DOCSLIB.ORG

Doing Things Half-Way, Leads Only to Half-Nothing

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Doing Things Half-Way, Leads Only to Half-Nothing PALACKY UNIVERSITY OLOMOUC Faculty of physical education COMPARISON OF THE SELCTED PHENOMENA OF APA IN THE CZECH REPUBLIC AND AUSTRALIA: EVALUATION OF ATTITUDES TOWARDS INTEGRATION IN PHYSICAL EDUCATION Master thesis Author: Tomas Salava, department of Adapted Physial Activity Promoter: prof. PhDr. Hana Válková, CSc. Olomouc 2011 Acknowledgements To my dearest family… …you gave me the chance…and I will make the most of it. To prof. Hana Valková… …It´s been no bed of roses, no pleasure cruise…I know. To those who helped me in the Czech Republic and in Australia …It was pleasure meeting you. To everyone else… …don´t stop me now!.I´m burning through the skies.. I thank you ALL! GO HARD, OR GO HOME! 3 Bilbliographical identification Author’s first name and surname: Bc. Tomas Salava Title of the master thesis: Comparison of the selected phenomena of APA in the Czech Republic and Australia: evaluation of attitudes towards integration in P.E. Department: Department of Adapted Physical Activities Promoter: prof. PhDr. Hana Válková, CSc. The year of presentation: 2011 Abstract: The first aim of this study was to gain a general overview on the historical development and current situation in education on the individuals with disability, mainstreaming and inclusive strategies in education in Czech Republic and Australia. Review the literature, compare and to see the similarities and differences in the various areas such as sport, education, legislation and interventional programs. The second aim was to compare what type of interventional program will have more visible effect on attitudes of pupils towards inclusion of peer with disability. Whether Paralympic School day in Czech Republic or Sports Ability Program in Australia. This has been done by comparing the results obtained from various researches on this topic in Czech Republic and one in Australia. Materials used on this research were the revised CAIPE-R questionnaire from Block and Siperstein´s Adjective Checklist. We found the main differences in legislation and inclusive education between Czech Republic and Australia, but we didn´t find out any difference in the effect of the interventional program on the attitudes. Keywords: Attitudes, education, history of disability, individual with a disability, inclusion, interventional programs, legislation, mainstreaming, Paralympic school day, Sports ability program I agree with lending of this thesis within the library service. 4 Bibliografická identifikace Jméno a příjmení autora: Bc. Tomáš Salava Název diplomové práce: Komparace vybraných jevů APA v Austrálii a ČR: hodnocení postojů k integraci v P.E.. Pracoviště: Katedra Aplikovaných pohybových aktivit Vedoucí diplomové práce: prof. PhDr. Hana Válková, CSc. Rok obhajoby: 2011 Abstrakt: Prvním cílem této studie bylo získat základní přehled o historickém vývoji a současné situaci ve školsP.E.í a péči o osoby se zdravotním postiţením a strategií v oblasti vzdělávání v České Republice a v Austrálii. Přehled literatury, najít a srovnat podobnosti a rozdíly v různých oblastech, jako je sport, vzdělávání, legislativa a intervenční programy. Druhým cílem bylo porovnat, jaký typ intervenčního program bude mít viditelnější vliv na postoje ţáků k začlenění vrstevníků se zdravotním postiţením. Ať uţ paralympijský školní den v České Republice nebo Sports Ability Proram v Austrálii. To bylo provedeno srovnáním dosaţených výsledků z různých výzkumů na toto téma uskutečněných v České Republice a jednoho výzkumu v Austrálii. Materiály pouţité v tomto výzkumu byly CAIPE-CZ dotazník a Sipersteinuv Adjective Checklist. Zjistili jsme hlavní rozdíly v legislativě a inkluzivním vzdělávání mezi Českou republikou a Austrálií, ale nenašel se ţádný rozdíl v účinku intervenční program na postoje vůčí ţákům s postiţením. Klíčová slova: Historie osob s postiţením, inkluze, intervenční programy, jedinec s postiţením, legislative, mainstreaming, Paralympijský školní den, postoje, vzdělávání Souhlasím s půjčováním diplomové práce v rámci knihovních služeb. 5 Declaration Práce vznikla v rámci projektu ESF č. CZ 1.07/1.2.00/14.0021 -Speciálně poradenské centrum aplikovaných pohybových aktivit. The theses was developed under umbrella of ESF project No. CZ 1.07/1.2.00/14.0021 „Special education center of adapted physical activity“ I hereby declare that I have completed this Master thesis independently under the supervision of prof. Hana Valkova. I have provided all literal sources and met all principles of scientific ethics. In Vracov, 31st of July, 2011 ………………………….. 6 INDEX 1. Introduction ..................................................................................................................... 9 2 Aims and objectives ........................................................................................................ 10 2.1 Scientific Question .................................................................................................... 10 3 Literature research and review ..................................................................................... 11 3.1 Inclusion .................................................................................................................... 11 3.2 Disability ................................................................................................................... 12 3.3 Mainstreaming ........................................................................................................... 14 3.4 Least Restrictive Environment .................................................................................. 14 4 Background comparison ................................................................................................ 