Using Sport to Build Inclusion Between Mainstream and Special Schools for Students with Intellectual Disabilities in Eastern Europe

TL;DR

This paper explores how sports programs can help include students with intellectual disabilities in mainstream schools, improving their health and social inclusion.

Contribution

The paper introduces a process model for using sports to bridge mainstream and special schools, promoting inclusion and health equity.

Findings

A process model was developed based on interviews and questionnaires with educators and Special Olympics personnel.

Sports initiatives like the Special Olympics Unified Champion Schools® program can foster social inclusion for students with intellectual disabilities.

Health outcomes could improve with better access to public health services for this population.

Abstract

Public health relevance—How does this work relate to a public health issue?
Children with intellectual disabilities experience poorer health and emotional wellbeing which is compounded by their social exclusion.Segregated schooling limits their opportunities for inclusion with their peers in formal and informal health promoting activities, such as sports.

Children with intellectual disabilities experience poorer health and emotional wellbeing which is compounded by their social exclusion.

Segregated schooling limits their opportunities for inclusion with their peers in formal and informal health promoting activities, such as sports.

Public health significance—Why is this work of significance to public health?
A model for bridging specialist and mainstream provision has been developed that could have wider implications beyond education.The focus is on building partnerships at a local level through committed personal relationships.

A model for bridging specialist and mainstream provision has been developed that could have wider implications beyond education.

The focus is on building partnerships at a local level through committed personal relationships.

Public health implications—What are the key implications or messages for practitioners, policy makers and/or researchers in public health?
Invest in local communities and trust them to build initiatives tailored to their needs and culture.Public health initiatives should assess and address the social exclusion of marginalized groups.

Invest in local communities and trust them to build initiatives tailored to their needs and culture.

Public health initiatives should assess and address the social exclusion of marginalized groups.

Children with intellectual disabilities experience social exclusion in all countries of the world. This is compounded too by their attendance at special schools in more affluent countries, especially those with a history of segregation. The article describes how sport was used to bring together students from special schools with their non-disabled peers in neighboring mainstream schools based around the Special Olympics Unified Champion Schools® program. A process evaluation was undertaken by the first author using interviews and questionnaires with 21 Special Olympics personnel and teachers from both mainstream and special schools. Based on their direct experiences, a process model was developed that could assist other sports organizations and schools to implement similar initiatives to advance the social inclusion of students with intellectual disabilities. Moreover the health outcomes from sports could be further enhanced if people with intellectual disabilities had greater access and inclusion in public health and primary care services. The process model outlined here might well be adapted to promote equity of access to healthcare which remains sadly lacking internationally.

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