Senior Cycle- Transition Year

Transcription

Special Olympics Senior Book2
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Senior Cycle
Transition Year / Curriculum
Enrichment Programme
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Foreword
The Transition Year/Curriculum Enrichment Programme
has been developed by teachers for the use of
teachers around the island of Ireland. The materials
are designed to inform, educate and include all
pupils. The programme should help to foster
understanding of, and respect for, the needs of all
students — particularly the needs of those with a
learning disability — by instilling an appreciation of
their courage, talents and sporting abilities.
Special Olympics Ireland gratefully acknowledges the contribution of the
following:—
Transition Year Programme Support Service; Theo Dorgan; and teachers and
students who worked in consultation with Goretti Newell.
Special Olympics Ireland also thanks Spar and The Ireland Funds for their
ongoing support.
To find out more about Special Olympics Ireland and the networks/clubs in
your area, please visit www.specialolympics.ie and click on the page
relevant to your region.
You can also contact:
Special Olympics Ireland
4th Floor, Park House,
North Circular Road, Dublin 7
Tel: 01-882 3972, Fax: 01-868 8250,
Email: [email protected]
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Introduction
The overall mission statement of the Transition Year /
Curriculum Enrichment Programme is “to promote the
personal, social, educational and vocational
development of pupils and to prepare them for their
role as autonomous, participative and responsible
members of society”.
The Transition Year / Curriculum Enrichment Programme (TYCEP) should also
help to facilitate personal growth and social development. Suitable crosscurricular learning experiences and a well-structured personal education
programme, where students will be involved in an active experiential
process, will help to: foster healthy growth and adjustment, and effective
interpersonal communication and relationships; increase self-knowledge and
awareness; develop an understanding and tolerance of others; understand
how feelings and attitudes affect behaviour; enhance the self concept.
“SO Get Into It!” is an important component of this personal growth and
development, and the complexity of the issues involved can often be quite
challenging for students. Through engaging with this new resource, students
should feel more comfortable with those issues and more confident to
explore, experience and reflect upon their own responses. The result should
be enhanced personal and social action as well as interaction, and perhaps
for some, may highlight a vocational dimension, leading to work experience
or indeed a career in the associated professions.
This is a valuable Transition Year/Curriculum Enrichment resource which will
enhance the work of all the education partners, students, teachers, parents
and the wider community as we endeavour to educate for inclusion.
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Table of
Contents
So Get Into It!
Module 1
Lesson 1
Lesson 2
Lesson 3
Learning Disability
Learning Disability
Learning Disability and Language
Human Rights
Module 2 Special Olympics
Lesson 4
Sport & People with a Learning Disability
Lesson 5
The Athlete’s Oath
Lesson 6
The Athlete in Special Olympics
8
15
21
30
38
43
Module 3 Active Citizenship & Volunteering
Lesson 7
Volunteering
Lesson 8
Active Citizenship/Volunteering
with Special Olympics
Lesson 9
Student Tasks
55
64
Appendices
66
52
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Overview
of Materials
A Place for Everyone…SO Get Into It! offers an opportunity
to explore the following areas:
• Learning Disability
• The Role of Special Olympics
• Active Citizenship and Volunteering
Transition Year/Curriculum Enrichment Programmes allow the scope to explore
and utilise these issues, and this programme has been drawn up to facilitate this.
It will help teachers and students understand the whole area of learning disability.
Each Lesson is laid out in the following format:
• Introduction (The basic concept of the lesson)
• Learning outcomes (What the lesson intends to achieve)
• Materials (Resources required for the lesson)
• Methodology (Step-by-step guidelines)
The Programme was designed to be as user-friendly as possible, for both the
teacher and the student, while allowing scope for a more flexible approach.
Assessment and evaluation sheets are contained in the Programme at the back of
this book.
It is intended to be used as a short nine lesson programme allowing for different
timetable requirements within the following areas: Religion, Social Education,
Pastoral Care, PE, Communication Studies and Home Economics with links also to
other areas of the curriculum.
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Lesson
Plans
Module 1: Learning Disability
Lesson 1
Looks at learning disability, what it is, the barriers created within society for
those with a learning disability, and how we can address them.
Lesson 2
Deals with the importance of how we can use language in relation to
disability/learning disability.
Lesson 3
Looks specifically at the area of human rights and learning disability.
Module 2: Special Olympics
Lesson 4
Investigates the role played by sport in enabling people with a learning
disability to realise their potential.
Lesson 5
Studies the Special Olympics Athlete’s oath.
Lesson 6
A case study based on Aisling O’Brien, an athlete in Special Olympics.
Module 3: Active Citizenship/Volunteering
Lesson 7
Active Citizenship/Volunteering.
Lesson 8
Student Tasks.
Lesson 9
How to Get Involved.
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Lesson
Plans
Schools Programme DVD
The lesson plans are accompanied by a 10 minute DVD that also covers the three
modules.
Part 1: Learning Disability
The DVD highlights the following themes:
• Focus on a person’s ability, not inability;
• Look beyond the physical image;
• We can all make a difference;
• Effort/commitment/pride/a person’s courage;
• Hard work/hard training/team work;
• Co-operation/support;
• Aspiration/goal/ambition/passion;
• Development of the athlete;
• Representing your country.
A Legacy for Schools
Teachers can use the above material in their own individual way and adapt or
choose sections to suit their classroom and teaching approach. The main
emphasis should be on facilitating discussion and conclusions and bringing the
students to a more mature understanding of the issue of learning disability. Some
teachers may wish to dip into various sections and choose what is relevant to
their students, while others may wish to work through the series of lessons in their
entirety. The lessons have been designed in a modular format so that teachers
may decide to complete all the modules or may choose to do only one module
depending upon the type of class that is being taught or the time available to
the teacher. Each lesson has been designed to take approximately 40 minutes.
However, if follow up exercises are needed, the lesson may need two class
periods.
Special Olympics Ireland and all Special Olympics athletes would like to thank
you for using the resource in this Programme. Your efforts to teach your students
will give them a new understanding and respect for people with a learning
disability. With your continued help, this effort will be highlighted with students
from your school participating or encouraging other students to become
volunteers with Special Olympics Ireland.
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Module 1
Learning Disability
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Lesson 1:
Learning
Disability
Reflection
“Everybody and everything in the universe is equal. Everyone has the right
to play and live together”
1.1
Introduction
Being fully human means reaching out and achieving one’s full potential in life,
with all of its possibilities, and removing and overcoming any barriers which may
prevent anyone from achieving this. One such obstacle is the label that is often
placed on people with a learning disability. People with a learning disability are
people with the same needs, potential, hopes and concerns as anyone else.
1.2
Learning Outcomes
The student will:
• Understand some of the barriers and labels that are sometimes placed in the
paths of people with a learning disability;
• Have a better understanding of what is a learning disability;
• Realise that people with a learning disability have the same needs and
potential as anyone else.
1.3
•
•
•
•
•
Materials Required
Method for noting students’ responses: blackboard, flip chart, etc;
Resource Sheet 1.1: Photograph;
Fact Sheet 1.1 and Fact Sheet 1.2 on learning disability;
Work Sheet 1.1: “I Know” ... ;
DVD.
