|
Showing 1 - 6 of
6 matches in All Departments
This book brings together academic work on Special Olympics and
specifically, on the social inclusion of people with intellectual
disabilities in various sport realms and other areas of life, by
ways of both empirical research and theoretically informed papers.
Inclusion in sport is a topic that is mostly explored in connection
with the participation of people with disabilities. In public
debates on inclusion and sport in the global society, participation
is predominantly discussed in a normative way, e.g., in context of
the campaign The Revolution is Inclusion by Special Olympics,
describing it as an “all-out effort to end discrimination against
people with intellectual disabilities”. With this international
collection, the authors seek to contribute to an interdisciplinary
understanding of Special Olympics in Context of Inclusion Debates
and establish a foundation for future scholarship. The chapters in
this book can contribute to a new research agenda on Special
Olympics, particularly participatory approaches. The chapters in
this book were originally published in Sport in Society.
Inclusion is primarily discussed in education. With the increasing
number of member states of the United Nations ratifying the
Convention on the Rights of Persons with Disabilities, academics
have vividly discussed inclusion in the context of other areas of
life, such as the community at large, as 'social inclusion' in the
context of work and employment, and with regard to the aspects
addressed by Article 30.5 of the Convention, namely cultural life,
recreation, leisure, and sport. This volume is organized around the
topic inclusion in sport and has a particular focus on the
participation of people with disabilities in sport. Typical
barriers for people with disabilities to participate in sport
include lack of awareness on the part of people without
disabilities as to how to involve them in teams adequately; lack of
opportunities and programmes for training and competition; too few
accessible facilities due to physical barriers; and limited
information on and access to resources. The chapters attribute
central importance to the processes and mechanisms of inclusion
that operate within sporting environments and to the question of
either what happens or could happen to persons with disabilities
who enter the playing field. The chapters were originally published
in a special issue of Sport in Society.
Inclusion is primarily discussed in education. With the increasing
number of member states of the United Nations ratifying the
Convention on the Rights of Persons with Disabilities, academics
have vividly discussed inclusion in the context of other areas of
life, such as the community at large, as 'social inclusion' in the
context of work and employment, and with regard to the aspects
addressed by Article 30.5 of the Convention, namely cultural life,
recreation, leisure, and sport. This volume is organized around the
topic inclusion in sport and has a particular focus on the
participation of people with disabilities in sport. Typical
barriers for people with disabilities to participate in sport
include lack of awareness on the part of people without
disabilities as to how to involve them in teams adequately; lack of
opportunities and programmes for training and competition; too few
accessible facilities due to physical barriers; and limited
information on and access to resources. The chapters attribute
central importance to the processes and mechanisms of inclusion
that operate within sporting environments and to the question of
either what happens or could happen to persons with disabilities
who enter the playing field. The chapters were originally published
in a special issue of Sport in Society.
This edited volume discusses UNESCO's contributions to inclusive
education over the past 20 years, the normative and technical
leadership roles this organization has been playing together with
its peers and competitors in educational development, and the
current status of this issue in academic debates, as well as
conceptualizations from different cultures. The chapters reflect
and critically discuss a range of positions on the relation between
inclusive education, education for all, and special needs education
and particularly express the role disability plays in these
thematic contexts. The book brings to light that although the term
inclusive education is commonly associated with people with
disabilities, there are contexts - e.g., research strands on school
development in the UK - in which inclusive education is considered
as an approach in which the focus of special (needs) education is
widened in terms of the target group, reaching out to the
heterogeneity of learners, thus taking diversity as a starting
point for educational theory and practice. This book highlights the
differences in narratives of inclusive education in the United
States and abroad and is intended to bridge the various approaches
to the study of inclusive education and disability, particularly in
the US, the UK, and the Nordic countries within Europe. Although
academics and students in Disability Studies are the target
audience, the book is also of high relevance to policy makers in
the growing field of inclusive education, as well as being
potentially interesting for practitioners in education and social
work.
This edited volume discusses UNESCO's contributions to inclusive
education over the past 20 years, the normative and technical
leadership roles this organization has been playing together with
its peers and competitors in educational development, and the
current status of this issue in academic debates, as well as
conceptualizations from different cultures. The chapters reflect
and critically discuss a range of positions on the relation between
inclusive education, education for all, and special needs education
and particularly express the role disability plays in these
thematic contexts. The book brings to light that although the term
inclusive education is commonly associated with people with
disabilities, there are contexts - e.g., research strands on school
development in the UK - in which inclusive education is considered
as an approach in which the focus of special (needs) education is
widened in terms of the target group, reaching out to the
heterogeneity of learners, thus taking diversity as a starting
point for educational theory and practice. This book highlights the
differences in narratives of inclusive education in the United
States and abroad and is intended to bridge the various approaches
to the study of inclusive education and disability, particularly in
the US, the UK, and the Nordic countries within Europe. Although
academics and students in Disability Studies are the target
audience, the book is also of high relevance to policy makers in
the growing field of inclusive education, as well as being
potentially interesting for practitioners in education and social
work.
|
|