Motor activation is rarely integrated into the support of people with profound intellectual and multiple disabilities (PIMD), which might be the result of the limited evidence-based knowledge in this ﬁeld. Practitioners have recently been developing several motor initiatives for people with PIMD, but it remains unclear about what core elements the motor initiatives actually consist of and to what level of quality it is implemented in practice. This study aims to offer an overview and analysis of the content and quality of motor initiatives actually in use for people with PIMD. Motor initiatives were explored by asking practitioners to complete an online inventory form. Documents, expert knowledge, and observations were used to collect data about the characteristics of the motor initiatives. The quality of the motor initiatives which met our eligibility criteria, was analyzed on the basis of the level of evidence for their effectiveness. The inventory yielded 118 motor initiatives of which 17 met the eligibility criteria. We identiﬁed four motor initiatives reﬂecting an approach to motorically activate people with PIMD within various activities, three including power-assisted exercises, three with aquatic exercises, two frameworks which integrated motor activities into their daily programs, two methods which included small-scale activities, two rhythmic movement therapies, and one program including gross motor activities. We found limited indications for descriptive evidence from 17 initiatives, limited or no indications for theoretical evidence from 12 and ﬁve initiatives respectively, and none of the initiatives provided a causal level of evidence for effectiveness. A wide variety of motor initiatives is used in current practice to activate persons with PIMD, although their effectiveness is actually unproven. Science and practice should cooperate to develop an evidence-based understanding to ensure more evidence-based support for the motor activation of people with PIMD in the future.
This case study highlights refugees with disabilities’ access to mobile services and the benefits and challenges associated with using these services in three different humanitarian contexts. The analysis is based on a representative survey of refugees in three contexts: Bidi Bidi refugee settlement (Uganda), Kiziba refugee camp (Rwanda) and with urban refugees in Jordan. It also includes qualitative data drawn from two focus groups conducted with refugees with disabilities in Bidi Bidi and Kiziba. The survey used the Washington Group Questions (WGQs) to assess prevalence of disability amongst the refugee population
An overview is presented of a project in Bangladesh, Pakistan and Thailand to:
- To support communities in raising socially and emotionally healthy kids in refugee/IDPs camps and in host communities.
- To create opportunities for children with disabilities and other vulnerable children (0-12 years old) including children at risk of developmental delays/psychological distress in displacement contexts, to learn and develop safely while having fun.
- Using “play” as key driver to learn and develop safely children’s potential while having fun.
The project was implemented using:
- Existing HI tools (Personalized Social Support, Adapted Physical Activity, etc.)
- Tools piloted in IKEA project (Blue Box, low-cost toy making, inclusive playgrounds, Ideas box)
- Environmental Footprint Assessment across 3 project sites
Monitoring & evaluation was carried out using techniques including
- Scopeo (Sc-ore O-f Pe-rceived O-utcomes) Kids
- Participatory M&E approaches (digital story telling, child-child video interview etc)
Presented at the People at the centre Seminar, Dec 2017
Channel 4 is proud to present the 3-minute trailer for the Rio 2016 Paralympic Games. Signed & Subtitled and Audio Described versions are available in the playlist.
The Rio 2016 Paralympic Games will be held from 7-18 September 2016. Download the track at http://wearethesuperhumans.com from Sat 16th July, with all profits going to the British Paralympic Association.
Amir, a nepalese boy aged 16, is an example and a great source of inspiration for all people. Born without the use of his arms and legs he creates beautiful art envolving poetry, songs and paintings.
The blog seeks to present a brief history of accessible tourism through reviewing key documents and presenting new research as it is published. Central to the examination of the history of the field and contemporary innovation, is an understanding that accessible tourism is complex, multilayered and involves stakeholders from the commercial, government and the third sectors. Solutions need to be developed through collaboration and understanding stakeholder perspectives.