1.4
Methodology
Step 1:
• Ask students to define labelling giving what they consider a relevant example;
• Take feedback on a board / chart.
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Lesson 1:
Learning
Disability
1.4
Methodology (cont.)
Step 2:
• Ask students to picture in their mind a person with a learning disability
(give 1 minute);
• Ask students to answer the following on paper:
— What does the person look like?
— Is he / she young or old?
— Do they have an unusual appearance or do they behave in an unusual way?
— Take feedback on board / chart.
Step 3:
• Give students photocopies of Resource Sheet 1.1;
• Ask them the following questions:
— Do you think that the people in the photograph have a disability?
— What type of disability do you think these people have?
— Do you think it is a physical or a learning disability?
— Do you think society label people with a learning disability?
Step 4:
• Handout photocopies of Fact Sheet 1.1 and Fact Sheet 1.2 on Learning
Disability, and Worksheet 1.1;
• Ask students to fill in the Work Sheet based on the Fact Sheets on learning
disability;
• Based on the Work Sheet ask the students to state three of the most important
points they have learned.
Step 5:
• Using film/prose challenge the students’ assumptions about learning disability.
Films/Prose that could be used are:—
Films: My Left Foot; The Butcher Boy; The Mask; Rainman; Bill; Annie is Coming
Out; The Ringer
Prose: Moving on by Rita Lawlor;
Under the Eye of the Clock by Christopher Nolan.
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Lesson 1:
Learning
Disability
1.4
Methodology
Step 5 (cont.):
Pose some of the following questions on the film/prose:
— How did family/peer group and other outside groups react to the central
character?
— How did the central character feel/react to the way other characters treated
him/her?
— Which character was most sensitive and open to the concerns and needs of
the central character?
— Who in the film/prose managed to see beyond the disability of the character
and rather see the character as a real person?
— Why were institutions/groups reluctant to treat this character as an equal or
'normal' person?
— What was your initial reaction to the character (as a viewer)?
— Did your reaction change as the film/prose unfolded? How?
— Do you think that what happened to the central character could happen in
your home/town/school/workplace? Was the film/prose realistic?
— What challenging questions did the central character raise for society,
regarding people with disabilities?
Step 6:
Conclude lesson by reading the following:
People with a learning disability are people. They can act and look like other people or
they can be different but they have the same needs as all people, for example the
need to be accepted as they are, treated fairly and given opportunities to make
contributions to society.
Further Activities
Invite a specialist on learning disability into the classroom to answer follow up
questions. See Appendix 1 for addresses at the back of this book.
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Lesson 1:
Learning
Disability
Lesson 1
Resource Sheet 1.1
What do you see?
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Lesson 1:
Learning
Disability
Lesson 1
Fact Sheet 1.1
Learning Disability
What is a Learning Disability?
• Learning disability involves a greater than average difficulty in learning. This
involves a delayed or incomplete development of a person’s mind and
presents difficulties in a person’s ability to adapt to the cultural demands of
society;
• This involves two components:
(1) Below average intellectual ability and,
(2) A lack of social competence. They may find it more difficult to use
money, public transport, go shopping, etc;
• A learning disability is not an illness and should not be confused with mental
illness;
• In any definition, it is essential to remember that people are people first and
their disabilities are secondary.
Degrees of Learning Disability
The term “learning disability” covers a wide range of people who are said to
have a mild, moderate, severe or a profound learning disability. On one hand this
includes people who appear no different from any other citizen, but whose
intellectual abilities, while adequate for some tasks, may be inadequate for
others. On the other hand it can include those whose disabilities are so severe
that they will need a great deal of help and care throughout their lives.
Causes
There are a number of known causes for learning disability. They can be a result
of genetic disorders, brain damage during pregnancy or birth, or from any point
after birth, as well as from biological metabolic diseases. It may also result from
complex social and psychological causes. In many cases the specific causes are
unknown.
Numbers
The number of people with recognised learning disabilities in the ROI and
Northern Ireland is approximately 43,000.
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Lesson 1:
Learning
Disability
Lesson 1
Fact Sheet 1.2
Rules of Thumb When Meeting a Person
with a Learning Disability
Be Yourself
React in your usual way: introduce yourself, find out the person’s name and use it
as you talk to him/her. Treat adults as adults, children as children.
Providing information
Provide information which is simple, clear and concise, focusing on a single
subject. For example, signage should include pictorial signs as well as words. This
will also benefit non-English speakers.
Share your thoughts
Tell the person about yourself and what you do. Don’t always ask questions and
don’t be afraid of silences. It is easier to chat with someone if you are engaged in
an activity together.
If you don’t understand what the person is saying …
Ask him/her to repeat it, to say it another way, to show you what they are
referring to, to get help from a friend of theirs; or take a guess at what is meant
and check it with them. It is important that you do try to follow what the person is
saying. You will quickly acclimatise to the person’s way of talking.
Use simple language
A person who has a learning disability does not have the same wide vocabulary
as you. Use the same level of language that they use.
Be Patient
If someone is noisy or moves about when it seems inappropriate.
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Lesson 1:
Learning
Disability
Lesson 1
What I knew about Learning Disability
before the lesson
Work Sheet 1.1
What I know about Learning Disability
after the lesson
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Lesson 2:
Learning
Disability &
Language
Reflection
“Words matter, they open minds or close minds.”
2.1
Introduction
Words matter. Words can open doors to enable people with learning disability to
lead fuller, more independent lives. Words can also create barriers or stereotypes
that are demeaning to people with learning disabilities and they rob them of their
individuality.
2.2
Learning Outcomes
The student will:
• Become aware of the power of language to include and exclude;
• Learn the appropriate language to use in relation to people with a learning
disability.
2.3
•
•
•
•
•
Materials Required
Blackboard / chart to record student responses;
Work Sheet 2.1: Poem — Truth by Barrie Wade;
Work Sheet 2.2: Have You the Courage;
Fact Sheet 2.1: Words Matter;
Fact Sheet 2.2: Mind Your Language.
2.4
Methodology
Step 1:
• Brainstorm the words that are used in society to label others;
• Take feedback on the board / chart.
Step 2:
• Divide into four groups, giving each group a copy of Work Sheet 2.1;
• Assign one of the four questions to each group;
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Lesson 2:
Learning
Disability &
Language
2.4
Methodology
Step 2 (cont.):
• Have a spokesperson from each group give feedback ending with question 5.
Step 3:
•
•
•
•
Put the words cripple, handicapped and retard on the board.
Ask the students what they think of when they hear these words;
Facilitate feedback;
Replace the above with the following: wheelchair user, disabled, person with a
learning disability – see the difference ...
Step 4:
• Distribute photocopies of Fact Sheet 2.1 or Fact Sheet 2.2;
• Teacher / student to read through the guidelines;
• Based on these Fact Sheets ask students to highlight what they have now
learned about the importance of the language that they should use when
referring to people with a learning disability.
Further Activities
Distribute photocopies of Work Sheet 2.2. Ask the students to fill in the blanks and
to try to fill in the empty circles with three other messages from the point of view
of a person with a learning disability.
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Lesson 2:
Learning
Disability &
Language
Lesson 2
Work Sheet 2.1
Truth
by Barrie Wade
Sticks and stones can break my bones,
but words can also hurt me.
