Sports and Disability
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Guide to Quality Individualized Education Program (IEP) Development and Implementation
The University of the State of New York The State Education Department Guide to Quality Individualized Education Program (IEP) Development and Implementation February 2010 (Revised December 2010) THE UNIVERSITY OF THE STATE OF NEW YORK Regents of The University MERRYL H. TISCH, Chancellor, B.A., M.A., Ed.D. .................................................. New York MILTON L. COFIELD, Vice Chancellor, B.S., M.B.A., Ph.D. .................................... Rochester ROBERT M. BENNETT, Chancellor Emeritus, B.A., M.S. ........................................ Tonawanda SAUL B. COHEN, B.A., M.A., Ph.D.......................................................................... Larchmont JAMES C. DAWSON, A.A., B.A., M.S., Ph.D. .......................................................... Plattsburgh ANTHONY S. BOTTAR, B.A., J.D. ............................................................................ Syracuse GERALDINE D. CHAPEY, B.A., M.A., Ed.D. ............................................................. Belle Harbor HARRY PHILLIPS, 3rd, B.A., M.S.F.S. .................................................................... Hartsdale JOSEPH E. BOWMAN, JR., B.A., M.L.S., M.A., M.Ed., Ed.D..................................... Albany JAMES R. TALLON, JR., B.A., M.A. ......................................................................... Binghamton ROGER TILLES, B.A., J.D. ....................................................................................... Great Neck KAREN BROOKS HOPKINS, B.A., M.F.A.................................................................. -
Nike Sponsorship Crisis: Oscar Pistorius Scandal How Nike 'Just Did
Nike Sponsorship Crisis: Oscar Pistorius Scandal How Nike ‘just did it’ Taylor Newell 17693093 Table of Contents Page Number Executive Summary……………………………………………………………… 3 Current situation………………………………………………………………….. 5 Article One (Article File & Article Report)………………………………………. 8 “Pistorius joins Nike’s hall of shame” Article Two (Article File & Article Report)………………………………………. 11 “Nike, Oakley move away from Pistorius” Article Three (Article File & Article Report)……………………………………… 14 “Bullet in the chamber’: Pistorius Nike ad pulled after model’s shooting death” Article Four (Article File & Article Report)………………………………………. 20 “Nike pulls ‘Bullet in the chamber’ Pistorius ad” Recommendations…………………………………………………………………. 23 References…………………………………………………………………………. 25 2 Taylor Newell 17693093 Executive Summary Bill Bowerman and Phil Knight began building the foundations of Nike Inc. in the 1950’s and with current president and CEO Mark Parker, it has now become “the world’s leading innovator in athletic footwear, apparel, equipment and accessories.” (Nike, 2013). In the past, Nike has dealt with a number of celebrity sponsorship scandals where the media has shone a negative light on the brand in response to the actions of its sponsored athletes. These issues include, celebrities such as Lance Armstrong in 2012 after his doping scandal, Tiger Woods after his extramarital affairs, Marion Jones after issues with ‘performance-enhancing drugs’ (Sydney Morning Herald), Justin Gatlin after using testosterone and Michael Vick after being involved in dog-fighting. These scandals have reflected poorly on Nike as a brand, by the athletes they have chosen to represent their brand. In addition to these scandals, Nike is currently facing another celebrity sponsorship scandal involving Paralympic athlete Oscar Pistorius after being charged with the murder of his girlfriend, Reeva Steenkamp on Tuesday the 14th of February, 2013. -
Understanding the Use of Mobile Resources to Enhance Paralympic Boccia Teaching and Learning for Students with Cerebral Palsy