16 4.1 General situation ........................................................................................................ 16 4.1.1 Australia ............................................................................................................. 16 4.1.2 Czech Republic ................................................................................................... 16 4.1.3 Brief summary .................................................................................................... 17 4.2 History of disability education and Adapted physical activities ............................... 17 4.2.1 Australia ............................................................................................................. 17 4.2.1.1 Post-War Australia ...................................................................................... 19 4.2.2 Czech Republic ................................................................................................... 23 4.2.2.1 Post-War Czech Republic ............................................................................ 27 4.2.2 Brief summary .................................................................................................... 30 4.3 Education ................................................................................................................... 31 4.3.1 Inclusive strategies ............................................................................................. 31 4.3.2 Education today .................................................................................................. 35 4.3.2.1 Australia ...................................................................................................... 35 4.3.2.2 Czech Republic ............................................................................................ 38 4.3.3 Brief summary .................................................................................................... 39 4.4 Legislation in education............................................................................................. 39 4.4.1 Australia ............................................................................................................. 39 4.4.2 Czech Republic ................................................................................................... 44 4.4.3 Brief summary .................................................................................................... 54 4.5 Legislation in sport .................................................................................................... 54 4.5.1 Australia ............................................................................................................. 54 4.5.2 Czech Republic ................................................................................................... 55 4.5.3 Brief summary .................................................................................................... 56 4.6 Sports ......................................................................................................................... 56 4.6.1 Australia ............................................................................................................. 56 4.6.2 Czech Republic ................................................................................................... 59 4.6.3 Disability Exhibitions ......................................................................................... 64 4.6.3.1 Australia ...................................................................................................... 64 4.6.3.2 Czech Republic ............................................................................................ 64 4.6.4 Brief summary .................................................................................................... 65 4.7 Recreation .................................................................................................................
Load more

Recommended publications
  • Sport, Disability and the Olympics
    Transmission Spring 2012 Sport, Disability and the Olympics An exploration of the status and prophetic role of the Special Olympic Movement in light of the London 2012 Olympic and Paralympic Games. Reflection on disability sport to date has primarily But there are voluminous amounts of evidence that focussed on issues surrounding embodiment, demonstrate that modern commercialised professional competitive classification, social exclusion, sport is plagued with moral and ethical issues. More biomechanical study of prostheses, governance and often than not, these are rooted in a prideful heart, media and cinematic representations of athletes with that seeks to ‘win-at-all-costs’, resulting in cheating, disabilities. Theological analysis has been virtually verbal and physical violence, alienation in relationships, non-existent. This is not surprising, considering that doping, political boycotts, financial greed and corruption, historically the world Church (the Catholic community self-exaltation and on the horizon genetic performance have arguably led the way in inclusion and provision enhancement technologies for athletes. for the disabled) has had a poor record in regard to the Nick It is therefore interesting to consider Paul’s paradoxical inclusion of those with physical or intellectual disability Watson ministry of ‘power through weakness’ (the self-emptying in ecclesiological praxis. In recent times though, there gospel of Christ), described in 2 Corinthians, and the self- Nick Watson is a are very positive signs of change.1 Senior Lecturer in exalting cultural setting of first-century Corinth. Is not Sport, Culture and My aim in this article is to provide some provisional this in many ways a mirror-image of the self-promoting, Religion at York St thoughts on how Christians may understand disability celebrity culture of today and twenty-first century sport? John University, a sport.