Sticks and stones break only skin,
while words are ghosts that haunt me.
Slant and curved the word-swords fall
to pierce and stick inside me.
Bats and bricks may ache through bones
but words can mortify me.
Pain from words has left its scar
on mind and heart that’s tender.
Cuts and bruises now have healed;
it’s words that I remember.
The questions to be discussed are:
1) Identify the key words or phrases in the poem.
2) What image(s) does the poem leave you with.
3) Can you relate to the feelings expressed in the poem. Explain and give
examples.
4) Could this poem be used to explain what it is like to be labelled as a person
with a learning disability. Give reasons for your answer.
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Lesson 2:
Learning
Disability &
Language
Lesson 2
Fact Sheet 2.1
Words Matter
Because a learning disability is a condition a person has and not a description of
that person, use the following guidelines in relation to people with a learning
disability and other disabilities:—
• Individuals, persons or people with a learning disability;
• A person with a learning disability, rather than is suffering from, afflicted with, or
a victim of a learning disability;
• Say a person with Down Syndrome, never use the term “mongoloid”;
• A person has a seizure rather than a fit;
• Someone who is partially sighted is visually impaired and not blind;
• A person is hearing impaired, rather than deaf or deaf mute;
• A person uses a wheelchair, rather than is confined to or restricted to a
wheelchair;
• Distinguish between adults and children with a learning disability;
• In Ireland the term “learning disability” is the preferred term to use rather than
“mental handicap” or “mental retardation”.
Words are important! Negative and patronising language produces negative and
patronising images. Look at the following examples:
Victim of — People aren't victims of disability. Say instead a person who has, or a
person who experienced, or a person with ...
Handicapped — People with learning disabilities want to be called people with
learning disabilities, not the mentally handicapped.
Normal — When used as the opposite of disabled, this implies that someone with
a disability is abnormal. Who wants to be labelled abnormal? Say instead, nondisabled or able-bodied person.
Retarded, retard, moron, imbecile, rehab, mongoloid, idiot, spa — These are all
abusive and offensive labels when applied to people with a learning disability.
Say instead person with a learning disability.
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Lesson 2:
Learning
Disability &
Language
Lesson 2
Fact Sheet 2.2
Mind Your Language
✘
✓
Remember
Cripple
Wheelchair
User
Everyone is a
citizen
Victim
Disabled
Handicapped
Person with a
disability
Retard
Person with a
learning
disability
Normal
The United
Nations
Declaration of
Human Rights
is for all
Treat others as
you wish to be
treated
Able Bodied
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Lesson 2:
Learning
Disability &
Language
Lesson 2
Work Sheet 2.2
Have you the courage?
To label is to
discriminate.
People with a learning disability are people
who want to be accepted as they are, and
given opportunities to make contributions
to society.
Have you the
courage to open
that door, to look
in and discover
the person behind
the label?
It is our civil
right not to
be labelled.
We are
human like
everyone else.
We are
people first,
the disability is
secondary.
belong on jars
not on
people.
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Lesson 3:
Human
Rights
Reflection
“It is impossible to proclaim rights as universal and then apply them only to
people without disabilities.”
3.1
Introduction
Our history provides us with all too many examples of human rights being ignored
and abused. One such example in the past has been the rights of people with
disability. In this lesson we want to understand better the central importance of
the United Nations Declaration of Human Rights, both in our lives and in the lives
of people with disabilities.
3.2
Learning Outcomes
The student will:
• Visit the area of human rights;
• Understand how some different groups in society are excluded;
• Know and realise that the area of human rights applies to all people, not just
to themselves.
3.3
•
•
•
•
•
Materials Required
Blackboard / chart to record;
Work Sheet 3.1: Case Study;
Work Sheet 3.2: Can I? Could I?
Work Sheet 3.3: To My Brother Pat;
DVD.
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Lesson 3:
Human
Rights
3.4
Methodology
Step 1:
• Ask students to write their definitions of the following words:—
Equality;
Responsibilities;
Rights;
Justice;
Freedom;
Human Rights;
Dignity.
• In pairs ask the students to compare their definitions;
• Students to give feedback to the teacher, who corrects any definitions
where necessary;
• The teacher may decide at this point to do Steps 2 and 3 or to go straight to
Step 4 depending on the type of class/classroom or the time available to
them.
Step 2:
The peas power game:
• Students are divided into the following groups:—
• Group A – are blindfolded;
• Group B – individual’s feet are tied;
• Group C – individual’s right hand is tied behind their back;
• Group D – within this group students pair off and tie their legs together;
• Group E – are left as they are.
• The teacher gives each group a bag of peas, the peas are thrown in the
centre of the floor and the students are asked to collect as many as they can
for their team within two minutes. Whichever group collects the most, wins.
Step 3:
•
•
•
•
Class discussion on the above activity;
Evaluation of how each group felt;
What did they find as fair, unfair, just etc;
Ask them to relate this to groups within our society today who they feel are
affected by unfairness, injustice etc …;
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Lesson 3:
Human
Rights
3.4
Methodology
Step 3 (cont.):
• Teacher records all information on the board.
Step 4:
• Immediately before the Case Study exercise the following exercise on
exclusion may be useful:
Ask one member of the class to step outside the room. Give the remainder of
the class a topic to discuss casually amongst themselves e.g. their favourite
singer and tell them to deliberately exclude the person outside the door from
the discussion. Begin the discussion and invite the outsider — who doesn’t
know what is going on — back to the classroom. Allow the discussion to
proceed for 3 to 4 minutes, then ask the group to reflect on how they felt
colluding and ask the individual on how he/she felt being excluded. This
exercise can be repeated with a different person who this time does know
what is going on and is asked to wait outside.
Step 5:
Ask the students the following questions:–
• What rights and injustices were highlighted in this lesson?
• What can the students do in their own school/locality to help solve some of
the injustices?
• Distribute photocopies of Work Sheet 3.1 and ask the students to complete the
questions for homework.
Further Activities
• Distribute photocopies of Work Sheet 3.2
• Ask students to work alone on it for 2 minutes
Take feedback and highlight, firstly, that we all have different abilities and
secondly, that people with Learning Disabilities also have both abilities and rights.
Distribute Work Sheet 3.3. Divide class into groups of three, each group to
consider three questions on poem. Have spokesperson from each group to give
feedback.
Emphasise that only people with a learning disability can compete in Special
Olympics Ireland. Inform the students that they are going to study Special
Olympics in the next module.
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Lesson 3:
Human
Rights
Lesson 3
Work Sheet 3.1
Case Study
Andrew is 17 years old. He is a person with a learning disability. He is in third year
in his local secondary school. He cannot keep up with his classmates in
schoolwork, especially now that they are studying for their state examination. He
takes part in all social aspects of school life, including discos and football
matches.
Despite this, Andrew often wanders around school on his own and can be seen in
the evenings walking through his estate or going to the video shop by himself. His
parents had hoped that he'd make some close friends through school but so far
no one has knocked on his door or asked him to parties.
The questions to be discussed are:
1. Were Andrew’s parents correct to send him to his local secondary school when
he is not able to participate in the state examination? Why?
2. How has Andrew benefited from school life?
3. How do you think Andrew’s classmates feel about him?
4. Will being in his local school bring Andrew any advantages in his adult life?
Explain;
5. How can Andrew be helped to cope with the sense of being ‘left out’ when
his classmates are all preparing for the Junior Certificate?
