Chapter 3 Overcoming barriers to inclusive PA

Question 1

What should involvement be based on?

Answer 1

Choice, rather than what is available and accessible

Question 2

3 factors that must be considered for participation

Answer 2

Access
Use
Benefit from

Question 3

Context barriers

Answer 3

Attitudes
Language and labels
Lack of perceived professional competence

Question 4

Explain how attitudes prevent participation

Answer 4

Based on learned beliefs that influence behaviour
- Negative attitudes are difficult to overcome
Promote positive perceptions
- Attitudes (acceptance) takes priority over access and accommodation
Access and accommodation will follow after perception shifts
Elicited in two ways:
- Information
- Experience

Question 5

Two opposing perspectives of language and labels

Answer 5

1. benefit from specialized services only accessible with labels
2. perpetuates stereotypes and exclusion

Question 6

Negatives of labels

Answer 6

Disability based 
Reduced individuality 
Inappropriate usage 
Permanent 
Stereotypes

Question 7

Explain ‘disability based’ negative of labels

Answer 7

Rather than ability based

Focus on what an individual cannot do rather than what they can do

Question 8

Explain ‘reduced individuality’ negative of labels

Answer 8

Disability becomes the primary identifier rather than many other possible identifiers

Question 9

Explain ‘inappropriate usage’ negative of labels

Answer 9

Relieves responsibility of practitioners

Blame failures on disability rather than lack of time or effort put into accommodating

Question 10

Explain ‘permanent’ negative of labels

Answer 10

Emphasize stagnation rather than change

Question 11

Explain ‘stereotypes’ negative of labels

Answer 11

Limit expectations and overgeneralization of ability

Question 12

What is person-first language

Answer 12

Person is emphasized, not the condition

e.g. children with autism

Question 13

What is identity-first language?

Answer 13

Disability becomes the focus which allows the individual to chose their identity i.e. the person claims the condition as a part of their identity
e.g. deaf person

Question 14

When to use person vs identity first language

Answer 14

group preference, seek guidance from key stakeholders
use language that individual uses to describe self
if in doubt, ask

Question 15

Promote acceptance through language

Answer 15

Is it relevant to mention the disability?
Use contemporary language
Avoid “normal” when comparing groups

Question 16

Explain the lack of perceived professional competency as a context barrier and how to overcome

Answer 16

Fears are based on a lack of knowledge/skill

Staff training needed for knowledge and experience

Question 17

Explain identity-first language and person-first language. Outline what you need to consider when speaking or writing about disability

Answer 17

E.g. deaf person vs child with down-syndrome. Need to consider preferences of group or individual and whether or not the disability language is necessary

Question 18

Describe a context-related barrier to inclusion and a strategy to ameliorate this barrier.

Answer 18

Attitudes, systems and policies lacking to provide access and accommodation to inclusion. Experience and education needed for those involved to improve attitudes and beliefs

Question 19

Describe a person-related barrier to inclusion and a strategy to ameliorate this barrier.

Answer 19

Motivation, self-efficacy, confidence. Strategy may to be include less competition in the sport or alter the task

Question 20

Your text suggests that efforts to promote positive attitudes should take priority over considerations of access and accommodations. Why is that?

Answer 20

Because of positive attitudes, you may already be thinking of access and accommodations. If you have a more positive attitude then facilitators are more likely to provide a positive experience. More likely to find out how to do things (look for solutions) if you have a positive attitude.