    [Show full text]
  • Contours of Ableism: the Production of Disability and Abledness
    Contours of Ableism Copyright material from www.palgraveconnect.com - licensed to Feng Chia University - PalgraveConnect - 2011-04-01 - PalgraveConnect - licensed to Feng Chia University www.palgraveconnect.com material from Copyright 10.1057/9780230245181 - Contours of Ableism, Fiona Kumari Campbell July 23, 2009 18:51 MAC/COA Page-i 9780230_579286_01_prexiv This page intentionally left blank Copyright material from www.palgraveconnect.com - licensed to Feng Chia University - PalgraveConnect - 2011-04-01 - PalgraveConnect - licensed to Feng Chia University www.palgraveconnect.com material from Copyright 10.1057/9780230245181 - Contours of Ableism, Fiona Kumari Campbell Contours of Ableism The Production of Disability and Abledness Fiona Kumari Campbell Griffith University, Australia Copyright material from www.palgraveconnect.com - licensed to Feng Chia University - PalgraveConnect - 2011-04-01 - PalgraveConnect - licensed to Feng Chia University www.palgraveconnect.com material from Copyright 10.1057/9780230245181 - Contours of Ableism, Fiona Kumari Campbell July 23, 2009 18:51 MAC/COA Page-iii 9780230_579286_01_prexiv © Fiona Kumari Campbell 2009 Foreword © Dan Goodley 2009 All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No portion of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, Saffron House, 6-10 Kirby Street, London EC1N 8TS. Any person who does any unauthorized act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The author has asserted her right to be identified as the author of this work in accordance with the Copyright, Designs and Patents Act 1988.
    [Show full text]
  • TIPS, Volume 14, No. 6, and Volume 15, No. 1, 1995
    University of Nebraska Medical Center DigitalCommons@UNMC Training Institute Publication Series (TIPS) Wolfensberger Collection 4-1995 TIPS, Volume 14, No. 6, and Volume 15, No. 1, 1995 Wolf P. Wolfensberger Syracuse University Follow this and additional works at: https://digitalcommons.unmc.edu/wolf_tips Part of the Psychology Commons Recommended Citation Wolfensberger, Wolf P., "TIPS, Volume 14, No. 6, and Volume 15, No. 1, 1995" (1995). Training Institute Publication Series (TIPS). 62. https://digitalcommons.unmc.edu/wolf_tips/62 This Book is brought to you for free and open access by the Wolfensberger Collection at DigitalCommons@UNMC. It has been accepted for inclusion in Training Institute Publication Series (TIPS) by an authorized administrator of DigitalCommons@UNMC. For more information, please contact [email protected]. I I Editor / Publisher Wolf Wolfensberger \ ~i.1 Address: Professor Division of Special Education Training Institute for Human Service and Rehabilitation Planning, Leadership & Change Agentry 805 South Crouse Avenue 805 South Crouse Avenue Syracuse University Syracuse, New York 13244-2280 Syracuse, New York 13244-2280 U. S. A. Vol. 14, No.6 April 1995 TRAnnNG INSTITUTE Syracuse, New York Vol. 15, No. 1 June 1995 PUBLICATION SERIES 13244-2280 This double issue of TIPS will have two major themes: (a) coverage of Social Role Valorization (SRV) issues, and especially the most extensive analysis of human service names from an SRV perspective; and (b) miscellaneous news on human services that always piles up when we do a special-theme issue. Social Role Valorization (SRV) *Beginning with the January 1995 issue of SRV/VRS: The International Social Role Valorization Journal/La Revue Internationale de la Valorisation des ROles Sociaux (SRVJ/VRSJ), the TIPS editor will edit a column in that journal entitled "Social Role Valorization News and Reviews." However, we have on hand such a mountain of SRV copy that TIPS will still continue to carry occasional SRV items that are not identical to those in the new column in the SRVJ/VRSJ.