6. Do you have any suggestions, which might help to create other chances for
Andrew to make friends?
(Please note that in this case study the person with the learning disability is not able to
participate in the state examination. However, there are many people with a learning
disability throughout the island of Ireland who are studying for state examinations)
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Lesson 3:
Human
Rights
Lesson 3
Work Sheet 3.2
Can I? Could I? ...
Can I? Could I?
No — Because
Yes — If
Become a
professional ballet
dancer
Make a
fashionable outfit
Climb Mount Everest
Play for
Manchester United
Play on a team
representing
Scotland
Compete in the
Special Olympics
World Summer/
Winter games
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Lesson 2:
Learning
Disability &
Language
Lesson 3
Work Sheet 3.3
To My Brother Pat
by Theo Dorgan
A random glitch in the code,
a defective chromosome,
all this enough to shape a life
but not explain it.
When you were born she knew
immediately, our mother,
knew the shape of it out ahead,
your life of difference.
I remember tears, I remember
how quick we were to cope,
the lavish affection that came
unprompted ; we'd fight to hold you.
I was of an age to anticipate
cruelty, the mocking taunt,
slow incomprehension —
and I was wrong.
Not one of us, fortunate
as we have been, has ever
been loved as truly as you,
and this is as it should be —
The paradox of being human:
how we take, against all expectation,
the weak to our hearts,
discovering how they are strong.
Remember when you met Paula first,
my heart's companion, my still beloved?
You took her in your arms,
you caught my eye and winked.
I still see that thumbs up,
sign of your generous pleasure
at my good fortune.
My canny brother, our dear Olympian.
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Lesson 2:
Learning
Disability &
Language
Lesson 3
Work Sheet 3.3
To My Brother Pat
The issues/questions to be discussed are:
1) What does the poet mean by “random glitch in the code”?
2). Why is the “glitch” enough to “shape” a life but not “explain” it?
3). Explain the immediate reaction of his mother.
4). How did the rest of the family react?
5). Why are the other members of the family “fortunate”? What is the real
meaning of “fortunate” in this context?
6). What does the poet mean by: “the paradox of being human”?
7). In this poem the poet is asking us to think again about the words like
“fortunate”, “love”, “weak” and “strong”. In what way do these words make us
reflect on what the real meaning and purpose of human life is?
8). What impact has this less “fortunate” brother had on the lives of the other
members of the family?
9). What picture of the relationship of the two brothers is drawn in the last two
verses of the poem?
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Module 2
Special Olympics
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Page 32
Lesson 4:
Sport &
People with
a Disability
Reflection
“Sport is for everyone”
4.1
Introduction
In this lesson we examine the role that sport can play in enabling people with a
learning disability to fulfil their potential and ambitions, and to participate fully in
the world around them. We also look at the founding of the Special Olympics.
4.2
Learning Outcomes
The student will:
• Appreciate the positive role that sport can play in the lives of people with a
learning disability;
• Realise that people with a learning disability can participate fully in sport;
• Have an understanding of Special Olympics, how it was founded, the reasons
why and what is involved.
4.3
•
•
•
•
•
•
Materials Required
Blackboard / chart to record
Work Sheet 4.1: Photographs;
Resource Sheet 4.1: A tale of Two Sisters;
Fact Sheet 4.1 and Fact Sheet 4.2 on Special Olympics;
Work Sheet 4.2: Daily Bugle;
DVD.
4.4
Methodology
Step 1:
• Brainstorm on the positive aspects of sport, focusing on how sport enables us to
fulfil our talents and participate as members of society and how it makes us
feel good about ourselves;
• Ask the students to write about an occasion when sport made them and/or
their community feel good/proud.
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Lesson 4:
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People with
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4.4
Methodology
Step 1 (cont.):
• Record student responses on the board.
Step 2:
•
•
•
•
Divide the class into four groups;
Distribute photocopies of Work Sheet 4.1 among the groups;
Assign one photograph to each group;
Ask each group to list three benefits of sport that accrue to their athlete
(photo) with a learning disability;
• Have one person from each group report their findings and discuss within the
class.
Step 3:
• Distribute photocopies of Resource Sheet 4.1;
• Read through the article with the class;
• Explain to students that they are going to learn about Special Olympics and
the very important role it plays in the lives of people with a learning disability
and their families/friends;
• Explain to students that Paraolympics is for people with physical disability while
Special Olympics is for people with a learning disability.
Step 4:
• Distribute photocopies of Fact Sheet 4.1 and Fact Sheet 4.2 and Work
Sheet 4.2;
• Ask the students to write a newspaper article for their local newspaper based
on Fact Sheet 4.1 and 4.2 on Special Olympics.
• Have students follow the instructions on the Work Sheet and complete as
homework for the next lesson.
Further Activity
• Play DVD.
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Lesson 4:
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Lesson 4
Work Sheet 4.1
Photographs
Looking at your assigned photo, outline three benefits that each of the
athletes is gaining through participation in sport.
B
A
C
D
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Lesson 4:
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Lesson 4
Resource Sheet 4.1
A Tale of Two Sisters
Rosemary Kennedy was born in Brookline, Massachusettes on 13
September 1918. Due to perintal hypoxia (an inadequate supply
of oxygen to the brain tissue during the period just before or after
birth) Rosemary had a mild learning disability. Unusually for that
time Rosemary was raised at home with her family and enjoyed
the same lifestyle as her brothers and sisters, where she had a
good childhood and enjoyed family life until young adulthood.
When Rosemary was 23 (1941), her father, without consulting his
wife, allowed a lobotomy to be performed on his daughter in the
hope that she would be relieved of her deep depression. She
underwent a prefrontal lobotomy, after which her condition
worsened and she went to live at St Colletta School in Jefferson,
Wisconsin.
Eunice Mary Kennedy was also born in Brookline, on 10 July 1921.
The fifth of nine children and the third girl in her family, Eunice was
very close to her sister, Rosemary. As children they spent most of
their time together and learned from each other. Eunice, like her
brothers and sisters, loved and respected Rosemary, but very few
people beyond the family knew Rosemary had a learning
disability due to the shame and stigma that attached itself to any
such condition at that time. When Rosemary finally left home to
live in St Colletta, Eunice kept in constant contact.
The special bond between these two sisters helped bring a
change for millions of people with learning disability all over the
world. The main reason the world took notice was because the
two women came from a very influential family. One of their
brothers was John F Kennedy, President of the USA, while two
other brothers, Robert and Edward, later became Governor and
Senator, and their sister, Jean, became the American Ambassador
to Ireland in the 90s.
Eunice has dedicated her life to helping people with a learning
disability. In the process she has changed the way the world treats
them. In 1965 she established Special Olympics, a non-profit
programme of sports training and competition for individuals with
a learning disability.
