophobia and racismGrowth

International initiativesInternational initiatives

GrowthMaturationPhysical and social wellnessQuality of life

UNESCO “États généraux handicap: le

temps des engagements” Paris 20 maggio

2007

Atelier “Vie sportive et loisirs”Atelier “Vie sportive et loisirs”

EPS et Handicap: EPS et Handicap: changerchanger de de regardregard

� http://eps.scola.ac-paris.fr (Bruno Trehet)

Académie de Paris. The Colloquium of 2008 brought

together 600 participants, 450 of them were 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

UniversityUniversity of of Taipei Taipei -- TaiwanTaiwan

Society of Society of PhysicalPhysical EducationEducationTaipei, TaiwanTaipei, 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 � 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.

ACTIONACTION

…..at IUSM nowadays called the University of Rome

Foro Italico

� Initial preparation in physical educationInitial 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”University of Rome “FORO ITALICO”

� Services for students with disabilities� Study and development of integrated models of

intervention� Special Education in the formation� 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 disabilitiesenrolled 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 8Out-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 DisabilityDivision in groups according to the Disability

Visual HearingDyslexia and

language difficulties

MotorCognitive / Psychic

Other

4 10 4 8 3 9

Division according to the grade of disability= < 66% > 66%

12 22

AwarenessAwareness--raising and disseminationraising and dissemination

� Organization of Seminars and Conferences

� Direct work with schools

� Protocols of Understanding USR Lazio

� and with foreign universities

Working groups and researches� 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 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 supplyLack 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� 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

environmentenvironment

� Create comfortable climate to share tasks

� Promote awareness of the learning process

� Acquire Motor and learning skills

Methodology Methodology Cooperative Cooperative learninglearning ::

� Positive interdependence

� Prosociality

� Development of self-efficacy

� Metacognition

EXAMPLES OF ACTIVITIES

� Orienteering

� Music and movement activities

� Team Sport� Team Sport

� ........................

� INTEGRATED SPORTS

Creation of ACEMIS 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 fieldand integrated sports, stimulating research in the field

� build models of "integrated sports" to experience

� spread a new culture of sport-recreational-expressive-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

ACEMISACEMIS

� 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 includedMaster’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”