    [Show full text]
  • National Classification? 13
    NATIONAL CL ASSIFICATION INFORMATION FOR MULTI CLASS SWIMMERS Version 1.2 2019 PRINCIPAL PARTNER MAJOR PARTNERS CLASSIFICATION PARTNERS Version 1.2 2019 National Swimming Classification Information for Multi Class Swimmers 1 CONTENTS TERMINOLOGY 3 WHAT IS CLASSIFICATION? 4 WHAT IS THE CLASSIFICATION PATHWAY? 4 WHAT ARE THE ELIGIBLE IMPAIRMENTS? 5 CLASSIFICATION SYSTEMS 6 CLASSIFICATION SYSTEM PARTNERS 6 WHAT IS A SPORT CLASS? 7 HOW IS A SPORT CLASS ALLOCATED TO AN ATHLETE? 7 WHAT ARE THE SPORT CLASSES IN MULTI CLASS SWIMMING? 8 SPORT CLASS STATUS 11 CODES OF EXCEPTION 12 HOW DO I CHECK MY NATIONAL CLASSIFICATION? 13 HOW DO I GET A NATIONAL CLASSIFICATION? 13 MORE INFORMATION 14 CONTACT INFORMATION 16 Version 1.2 2019 National Swimming Classification Information for Multi Class Swimmers 2 TERMINOLOGY Assessment Specific clinical procedure conducted during athlete evaluation processes ATG Australian Transplant Games SIA Sport Inclusion Australia BME Benchmark Event CISD The International Committee of Sports for the Deaf Classification Refers to the system of grouping athletes based on impact of impairment Classification Organisations with a responsibility for administering the swimming classification systems in System Partners Australia Deaflympian Representative at Deaflympic Games DPE Daily Performance Environment DSA Deaf Sports Australia Eligibility Criteria Requirements under which athletes are evaluated for a Sport Class Evaluation Process of determining if an athlete meets eligibility criteria for a Sport Class HI Hearing Impairment ICDS International Committee of Sports for the Deaf II Intellectual Impairment Inas International Federation for Sport for Para-athletes with an Intellectual Disability General term that refers to strategic initiatives that address engagement of targeted population Inclusion groups that typically face disadvantage, including people with disability.
    [Show full text]
  • Disability As a Liminal Legal Concept
    Welcoming Monsters: Disability as a Liminal Legal Concept Jonas-S~bastien Beaudry* "One morning, I got up to shave, as usual, and instead of a hair, there was a feather on my face." "Well, it's normal for a crow to have feathers. However what's less normal is to shave if you have feathers." "But I wasn't a crow before, I was a normal being like you..."' The philosophy of disability has burgeoned into a field of its own. Like the general field of disability studies, it hosts a multiplicity of schools, expertise and methodologies. It is unified, if at all, by a desire for the social integration of people perceived or understood to be "different", mentally or physically. This article aims to orient the reader within the field of the philosophy of disability and present some important lessons that it can teach legal actors. The task of achieving social integration for people with disabilities (PWD) and other minority groups has often been presented under the political idiom of equality. Philosophers have contributed to this endeavor, both within and outside of law schools, by problematizing the meaning and normative implications of equality. Philosophers of disability, in particular, have empowered disability activists with egalitarian arguments utilizing notions of oppression, dignity and substantive equality. However, the field of the philosophy of disability is not only divided by the question of "what is equality and how to best achieve it?" but also by the more fundamental question of "what is social integration and how to best achieve it?" While egalitarian answers to that question may hold greater purchase in our current legal culture, I will consider other promising answers that draw from beyond the confines of liberalism in this article, * Assistant Professor, Allard School of Law, University of British Columbia.