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Lesson 4:
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Lesson 4
Fact Sheet 4.1
Special Olympics
• Eunice Kennedy Shriver was founder of Special Olympics in Illinois, USA in 1968;
• Headquarters are in Washington DC;
• Special Olympics Ireland was founded in 1978;
• Funding is by individuals, organisations, foundations, etc;
• Grow mentally, socially and spiritually;
• There are 402 affiliated groups on the island of Ireland;
• The goal is for all persons with a learning disability to have the opportunity to
become useful and productive citizens who are accepted and respected in
their community;
• Founded on belief that people with a learning disability can, with proper
instruction and encouragement, learn, enjoy and benefit from participation in
individual and team sports;
• Athletes are divided according to age, ability and gender;
• Special Olympics helps to:—
— Develop physical fitness;
— Demonstrate courage;
— Experience joy of achievement;
— Experience inclusion in community;
— Build skills;
— Make friends.
• The Motor Activities Training Programme (MATP) is a non-competitive
programme for athletes who have not yet acquired the skills to participate in
official Special Olympic sports.
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Lesson 4
Fact Sheet 4.2
Special Olympics Timeline
1968 — Eunice Kennedy Shriver starts with summer day camps for
people with a learning disability.
1971 — Official approval to use the name “Olympics”.
1977 — First International Special Olympics Winter Games.
1978 — Special Olympics starts in Ireland.
1980 — Introduction of formal programme for coaches.
1985 — First Special Olympics European Summer Games held in Dublin.
1987 — Special Olympics Ireland sends team to Special Olympics World
Summer Games in Indiana.
1988 — International Olympics Committee (IOC) endorses and
recognises Special Olympics.
1989 — First Special Olympics Ireland Torch Run.
1996 — Third Torch Run held in Ireland with help of the Garda and RUC.
Major fundraising and public awareness event.
1997 — For the first time, Ireland sends a team to the Special Olympics
World Winter Games.
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Lesson 4:
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Lesson 4
Fact Sheet 4.2
Special Olympics Timeline
1998 — Thirtieth Anniversary. Twelve Special Olympics athletes
appointed as “Global Messengers”. Rita Lawlor from Ireland
appointed.
2002 — 2000 athletes participate in Special Olympics Ireland Games.
2003 — For the first time ever, Special Olympics World Summer Games
were held outside of the US, in Ireland.
2005 — Special Olympics Ireland sends a team of athletes and a team
of experienced volunteers to Nagano in Japan for the Special
Olympics World Winter Games.
2006 — Special Olympics Ireland host their first residential Ireland Games
in Belfast and Antrim.
2007 — 143 athletes sent to represent Ireland in the 2007 Special
Olympics World Summer Games in Shanghai. 200 volunteers
also travelled from Ireland to the Games.
2009 — Special Olympics World Winter Game will be hosted by Idaho in USA.
2011 — Athens will host the 2011 Special Olympics World Summer Games.
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Lesson 4:
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Lesson 4
Work Sheet 4.2
Daily Bugle
Headline:
History
Key aims of
Special Olympics
Benefits
Athlete’s Oath
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Lesson 5:
The
Athlete’s
Oath
Reflection
“Let me win. But if I cannot win, let me be brave in the attempt”
5.1
Introduction
The purpose of this lesson is to look specifically at the philosophy behind the
Special Olympics as is summed up in its Oath and to understand how
competitions are run in Special Olympics.
4.2
Learning Outcomes
The student will:
• Understand what is meant by the Special Olympics Oath;
• Understand how competitions are run in Special Olympics.
4.3
Materials Required
• Blackboard / chart to record points / feedback from homework;
• Work Sheet 5.1: Special Olympics athlete’s oath;
• Fact Sheet 5.1: Special Olympics Competitions.
4.4
Methodology
Step 1:
• Write homework on feedback about the Special Olympics movement under
the following headings on the blackboard:
• History;
• Key aims;
• Benefits;
• Oath.
Step 2:
• Distribute photocopies of Work Sheet 5.1;
• Ask the students to answer the question on the Work Sheet in pairs.
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Lesson 5:
The
Athlete’s
Oath
4.4
Methodology
Step 2 (cont.):
• Write feedback on the board;
• Teacher to emphasise the following points;
— It is not just about winning;
— It is about participating to one’s own ability / potential;
— It is about commitment, bravery, preparation, training;
— Involves athletes, family, volunteers and community.
Step 3:
• Distribute photocopies of Fact Sheet 5.1;
• Ask students to discuss the differences and similarities between competitions in
Special Olympics and in mainstream sports.
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Lesson 5:
The
Athlete’s
Oath
Lesson 5
Work Sheet 5.1
Special Olympics Oath
“Let me win.
But if I
cannot win,
let me be
brave in the
attempt”
Based on the above oath and photograph, answer the following:
If the Special Olympics Oath is not all about winning, what is the point?
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Lesson 5:
The
Athlete’s
Oath
Lesson 5
Fact Sheet 5.1
Special Olympic Competitions
A unique feature of all Special Olympic competitions is that athletes are divided
by age, gender and ability as follows:—
Age
1) 8-11
2) 12-15
3) 16-21
4) 22-29
5) 30 and over
Ability
Coaches submit an athlete’s best time/distance to an organising committee of a
competition. Before the finals the athletes are divisioned according to their entry
time/distance and/or their classification time/distance.
As a result, Special Olympic athletes compete only with those whose skills are
equal to their own. This way every athlete has the chance to be successful in his
or her division based on personal ability. In Ireland, athletes must compete in the
following Games in order to compete at a Special Olympics World Games.
Area Games
Special Olympics competitions begin at local level, usually with a single club,
school or centre. The experience gained during these events usually encourages
athletes to participate in Area Games which involve a number of clubs, schools
and centres in an area coming together for competition.
Regional Games
Gold Medalists at the Area Games may qualify for the Regional Games. Special
Olympics Ireland is an all island programme divided into five regions: Special
Olympics Connaught, Special Olympics Eastern Region, Special Olympics Leinster,
Special Olympics Munster and Special Olympics Ulster. For most athletes,
competing at Regional Games is the highlight of their athletic career and at this
level all athletes are well trained and talented in their disciplines.
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Lesson 5:
The
Athlete’s
Oath
Lesson 5
Fact Sheet 5.1
Special Olympics Competitions
Ireland Games
The winners of each event in Regional Games may proceed to the Ireland
Games. These Games are a major event as all athletes who win gold medals here
may be selected to participate in the next World Games, which take place every
two years on an alternating Winter and Summer Games basis:
2001:
7th Special Olympics World Winter Games in Alaska, USA;
2003:
11th Special Olympics World Summer Games in Dublin, Ireland;
2005:
8th Special Olympics World Winter Games in Nagano, Japan;
2007:
12th Special Olympics World Summer Games in Shanghai, China;
2009:
9th Special Olympics World Winter Games in Idaho, USA;
2011:
13th Special Olympics World Summer Games in Athens, Greece.
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Page 45
Lesson 6:
The Athlete
in Special
Olympics
Reflection
“When I first came to Special Olympics the thing that kept me going was to
represent my country and when I did it was like a dream come true”
6.1
Introduction
The purpose of this lesson is to look specifically at an athlete in Special Olympics
Ireland and the sports that are played in Special Olympics Clubs on the island of
Ireland.
6.2
Learning Outcomes
The student will:
• Learn about the life story of Aisling O’Brien, an athlete in Special Olympics
Ireland;
• Examine the range of sports offered by Special Olympics Ireland;
• Understand the involvement of Special Olympics Clubs/Unified Sports in
helping the athletes participate in Special Olympics.