12th International Conference Mobile Learning 2016 UNDERSTANDING THE USE OF MOBILE RESOURCES TO ENHANCE PARALYMPIC BOCCIA TEACHING AND LEARNING FOR STUDENTS WITH CEREBRAL PALSY Fabiana Zioti, Giordano Clemente, Raphael de Paiva Gonçalves, Matheus Souza, Aracele Fassbinder and Ieda Mayumi Kawashita Federal Institute of Education, Science and Technology of South of Minas Gerais IFSULDEMINAS – Campus Muzambinho ABSTRACT This paper aims to discuss about how mobile technologies and resources can be used to support teaching and improving the performance of students with cerebral palsy during out-door classes in the paralympic boccia court. The Educational Design Research has been used to help us to identify the context and to build two interventions: i) using an online boccia game and ii) developing a digital booklet to support teaching and learning paralympic boccia. KEYWORDS Teaching; Disability Sports; Adapted or Paralympic boccia; Cerebral Palsy; Assistive Technology; M-Learning. 1. INTRODUCTION According to the last results from the Brazilian Population Census performed in 2010, the total Brazilian population was about 200 million inhabitants and nearly 46 million people have some form of disability. Considering this question, many teachers of the Federal Institute of Education, Science and Technology of South of Minas Gerais at Muzambinho city, in the countryside of Brazil, have been developing academic projects to promote learning and inclusion in the local community. One project aims to promote sports initiation and enhancing the full potential of students with disabilities through paralympic boccia activities in a local and formal school for adults and children with special needs. The paralympic boccia is similar to the conventional boccia, it means the player aims to touch balls in the target ball (Figure 1). -
Strategies to Include Students with Severe/Multiple Disabilities Within the General Education Classroom
Physical Disabilities: Education and Related Services, 2018, 37(2), 1-12. doi: 10.14434/pders.v37i2.24881 © Division for Physical, Health and Multiple Disabilities PDERS ISSN: 2372-451X http://scholarworks.iu.edu/journals/index.php/pders/index Article STRATEGIES TO INCLUDE STUDENTS WITH SEVERE/MULTIPLE DISABILITIES WITHIN THE GENERAL EDUCATION CLASSROOM Wendy Rogers Kutztown University Nicole Johnson Kutztown University ______________________________________________________________________________ Abstact: Federal legislation such as IDEA (1997) and NCLB (2001) have led to an increase in the number of students with significant disabilities receiving instruction in the general education classroom. This inclusionary movement has established a more diverse student population in which general and special education teachers are responsible for providing instruction that meets the needs of all their students. Although most research focuses on effective inclusionary practices for students with high incidence disabilities (e.g., learning disabilities), literature has revealed a dramatic increase in the number of students with severe/multiple disabilities receiving support in general education settings. Therefore, it is imperative that educators acquire the effective inclusive practices necessary to meet the unique needs of students with severe/multiple disabilities. A review of literature was conducted to determine effective ways to include and support students with severe/multiple disabilities within the general education classroom. Keywords: -
Report of Assessment for Special Education
Report of Assessment for Special Education Training and Technical Assistance Guide Preview Edition Table of Contents RPT 1A: RPT 1C: Student Information Student Information Validity and Reliability Assessment Conditions Reason for Assessment Strengths, Interests, Concerns Related to Area(s) of Assessment Educational Background Observations Results of Attempted General Ed. Interventions Assessment Results and Interpretation Previous or Current Special Ed. Programs Assessment Results and Interpretation(continued) Additional Educational Background Assessment Results and Interpretation(continued 2) General Medical/Health Findings Add Page Medications Add Page(continued) Vision/Hearing Family, Environmental, Cultural, Economical Factors RPT 1D: Conclusion RPT 1B: Recommendations Student Information Assistive/Augmentative Devices or Tools English Language Learners Need for Special Education and Related Services SIRAS Student Information Example English Language Learners: English Proficiency English Language Development Language of Assessment Simply click any of these titles and you will automatically be directed to the page Additional English Learner Information containing the respective information. Table of Contents Eligibility Student Information Hard of Hearing: Speech or Language Impairment: Criteria Criteria Autism: Explanation & Comments Criteria(continued) Criteria Criteria(continued 2) Criteria(continued) Intellectual Disability: Criteria(continued 3) Explanation & Comments Criteria Explanation & Comments Explanation & Comments Deaf-Blindness: -