    [Show full text]
  • Dignity and the Toileting Issue for Persons with Multiple and Severe Disabilities
    Developmental Disabilities Bulletin, 2009, Vol. 37, No. 1 & 2, pp. 153-164 Breaching the Last Frontier: Dignity and the Toileting Issue for Persons with Multiple and Severe Disabilities Emma Pivato, PhD Centre for Integrated Studies Athabasca University Although much has been written about the normalization and social inclusion of persons with developmental disabilities over the past 50 years, a small subset of this population has remained largely overlooked – individuals who are quadriplegic, non-verbal and who also have additional disabilities, including cognitive impairment. The present project was designed to address one of the most glaring aspects of this neglect – personal control over personal hygiene and its connection to human dignity and sense of self-efficacy. Ten parents with adult children with severe and multiple disabilities were asked a series of questions to explore the following thesis: Are unnecessary physical barriers negatively impacting on normalization in the area of personal care, an important area of pro-social behavior? Background The concept of “normalization” was first formalized in 1959 through an Act passed in the Danish parliament, decreeing that those responsible ensure that Danish subjects with “mental retardation” live a life as much as possible like the rest of the Danish population. In Sweden this idea was picked up by Bengt Nirje, Ombudsman of the “Swedish Association for Retarded Children.” He disseminated the idea of normalization through talks at home and abroad and through personal communication with colleagues in America. Two of his papers were included in an edited work by Robert Kugel and Wolf Wolfensberger (1969) and this 154 Emma Pivato work became the catalyst for embedding the concept of normalization within the North American rehabilitation community.
    [Show full text]
  • Alstt Mo. 3-7/0 PERCEPTIONS OF
    37? AlStt Mo. 3-7/0 PERCEPTIONS OF CAREPROVIDERS CONCERNING THE NORMALIZATION/ DEVELOPMENTAL MODEL'S REPLACEMENT OF THE MEDICAL MODEL AS THE BASIS FOR PROVIDING EDUCATION AND TRAINING TO THE INSTITUTIONALIZED ADULT WITH DEVELOPMENTAL DISABILITIES DISSERTATION Presented to the Graduate Council of the University of North Texas in Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY By Sharon Coutryer, B.A., M.S. Denton, Texas May, 1993 37? AlStt Mo. 3-7/0 PERCEPTIONS OF CAREPROVIDERS CONCERNING THE NORMALIZATION/ DEVELOPMENTAL MODEL'S REPLACEMENT OF THE MEDICAL MODEL AS THE BASIS FOR PROVIDING EDUCATION AND TRAINING TO THE INSTITUTIONALIZED ADULT WITH DEVELOPMENTAL DISABILITIES DISSERTATION Presented to the Graduate Council of the University of North Texas in Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY By Sharon Coutryer, B.A., M.S. Denton, Texas May, 1993 (?WM Coutryer, Sharon M. Perceptions of Careproviders Concerning the Normalization/Developmental Model's Replacement of the Medical Model as the Basis for Providing Education and Training to the Institutionalized Adult With Developmental Disabilities. Doctor of Philosophy (Higher Education), May, 1993, 216 pp., 73 tables, 5 figures, bibliography, 110 titles. Previous research suggests that careproviders' attitudes and perceptions significantly influence the type and quality of services received by institutionalized adults with developmental disabilities (IADD). This study explored attitudes careproviders hold concerning training needs of the IADD and their service model orientation. It traced the history of training people with developmental disabilities and provided a brief review of the medical, developmental, and normalization models of service delivery. The conceptual framework upon which this study was based proposed that staff perceptions and orientation concerning service delivery to the IADD can be conceptually related to five factors in a research model.