6.3
•
•
•
•
Materials Required
Blackboard / chart to record points;
Resource Sheet 6.1: Aisling’s Story;
Fact Sheet 6.1: Sports/Clubs in Special Olympics Ireland;
DVD.
6.4
Methodology
Step 1:
• Distribute photocopies of Resource Sheet 6.1 to the students or read the story
to the class, asking students to make notes.
Step 2:
• DVD
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Lesson 6:
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Olympics
6.4
Methodology (cont.)
Step 3:
• Ask the students the following questions based on the story. These can be
done in class or as homework:—
— Did anything surprise you in the story?
— Who helped Aisling achieve success in the Special Olympics World Games?
— What were the core communities in Aisling O’Brien’s life?
— How can your school help an athlete like Aisling in your community?
Step 4:
• Distribute copies of Fact Sheet 6.1 or write the information on the board. Ask
the students how they could get involved in Special Olympics clubs and/or in
Unified Sports?
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Lesson 6:
The Athlete
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Olympics
Lesson 6
Resource Sheet 6.1
Aisling O’Brien’s Story
Aisling O’Brien was born in July 1986. She lives in
Sandycove Co.Dublin with her parents Peter and
Caroline and her younger brother Luke.
Within a couple of months of her birth, it became
clear that Aisling was not achieving the
developmental milestones set for babies/toddlers
of her age. Just before her first birthday Peter and
Caroline were told that Aisling had a condition
called Cortical Displascia – parts of her brain were
in the wrong place. Already developmentally
behind other children of this age, the neurologist
was unable to predict how much progress Aisling
might make in the future. Officially, Aisling was classified as a person with a
learning disability.
Aged 3, Aisling attended “early services” in St.John of God Services in
Glenageary. In consultation with psychologists in the St. John of God
Services, Aisling’s parents decided that her educational needs would be
most appropriately met in a special education school. Here, Aisling
developed her academic skills and her physical and social abilities with the
support of all the members of the school community. Along with sitting the
English and CSPE papers at Junior Certificate Level (achieving a ‘C’ grade
on both papers!), Aisling participated in many extra-curricular activities
including school concerts, and she attained a silver Gaisce award. As a
result of the wide range of experiences, Aisling grew in confidence and
self-esteem.
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Lesson 6:
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Olympics
Lesson 6
Resource Sheet 6.1
Aisling O’Brien’s Story (cont.)
At 9 years of age, Aisling was invited to attend a Special Olympics club.
Blackrock Flyers Special Olympics club was founded by a group of parents
of children with learning disabilities and with the assistance of two P.E.
teachers and other volunteers, it offers basketball, athletics, table-tennis
and golf for over 100 athletes. Aisling was enthusiastic from the beginning.
Many of the sessions in the early years were focused on fitness training and
skills. As she grew older Aisling participated in competitions at Special
Olympics Area, Regional and National Games. She won gold medals in
200m and the shot putt. However her real talent was not on the athletics
field but on the basketball court!
Around the time that Aisling was graduating from school a new course was
being established in Trinity College Dublin for people with a learning
disability. Aisling applied for a place on the course entitled ‘A Certificate in
Contemporary Living’. Initially run on a pilot basis, the programme was
conducted over two years on a full time basis. Modules ranged from English
and Communications to International Awareness, Career development
and much more. One of the key aims of the course was to ensure that
education at third level for students with learning disabilities would lead to
suitable employment opportunities.
In 2006 Special Olympics National Games were held outside Dublin for the
first time. Belfast welcomed 2,000 athletes and over 3,500 family members
who had travelled from the four corners of Ireland to support their athlete.
Selection for participation in the 2007 Special Olympics World Summer
Games in Shanghai was dependent on playing well and winning gold.
Aisling and her team were determined to do their best.
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Lesson 6:
The Athlete
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Olympics
Lesson 6
Resource Sheet 6.1
Classification started early the next day. Aisling and her team played well
particularly against a tough Munster team. However, as they progressed
through the competition disaster struck. A 48-hour vomiting bug hit several
members of the team including Aisling. She was quarantined so that she
would not infect the rest of the athletes. Bitterly disappointed and
devastated at letting her team down, Aisling returned home. All possibilities
of winning a place on Team Ireland to travel to Shanghai were gone.
Life gradually returned to normal and by September the new training
schedule began, with sessions on Saturday mornings and Monday
evenings, Aisling was fit and her skills were improving. A phone call in midJanuary however brought an unexpected opportunity for Aisling. The
basketball team for 2007 Special Olympics World Summer Games were
looking for a defender. Was Aisling interested in trying out? Trials were held
on 27th January 2007 in D.C.U. Not believing her luck, Aisling played her
best game ever and was selected to represent Ireland in Shanghai in
October 2007. The excitement was incredible, grandparents, aunts, uncles,
cousins – everyone was contacted with the good news. That very same
day, Peter, Caroline and Luke decided to travel to Shanghai to support
Aisling and the rest of the team.
Every six weeks Team Ireland met for a weekend of intense training, talks on
diet, sports related issues and of course the chance to get to know other
members of Team Ireland.
On the eve of their departure, Team Ireland gathered at the Garda sports
facilities in Westmanstown for one more final reception before departing for
Shanghai…… Mary McAleese, President of Ireland wished them well as they
set out on their incredible journey offering the athletes words of
encouragement and good will. Photos were taken and the sense of
excitement and anticipation was tangible.
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Lesson 6:
The Athlete
in Special
Olympics
Lesson 6
Resource Sheet 6.1
The journey to Shanghai was long and tiring. The athletes arrived early on
the morning of the 28th September and were taken to their Host Town in
the district of Luwan. The community opened their hearts and homes to the
athletes over the next three days; sightseeing, parties and cooking lessons
— Aisling learned how to make Chinese dumplings — although no one can
confirm whether she ate them or not!
The opening ceremonies were spectacular and famed actor Colin Farrell
was one of the hosts for the evening.
Over the next couple of days the basketball team played many other
countries and it became apparent that Ireland was up against tough
opposition. Parents, brothers and sisters cheered and roared the team on.
They created their own corner of Ireland in the stadium with bunting and
team colours. The stadium was packed each day with students from
different schools around Shanghai and the noise they made in support of
Ireland was deafening! Ultimately Ecuador and Egypt won gold and silver;
however Ireland was trilled to achieve bronze and on closer inspection
Aisling’s brother Luke thought that there was actually a hint of gold in the
bronze medal!
All the hard work had paid off for Aisling and her coaches in Blackrock
Flyers and Team Ireland; the training sessions and fitness programmes
helped Aisling and her team mates achieve something that most people
can only dream of – to represent Ireland and win a medal!
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Lesson 6:
The Athlete
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Olympics
Lesson 6
Fact Sheet 6.1
Sports/Clubs in Special Olympics Ireland
Sports offered by Special Olympics Ireland:—
Summer Sports
Aquatics; Athletics; Badminton; Basketball; Bocce; Bowling (tenpin);
Equestrian; Football (soccer); Golf; Gymnastics (artistic and rhythmic); Table
Tennis.
Winter Sports
Alpine skiing.