OPERATING GUIDELINE DEAF-BLINDNESS Deaf-Blindness
OPERATING GUIDELINE DEAF-BLINDNESS Boerne ISD 130901 Legal Framework: Deaf-Blindness Category: Evaluation “Whether a child’s disability ‘adversely affects a child’s educational performance’ is considered for all disability categories in 34 CFR §300.8(c), because, to be eligible, a child must qualify as a child with a disability under 34 CFR §300.8 and need special education because of a particular impairment or condition. Although the phrase ‘adversely affects educational performance’ is not specifically defined, the extent of the impact that the child’s impairment or condition has on the child’s educational performance is a decisive factor in a child’s eligibility determination under Part B. A range of factors—both academic and nonacademic—can be considered in making this determination for each individual child. See 34 CFR §300.306(c). Even if a child is advancing from grade to grade or is placed in the regular educational environment for most or all of the school day, the group charged with making the eligibility determination still could determine that the child’s impairment or condition adversely affects the child’s educational performance because the child could not progress satisfactorily in the absence of specific instructional adaptations or supportive services, including modifications to the general education curriculum. 34 CFR §300.101(c) (regarding requirements for individual eligibility determinations for children advancing from grade to grade).” OSEP Letter to Anonymous (November 28, 2007). “Assessments or other evaluation materials must be provided and administered in the child's native language or other mode of communication and in the form most likely to yield accurate information on what the child knows and can do academically, developmentally, and functionally, unless it is clearly not feasible to do so. -
Sports for Andrew and Volume 3 Number 4 Sports School Sports All Abilities Michael Peterson in This Issue on Sports
ignite thoughts into action in this issue on aug/sept 2013 Equal access in Sports for Andrew and volume 3 number 4 SPORTS school sports all abilities Michael Peterson in this issue on SPORTS NEW MANDAte FOR SCHooLS BRINGS EQUAL “Game on!” AcceSS TO SpoRTS 3 “Be a team player” go teAM! SpoRTS FOR ALL ABILitiES 5 “Take one for the team” ANDREW AND MicHAEL peteRSON’S “Play by the rules” WINNING SpiRit 8 WIN Big BY STAYING ActiVE 10 “Home-court advantage” SpoRTS INJURies – How often have we heard these expressions used in everyday life? Their origins KNOW THE RISKS, emanate from sports, and they’re also lessons to be learned. STAY IN THE GAME 12 SpoRTS GAdgeTS AND teCH Nelson Mandela understood the power of sports as an equalizer and a tool, not get YOU IN THE GAME 13 only to break down barriers, but to build confidence and raise the human spirit in times of adversity. “Sport,” Mandela stated, “has the power to change the SPORTS RESOURCES 15 world. It has the power to unite people in a way that little else does. It speaks to youth in a language they understand. Sport can create hope where once there was only despair.” Sports are more than physical activities. They are gymnastics for the brain, training the mind and the body to function as a whole unit. Participating in sports – team, solo or non-competitive – has a wide array of lessons to teach us. As a child, it can be our initial step to interacting with others, learning the art of give-and-take, making a contribution, following instructions and being strategic. -
Comparing Caster Semenya and Oscar Pistorius