This newsletter contains a variety of articles about inclusive education in several countries around the world. The topics focus mostly on funding, managing and sustaining inclusive education; engaging and empowering beneficiaries in finding solutions; facilitating parental and child involvement and early childhood education
Enabling Education Review, issue 4
"The International Charter of Physical Education, Physical Activity and Sport is a rights-based reference that orients and supports policy- and decision-making in sport. Based on the universal spirit of the original Charter, and integrating the significant evolutions in the field of sport since 1978, the revised Charter introduces universal principles such as gender equality, non-discrimination and social inclusion in and through sport. It also highlights the benefits of physical activity, the sustainability of sport, the inclusion of persons with disabilities and the protection of children"
Artist Christine Sun Kim was born deaf but through her art, she discovered similarities between American Sign Language and music. In this TED talk, she invites us to open our eyes and ears and participate in the rich treasure of visual language
This video presents the barriers to participation in society that people with disabilities face in Russia despite the Russian government claims regarding accessibility in the lead up to the Winter Paralympics Games in Sochi in March 2014
This video presents a compilation of many events conducted over the course of two years of Handicap International Sri Lanka's "Sport for All" project with short video clips of the different activities and some commentary from the project manager and staff members on sporting activities. It highlights the achievements of the project, level of participation of children/youth with and without disabilities, and the interest generated both at a local and national level
"This training manual 'Sport and Play for All' provides tips, guidance and advice on disability and inclusion, with the primary aim of enhancing users’ knowledge and practice on inclusion. It brings together many training materials used during the Sports for All Project in Sri Lanka, including materials on disability, social inclusion and models of inclusive sport. It features many games and sports which have been field tested and adapted to enable children with disabilities to participate"
This essay contemplates the rights of children with disabilities under international law. It analyses the philosophical and practical reasons for the failure of the Convention on the Rights of the Child to protect the rights of children with disabilities, and looks at the remedial measures adopted under the Convention on the Rights of Persons with Disabilities (CRPD). The argument advanced is that, especially when children’s perspectives are considered, assistive technologies are at the heart of national and international efforts to advance the rights of children with disabilities, most importantly, a right to inclusion. The author considers the challenges ahead and draw conclusions on the future of the rights of children with disabilities
International Journal of Children’s Rights, 21
This chapter explores role playing, sociodramas, people’s theater, and puppet shows as forms of action-packed group story-telling for health workers. Each can be used to explore problems or situations by acting them out and learning processes are provided for both actors and watchers based upon participation and discovery
Chapter 27 of "Helping Health Workers Learn" by D. Warner and B. Bower
The focus of this manual is to increase participation of people with disabilities in physical activities and sport. Detailed adapted physical activities are provided with practical guides, group sport guides and assessment tools in order to promote a more inclusive society and enable educators to enrich their creativity and ideas for mentoring any person interested in participating in, advancing through and gaining enjoyment from the practice of a physical activity This guide to useful to all actors such as physical education and sports teachers in all types of schools, sports club coaches, recreational centre educators and facilitators, and even workers in rehabilitation centres or medical and social services centres
This component of the CBR Guidelines focuses on social component. It describes "the role of the CBR is to work with all relevant stakeholders to ensure the full participation of people with disabilities in the social life of their families and communities. CBR programmes can provide support and assistance to people with disabilities to enable them to access social opportunities, and can challenge stigma and discrimination to bring about positive social change." The guideline outlines key concepts, and then presents the core concepts, examples and areas of suggested activities in each of the following five elements: Personal Assistance; Relationships, marriage and family; Culture and arts; Recreation, leisure and sport; Justice. This guideline is useful for anyone interested in social component of CBR
This video features HIV and AIDS prevention and education initiatives in Kenya. It particularly targets the youth population due to a lack of available information and risk behaviours, such as sexuality, drug use and alcohol use. In order to prevent risks and present treatment options for the youth who are AIDS-carriers, several youth groups organized the following activities to prevent and fight the disease: street theatre for awareness-raising, group education sessions, and promotion of VCT services for communication and information. This video contains several testimonies and one features Mercy, a young girl who has AIDS after working as prostitute to feed her two children and is now involved in a support group
This report, prepared for the UK Office of Disability Issues, shows the findings from a Rapid Evidence Assessment and highlights gaps in research evidence that could help policy makers. 'Choice and Control' examines the evidence to highlight the key issues of what choice and control means to disabled people and indicates what has had the biggest impact in improving choice and control, including choice in community living, personal budgets and provision of equipment. This report is useful for people interested in disability issues in the UK
This paper puts forward an argument in favour of careful and critical analysis of culture in formulating communication strategies with and for specific groups, based on experience drawn from the Clown Project in Guatemala and other countries in Central America. The Clown Project uses labour-intensive face-to-face street theatre and dialogue, participatory workshops, and symbolic communication such as print-based material to reach those most vulnerable to the spread and impact of HIV and AIDS . The analysis takes into account relations of power within and between vulnerable groups, examining the centre-periphery dynamic between classes, genders, ethnicities, age groups, and other social identities. Both appropriately supported insider perspectives and appropriately processed outsider knowledge are recommended, along with ways of bridging science and the field, theory and practice
This book is designed to allow those facilitating the playgroup sessions the flexibility to pick and choose activities, games, songs and group lessons that are suited to the children they are working with, the time and materials available to them, and their geographical location and setting. Play can be especially important for orphans and vulnerable children (OVC) because the physical and emotional trauma they may face makes them more vulnerable to sadness and ill-health than other children. Non-structured and structured play become very important support activities for OVC because of all they can do to improve a child’s physical and emotional well-being
Source e-bulletin on Disability and Inclusion