Special Olympics Clubs
These clubs are similar to mainstream sports clubs. In Special Olympics
Clubs athletes participate in different sports (see above). Coaches have
been trained in their specific sport. There are many Special Olympics Clubs
all around the island of Ireland – for details see the website
www.specialolympics.ie
All clubs will need additional help from volunteers to run their weekly
training sessions and other club activities.
Unified Sports in Special Olympics
This is a programme that combines equal numbers of athletes with and
without learning disability, of similar age and ability, on teams that
compete against other Unified Sports teams. It is an important programme
because is expands sports opportunities for all athletes seeking new
challenges, and dramatically increases inclusion for people with a learning
disability in the community. To find out more about forming a team,
contact Special Olympics Ireland – see Appendix 1 at the back of the book
for the address.
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Page 53
Module 3
Active Citizenship &
Volunteering
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Page 54
Lesson 7:
Volunteering
Reflection
“I’ve been blessed … It’s time to give back”
7.1
Introduction
This lesson looks at volunteering and how we can become active citizens and
help make a difference in the lives of others.
7.2
Learning Outcomes
The student will:
• Understand the concept of Volunteerism;
• Become aware of the skills and qualities needed to be a volunteer.
7.3
Materials Required
• Work Sheet 7.1: My Experience of Volunteering.
7.4
Methodology
Step 1:
• Teacher leads with the question: What is a volunteer?
“Volunteering means giving freely of your”:—
— Commitment
— Enthusiasm
— Skills
— Time
• Read the following definition of volunteering or put the words on the
blackboard and get the students to answer the questions that follow.
“Volunteering benefits both the individual and society”
• What might “giving freely” mean? Might it have more than one meaning?
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Lesson 7:
Volunteering
7.4
Methodology (cont.)
Step 1 (cont.):
• The definition includes four key characteristics of volunteering. They are listed in
alphabetical order. Get the students to re-order them in order of importance,
according to their opinion;
• Who is “the individual” who benefits from volunteering?
• How night society benefit from volunteering?
• Have you even been a volunteer?
The student may think that they have never done any “real volunteering” but, this
is highly unlikely. Volunteering comes under many headings, from giving blood to
helping out at the school fair.
• Distribute Work Sheet 7.1;
• Ask the students to write about ...
— The types of volunteering they have done so far;
— How this made/makes them feel?
— How they personally might benefit.
• Ask the students to share this information with the class;
• Record feedback on the board.
Step 2:
• Divide the students in to groups and ask them the following question:—
— What qualities / skills do you think you need to be a volunteer for a nonprofit organisation / charity?
• Ask the students to list the jobs.
Step 3:
• Each student prepares a one minute speech on “What I have to offer as a
volunteer to an organisation of my choice”
• Choose five students to present their speech.
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Lesson 7:
Volunteering
Lesson 7
Work Sheet 7.1
My Experience of Volunteering
Volunteering
Events
Personal
Benefits
Other
Benefits
1
2
3
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Lesson 8:
with Special Olympics Ireland
8.1
Introduction
Special Olympics Ireland can only reach its goals for the athletes if we are all
prepared to give individually and collectively. This lesson looks at how a student in
transition year can volunteer for Special Olympics Ireland.
8.2
Learning Outcomes
The student will:
• Have a better understanding about the experience of Special Olympics
volunteers;
• Become aware of the volunteer roles in Special Olympics Ireland and how
they can get involved.
8.3
Materials Required
• Resource Sheet 8.1: Volunteer Experiences;
• Resource Sheet 8.2: Volunteer Opportunities;
• Resource Sheet 8.3: Volunteer Guidelines for Students in Schools.
8.4
Methodology
Step 1:
The teacher informs the students about the importance of volunteers to Special
Olympics Ireland using the following quote:
“Volunteers are the backbone and engine of Special Olympics Ireland. Presently
Special Olympics Ireland has a large database of registered volunteers with varying
skills, expertise, time commitment but all have passion and desire to assist our athletes
in whatever way possible for them to achieve their very best. The organisation would not
be what it is today without so many volunteers giving of their time, energy and skills”
Barbara Hawkins, Volunteer Manager, Special Olympics Ireland
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Lesson 8:
8.4
Methodology (cont.)
Step 2:
The teacher reads out the experiences of the volunteers (Resource Sheet 8.1). The
students are asked to pick two words from those experiences that they thought
were important to the volunteer. The students could be asked whether they have
any fears about volunteering for Special Olympics. The teacher can reassure
them that they will get excellent training about all aspects of working with the
athletes if they decide to volunteer.
Step 3:
• Ask the students to list the jobs they think they could do for Special
Olympics Ireland;
• Distribute photocopies of Resource Sheet 8.2 or get the students to look up the
Special Olympics Ireland website — www.specialolympics.ie;
• Ask the students to compare this list with their own;
• Photocopies of Resource Sheet 8.2 could be distributed to students who are
very interested in volunteering.
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Lesson 8:
Lesson 8
Resource Sheet 8.1
Volunteer Experiences
The volunteer experience provides each volunteer with a sense of
collective belonging to a wider group focused on the positive ideals of
Special Olympics Ireland. Each volunteer’s contribution to Special Olympics
Ireland generates a feeling of empowerment that individually they are
making a difference, ensuring successful projects and undertaking
responsibilities of their own volition.
Responses from Special Olympics volunteers:
“It’s very difficult to put in writing the euphoria I experienced working on the
Special Olympics World Games that were held in Ireland in 2003.. The buzz and
feel good factor which surrounded the RDS was breathtaking and I can safely
say it’s one of the best things I have ever done. What really touched me was the
affection these athletes showed, not just to each other, but to all of us involved.
They were not afraid to show their emotions and their smiles and affection
touched the hearts of every volunteer. I, for one, was very proud to have been
part of such an amazing event.”
Gemma, Volunteer, Special Olympics Ireland
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Lesson 8:
Lesson 8
Resource Sheet 8.1
Volunteer Experiences (cont.)
Responses from Special Olympics volunteers:
“As soon as I got involved in Special Olympics 5 years ago I realised how helping others
could also help me very much. I had known that there were sports clubs all around
Ireland enabling children and adults with learning disabilities to take part in sports and
to compete in local, national and international competitions. What I didn't know was
how inclusive these clubs were. In every training session I have attended, I have been
welcomed so warmly by athletes and coaches alike. I have seen persistence and
dedication from athletes and their families. In competition I have seen athletes give
their all, as well as support and look after each other through all the ups and downs of
competing. Seeing this has changed my views of disability. I have stopped seeing
differences and now see great ability and potential in people with so many challenges
to overcome. It is a pleasure to volunteer with Special Olympics because of the
positive, caring atmosphere of every meeting, training session and competition I
attend. It is inspiring to see the athletes work hard and take joy from being active. I look
forward to staying involved with Special Olympics in the future - it keeps me busy,
enthusiastic about sport and motivated to tackle new ventures face on.”
Yvonne, Volunteer, Special Olympics Ireland
“I have been a volunteer with Special Olympics Ireland as an athletics coach since
1997. Throughout all that time I have been amazed at the ability, passion and
dedication of all the athletes I have trained. They enjoy the training sessions and revel in
the competitions whether it is at local, national or world level. The parents of the
athletes also gain a huge amount from their son / daughter being involved in the sport.