Journal of Global Citizenship & Equity Education Volume 4 Number 1 - 2014 journals.sfu.ca/jgcee Identity Politics and Global Citizenship in Elite Athletics: Comparing Caster Semenya and Oscar Pistorius Amanda Danielle Watson Ph.D. Candidate Institute of Women's Studies University of Ottawa Heather Hillsburg Postdoctoral Fellow Lakehead University Lori Chambers Professor Lakehead University Keywords: elite athletics, identity politics, Olympic Games, global citizenship, Caster Semenya, Oscar Pistorius, exaltation ABSTRACT: This paper emerges from the body of theory that considers the mega-event of the Olympic Games as a site of citizenship education, where citizenship is negotiated, learned, regulated, and performed for television viewers. As a site of global citizenship recognition, the mega-event of the Olympic Games, including the embodied participation of Olympic athletes, offers a rich venue through which we can understand the ways in which host nations, spectators, sponsors, and fans exalt and admonish particular citizenship performances. In this comparative feminist media analysis of the cases of athletes Caster Semenya and Oscar Pistorius, we map the ways in which categories of identity, including race, gender, and class, are mobilized in discussion of these athletes as more-or-less deserving Olympic athlete-citizens. Using discursive media analysis as a methodology, we focus on the framing of each athlete by the anonymous commentary of ordinary fans on a popular international track-and- field website called LetsRun. We suggest that citizenship theorists take seriously how hierarchies of power are enforced along intersectional lines of race, class, and gender, and ultimately contend that the disparate treatment of these athletes, as evidenced in fan commentary, extends and interrogates theories of exalted citizenship on the world stage. -
Infographic AMA 2020
Laureus World Sports Academy Members Giacomo Agostini Rahul Dravid Chris Hoy Brian O’Driscoll Marcus Allen Morné du Plessis Miguel Indurain Gary Player Luciana Aymar Nawal El Moutawakel Michael Johnson Hugo Porta Franz Beckenbauer Missy Franklin Kip Keino Carles Puyol Boris Becker Luis Figo Franz Klammer Steve Redgrave Ian Botham Emerson Fittipaldi Lennox Lewis Vivian Richards Sergey Bubka Sean Fitzpatrick Tegla Loroupe Monica Seles Cafu Dawn Fraser Dan Marino Mark Spitz Fabian Cancellara Ryan Giggs Marvelous Marvin Hagler Sachin Tendulkar Bobby Charlton Raúl González Blanco Yao Ming Daley Thompson Sebastian Coe Tanni Grey-Thompson Edwin Moses Alberto Tomba Nadia Comaneci Ruud Gullit Li Na Francesco Totti Alessandro Del Piero Bryan Habana Robby Naish Steve Waugh Marcel Desailly Mika Hakkinen Martina Navratilova Katarina Witt Kapil Dev Tony Hawk Alexey Nemov Li Xiaopeng Mick Doohan Maria Höfl-Riesch Jack Nicklaus Deng Yaping David Douillet Mike Horn Lorena Ochoa Yang Yang Laureus Ambassadors Kurt Aeschbacher David de Rothschild Marcel Hug Garrett McNamara Pius Schwizer Cecil Afrika Jean de Villiers Benjamin Huggel Zanele Mdodana Andrii Shevchenko Ben Ainslie Deco Edith Hunkeler Sarah Meier Marcel Siem Josef Ajram Vicente del Bosque Juan Ignacio Sánchez Elana Meyer Gian Simmen Natascha Badmann Deshun Deysel Colin Jackson Meredith Yuvraj Singh Mansour Bahrami Lucas Di Grassi Butch James Michaels-Beerbaum Graeme Smith Robert Baker Daniel Dias Michael Jamieson Roger Milla Emma Snowsill Andy Barrow Valentina Diouf Marc Janko Aldo Montano Albert -
Technology Enhancement and Ethics in the Paralympic Games
UNIVERSITY OF PELOPONNESE FACULTY OF HUMAN MOVEMENT AND QUALITY OF LIFE SCIENCES DEPARTMENT OF SPORTS ORGANIZATION AND MANAGEMENT MASTER’S THESIS “OLYMPIC STUDIES, OLYMPIC EDUCATION, ORGANIZATION AND MANAGEMENT OF OLYMPIC EVENTS” Technology Enhancement and Ethics In the Paralympic Games Stavroula Bourna Sparta 2016 i TECHNOLOGY ENHANCEMENT AND ETHICS IN THE PARALYMPIC GAMES By Stavroula Bourna MASTER Thesis submitted to the professorial body for the partial fulfillment of obligations for the awarding of a post-graduate title in the Post-graduate Programme, "Organization and Management of Olympic Events" of the University of the Peloponnese, in the branch "Olympic Education" Sparta 2016 Approved by the Professor body: 1st Supervisor: Konstantinos Georgiadis Prof. UNIVERSITY OF PELOPONNESE, GREECE 2nd Supervisor: Konstantinos Mountakis Prof. UNIVERSITY OF PELOPONNESE, GREECE 3rd Supervisor: Paraskevi Lioumpi, Prof., GREECE ii Copyright © Stavroula Bourna, 2016 All rights reserved. The copying, storage and forwarding of the present work, either complete or in part, for commercial profit, is forbidden. The copying, storage and forwarding for non profit-making, educational or research purposes is allowed under the condition that the source of this information must be