    [Show full text]
  • Passing Manual 2007
    P Ratings Manual 3rd (revised) Edition A S S I N G PASSING A Tool for Analyzing Service Quality According to Wolf Wolfensberger Wolf and Social Role Valorization Criteria. Susan Thomas Ratings Manual 3rd (revised) Edition Wolf Wolfensberger and Susan Thomas © Copyright 2007 Published by: Training Institute for Human Service Planning, Leadership and Change Agentry, Syracuse University • 800 South Wilbur Avenue, Suite 3B1 • Syracuse, New York 13204, USA Phone: 315.473.2978 • Fax: 315.473.2963 PASSING A TOOL FOR ANALYZING SERVICE QUALITY ACCORDING TO SOCIAL ROLE VALORIZATION CRITERIA Ratings Manual PASSING A Tool for Analyzing Service Quality According to Social Role Valorization Criteria Ratings Manual 3rd (revised) edition Corrected 2nd Printing, 2008 Wolf Wolfensberger & Susan Thomas Copyright 2007, by Wolf Wolfensberger Published by: Training Institute for Human Service Planning, Leadership and Change Agentry, Syracuse University 800 South Wilbur Avenue, Suite 3B1 Syracuse, New York 13204 USA phone 315/473-2978 fax 315/473-2963 The correct reference for this work in the style of the American Psychological Association is: Wolfensberger, W., & Thomas, S. (2007). PASSING. A tool for analyzing service quality according to Social Role Valorization criteria. Ratings manual (3rd rev. ed.). Syracuse, NY: Training Institute for Human Service Planning, Leadership & Change Agentry (Syracuse University). Table of Contents Page Acknowledgements.........................................................................................................................
    [Show full text]
  • Beyond Severe Disabilities: National Approaches and Networking Guide
    University of Nebraska at Omaha DigitalCommons@UNO Publications Archives, 1963-2000 Center for Public Affairs Research 11-1985 Beyond Severe Disabilities: National Approaches and Networking Guide Floyd T. Waterman University of Nebraska at Omaha Carole Davis University of Nebraska at Omaha Lois S. Rood University of Nebraska at Omaha Follow this and additional works at: https://digitalcommons.unomaha.edu/cparpubarchives Part of the Demography, Population, and Ecology Commons, and the Public Affairs Commons Recommended Citation Waterman, Floyd T.; Davis, Carole; and Rood, Lois S., "Beyond Severe Disabilities: National Approaches and Networking Guide" (1985). Publications Archives, 1963-2000. 266. https://digitalcommons.unomaha.edu/cparpubarchives/266 This Monograph is brought to you for free and open access by the Center for Public Affairs Research at DigitalCommons@UNO. It has been accepted for inclusion in Publications Archives, 1963-2000 by an authorized administrator of DigitalCommons@UNO. For more information, please contact [email protected]. BEYOND SEVERE DISABILITY: NATIONAL APPROACHES AND NETWORKING GUIDE by Floyd T. Waterman Carole M. Davis Lois S. Rood November 1985 Center for Applied Urban Research College of Public Affairs and Community Service The University of Nebraska at Omaha The University of Nebraska-An Equal Opportunity/Affirmative Action Educational Institution MODELS AND STRATEGIES FOR FINDING THE LEAST RESTRICTIVE WORK ENVIRONMENT FOR INDIVIDUALS WITH DEVELOPMENTAL DISABILITIES Project Advisory Committee
    [Show full text]
  • TIPS, Volume 08, No. 6, 1989
    University of Nebraska Medical Center DigitalCommons@UNMC Training Institute Publication Series (TIPS) Wolfensberger Collection 4-1989 TIPS, Volume 08, No. 6, 1989 Wolf P. Wolfensberger Syracuse University Follow this and additional works at: https://digitalcommons.unmc.edu/wolf_tips Part of the Psychology Commons Recommended Citation Wolfensberger, Wolf P., "TIPS, Volume 08, No. 6, 1989" (1989). Training Institute Publication Series (TIPS). 38. https://digitalcommons.unmc.edu/wolf_tips/38 This Book is brought to you for free and open access by the Wolfensberger Collection at DigitalCommons@UNMC. It has been accepted for inclusion in Training Institute Publication Series (TIPS) by an authorized administrator of DigitalCommons@UNMC. For more information, please contact [email protected]. I Editor / Publisher Wolf Wolfensberger Address: Professor \ «tOrial Division of Special Education Training Institute for Human Service and Rehabilitation Planning, Leadership & Change Agentry 805 South Crouse Avenue 805 South Crouse Avenue Syracuse University Syracuse, New York 13244-2280 Syracuse, New York 13244-2280 U. S. A. Vol. 8, No.6 TRAINING INSTITUTE Syracuse, New York April, 1989 PUBLICATION SERIES 13244-2280 Social Role Valorization (SRV) The major theme of this issue is Social Role Valorization (SRV). In most issues on other themes, we try to include at least some SRV coverage. Rather than covering a little from all across the board of SRV issues, we will cover fewer areas in greater depth, because this can be very instructive and amusing. Model coherency (of a service) is one of the most unifying constructs related to SRV, but because of the large amount of material we have, it is one of the topics that we will have to cover some other time.