mentioned and the present stipulations be adhered to. Requests concerning the use of this work for profit-making purposes must be addressed to the author. The views and conclusions expressed in the present work are those of the writer and should not be interpreted as representing the official views of the Department of Sports’ Organization and Management of the University of the Peloponnese. iii ABSTRACT Stavroula Bourna: Technology Enhancement and Ethics in the Paralympic Games (Under the supervision of Konstantinos Georgiadis, Professor) The aim of the present thesis is to present how the new technological advances can affect the performance of the athletes in the Paralympic Games. -
Tripartite Invitation Places
Games of the XXXI Olympiad, Rio 2016 Olympic Games Tripartite Commission Invitation Places Allocation Procedure and Regulations (Hereinafter the “Regulations”) PREAMBLE Qualification systems are the rules established by IFs, in consultation with the IOC, which consist of rules, procedures and criteria for participation in the competitions of the Olympic Games. They are established to give a fair and equal opportunity for the best athletes in the world to participate in the Olympic Games, as well as to ensure universal representation. Universality, as specified in the Olympic Charter, is a fundamental aspect of the Olympic Games. The principle of universality is reflected in the qualification systems through the continental representation of athletes and teams. The IOC also seeks to provide additional opportunities with the allocation of Tripartite Commission Invitation Places (hereafter the “Invitation Places”) through the Olympic Games Tripartite Commission (IOC / ANOC / ASOIF) for the Olympic Games (hereafter the “Commission”). 1. OBJECTIVES, COMPOSITION AND COMPETENCE OF THE COMMISSION A. Objectives The objective of the Commission is to manage the allocation procedure for Invitation Places offering the opportunity to NOCs, which have traditionally sent small delegations to the Olympic Games, to be represented at the next edition of the Games. A further objective of the Commission is contribute to enhancing and reflecting universality by selecting athletes from such NOCs, which are unable to qualify, so that they may have an opportunity to be invited to compete in sports and disciplines for which Invitation Places have been reserved. B. Composition The Commission is composed of a representative from the National Olympic Committees (NOCs), a representative from the International Federations (IFs) and a representative from the IOC. -
The State Vs Oscar Pistorius: a Critical Analysis of the Court of Public Opinion
The State vs Oscar Pistorius: a critical analysis of the court of public opinion Abraham Gert van der Vyver1 1School of IT, Monash, South Africa The court of public opinion has undergone a revolutionary makeover since the advent of the social media. These changes have seldom been more clearly reflected than in the reaction of the public and the media during the Oscar Pistorius trail. On 3 March 2014, Oscar Pistorius, a leading South African runner, who competed at the Paralympic games and the 2012 Summer Olympics went on trial for the murder of his girlfriend, Reeva Steenkamp. In the early morning of Thursday, 14 February 2013, Steenkamp was shot and killed by Pistorius at his Pretoria home. Pistorius said that he mistook her for an intruder. On 25 February 2014, the High Court in Pretoria ruled that the entire trial may be broadcast live via audio and that parts of the trial may be broadcast live via television, namely the opening and closing arguments, the testimony of consenting state witnesses, the judgment, and the sentencing if applicable. A large part of the trail was thus televised as “reality television.” Cyberspace was turned into a court of public opinion with Facebook and Twitter carrying millions of comments. Experts and laypersons enthusiastically participated in the debate in cyberspace. The researcher conducted purposive sampling of tweets collected from the #Oscar Pistorius handle during the trail. He qualitatively compared the input from members of the formal media with those of citizen journalists. The results of this analysis are embedded in this paper. Keywords—Citizen journalism, Court of public opinion, professional journalism, Twitter.