    [Show full text]
  • TIPS, Volume 05, No. 5, 1986
    University of Nebraska Medical Center DigitalCommons@UNMC Training Institute Publication Series (TIPS) Wolfensberger Collection 2-1986 TIPS, Volume 05, No. 5, 1986 Wolf P. Wolfensberger Syracuse University Follow this and additional works at: https://digitalcommons.unmc.edu/wolf_tips Part of the Psychology Commons Recommended Citation Wolfensberger, Wolf P., "TIPS, Volume 05, No. 5, 1986" (1986). Training Institute Publication Series (TIPS). 25. https://digitalcommons.unmc.edu/wolf_tips/25 This Book is brought to you for free and open access by the Wolfensberger Collection at DigitalCommons@UNMC. It has been accepted for inclusion in Training Institute Publication Series (TIPS) by an authorized administrator of DigitalCommons@UNMC. For more information, please contact [email protected]. Editor / Publisher Wolf Wolfensberger Addr""s: . Professor \ «tOrial Division of Special Education Training Institute for Human Service and Rehabilitation Planning, Leadership & Change Agentry 805 South Crouse Avenue 805 South Crouse Avenue Syracuse University Syracuse, New York 13244-2280 Syracuse, New York 13244-2280 U. S. A. ---------------~------ Volume 5, No.5, TRAINING INSTITUTE Syracuse, New York February 1986 PUBLICATION SERIES 13244-2280 -Social--- Role Valorization This issue will repeat part of the theme of the April 83 issue. It will cover Social Role Valorization (SRV) issues. SRV is the concept that has replaced normal- ization, as explained in several of our publications in recent years. (Send a self-addressed business sized envelope with 44¢ stamp for reprints.) However, because of the wealth of material that has piled up, we will not be able to include imagery and language use issues (hopefully, this will make a separate issue) nor material on service evaluation, with PASS, PASSING, or otherwise.
    [Show full text]
  • 2016 DSA Annual Report
    ANNUAL REPORT 20 2 Our Vision 3 Building and strengthening President’s Report opportunities for all • Alex Jones (Sports and Membership & Australian Deaf Games) • Ricky Bryan (Marketing and Communications) • Katie Kelly (Marketing and Communications) • Tracey Corbin-Matchett (Marketing and Communications) Our Values DSA continues to face challenges as we improve our ability to secure funds outside of our core funding channel, the • Integrity - we act honestly, morally and ethically Australian Sports Commission (ASC). Despite major changes • Excellence - we strive to be outstanding in Federal Government strategies, our profile not only with • Passion - we are committed to being the best we can be the deaf and hard of hearing community but the wider • Equality - we offer status, rights and opportunities sporting community continues to grow and we are achieving • Nurturing - we strive to care for an encourage growth and develop- increasing respect for the work we do with so few resources. ment My President’s report last year outlined a very important organisational initiative that DSA had been working towards over the last 3 years with the change in membership Another year has rolled around and it seems to be getting structure. I am very pleased to say we have achieved our goal faster and faster. This is a good sign because it indicates that of completing this task by the 2016 AGM, where a Deaf Sport Australia (DSA) has been busy and very active in constitution change will recognise that all National Deaf implementing our programs and activities throughout the Sport Organisations have become National Deaf Sport Objectives year. My report provides a summary of our year and it shows Committees, provided with all the legal, insurance and other that we are steadfastly growing, becoming stronger and support to enable them to better facilitate their sport • We will foster leadership and mentoring often achieving beyond our expectations.
    [Show full text]