They see their child gaining in confidence, making friends and in some cases
representing Ireland in European or World Games. As a volunteer I have had a
wonderful experience, enjoying the excitement the athletes get when participating in
their event and in reaching their potential. The athletes have taught me to take each
day at a time, never to judge other people and to enjoy taking part in sport”.
Paul, Volunteer, Special Olympics Ireland
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Lesson 8:
Lesson 8
Resource Sheet 8.2
Volunteer Opportunities
Since the 2003 World Summer Games was held on the island of Ireland the
Volunteer Programme has grown from strength-to-strength. Since then there has
been an increase in the number of volunteers involved. In June 2006 thousands of
volunteers based in Northern Ireland, who had never been involved before in
Special Olympics, assisted with the running and organising of the 2006 Special
Olympics Ireland Games held in Belfast and the surrounding areas. As a legacy of
these Games hundreds of volunteers have stayed involved and worked on
promoting Special Olympics in the Ulster region.
There are many opportunities available to all volunteers depending upon their
preference, skills and time availability. Below are some of the areas that transition
year students could be assigned.
Club Programme
Special Olympics Ireland is organised on an all-island basis and there are over 400
affiliated groups based in the four provinces of Ireland. In many cases the
person’s school, centre or workshop is affiliated to a Special Olympics region and
a Special Olympics programme is offered. Other people have the opportunity to
join a Special Olympics club in their community. Individuals with a learning
disability across Ireland participate in sports programmes on a weekly basis with
their affiliated group, leading to area, regional and national competitions.
Anyone over the age of 15 years can get involved as a volunteer in a Special
Olympics club. Students, senior citizens, business people, homemakers,
community leaders, family members of athletes, amateur and professional
athletes, coaches and many others come together to fill a wide variety of roles.
A core group of volunteers is needed to manage a club (called the Club
Management Team which usually consists of a minimum of six officer positions).
Most clubs will need additional help from volunteers to run their weekly training
sessions and other club activities.
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Lesson 8:
Lesson 8
Resource Sheet 8.2
Volunteer Opportunities (cont.)
Volunteers need to make certain time commitments which will vary depending
on their particular role. Athletes must train for a minimum of one hour per week for
at least eight weeks to be eligible to participate in Special Olympics
competitions. Therefore if you wish to be involved, your time commitment is likely
to be a minimum of one hour per week plus time required to attend competitions
with athletes. Many clubs operate during the school year from September to
June, however if you are part of the Club Management Team you may need to
attend monthly meetings.
‘It’s great to have somewhere for my son to participate in a club, the same as his
brothers and sister and it’s wonderful to see his enthusiasm as he heads off for training
each Saturday morning”
Therese Ross, Parent, Shannon Flyers Special Olympics Club
Family Support Programme (over 18s)
Special Olympics has a very vibrant and active Family Support Programme
organised at national, regional and local level. Special Olympics Ireland
constantly strives to involve families, extended families and care providers of
Special Olympics athletes and encourage them to participate and share in the
joys of the Special Olympics programme.
The aims of the Family Support Programme are:
• To encourage family members to become involved in the life of their athlete;
• To support their athlete in training and competition;
• To become advocates for the Special Olympics movement;
• To encourage new families who can benefit from Special Olympics to join.
In addition, the Programme enables families to get together, share their
experiences and common interests and provide support to each other.
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Lesson 8:
Lesson 8
Resource Sheet 8.2
Throughout Ireland, at all levels of the organisation, participants in the Family
Support Programme have become involved as coaches and volunteers. They are
involved in planning and developing the Special Olympics programme and many
Special Olympics clubs were established and are run by family members.
“Special Olympics has opened up a whole new world to us. Since moving to Ireland
and becoming involved in Special Olympics our lives have been changed for the
better. Patrick is so much more confident and outgoing, has made lots of friends and
has learned many new skills, all thanks to discovering Special Olympics”
Margaret Crereand, Donegal, Parent of Special Olympics athlete
“Through Special Olympics my brother has taught my family and I to view and
appreciate peoples' great abilities. I firstly see William as my brilliant brother and
secondly as our very own Special Olympics Hero. As a family we are all very proud to
be involved in Special Olympics in various roles”
Sharon Naughton, Tipperary, Sister of Special Olympics athlete
Athlete Leadership Programme — ALPs (over 18s)
ALPs is the Special Olympics Athlete Leadership Programme. This Programme
offers current and former athletes (who are over 16 years old) the means to
explore opportunities in addition to taking part in sports training and competition,
and empowers athletes to take on new and challenging roles. Athletes have the
opportunity to be part of local, regional and national committees, be a
spokesperson, coach, officiate or volunteer in a variety of roles. Working with a
mentor (who must be a registered volunteer and over 18 years of age), people
participating in the ALPs programme undertake training in order to develop the
skills for the areas they are particularly interested in pursuing.
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Lesson 8:
Lesson 8
Resource Sheet 8.2
ALPs Training
Training is offered to athletes on the ALPs Programme in the various disciplines
involved, for example training in public speaking or training as a volunteer for their
local affiliated group. If an athlete is interested in taking on a coaching role they
take part in the relevant sports coaching courses offered by Special Olympics
Ireland or a National Governing Body for Sport.
Fundraising in Your School
If your school is interested in fundraising for Special Olympics Ireland there are a
number of ways you can get involved. Your school could choose Special
Olympics Ireland as your nominated charity for the school year and as transition
year students you could help co-ordinate fundraising events at your school.
There are lots of different fundraising ideas that can help support Special
Olympics Ireland e.g. an art exhibition, non-uniform day, book sale, cake sale,
fancy dress day, sports day, talent contest or even an Olympics Colours day
where each class wears a different colour of the five Olympic rings. If you have a
staff member or pupil who wishes to be the contact point for the school they can
email: [email protected] for more information.
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Lesson 8:
Lesson 8
Resource Sheet 8.3
Guidelines for Transition Year Students
Every volunteer must complete a volunteer application form. This can be done
online (for volunteers aged 18yrs or over) but for volunteers aged 15-18 they must
complete a hard copy form with a parent/guardians consent. All volunteers must
be aged 15yrs or over. A security background check (volunteers aged 18yrs or
over only) and reference checks are carried out on every volunteer.
To encourage students to get involved Special Olympics recruit transition year
students to help at one day sporting events. Generally a group of students from
the same school, with the supervision of a teacher, would volunteer their time at
the event. There is no obligation of students to register as volunteers and the age
limit of 15yrs to volunteer does not apply in this case, where they are volunteering
at the event as a group. This is a great opportunity for students to become
familiar with the organisation and they can then decide if they wish to get further
involved (e.g. helping in a local Special Olympics club).
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Lesson 9:
Student Tasks
Please choose from the following as they apply to your particular programme/
class level/ course work.
Project 1: History of Special Olympics
This subject is based on research into the following areas:
• Origins of Special Olympics;
• The role played by Eunice Kennedy/Rosemary Kennedy;
• The first Special Olympics World Summer Games;
• Special Olympics Ireland.
Project 2: Learning Disability
Have students research various categories of learning disabilities, such as Down
Syndrome or Autism. Students should address the following areas with their
research:
• History of disability worldwide;
• Causes/indicators of the disability;
• Adaptions and modifications that assist in the success of a person with the
disability;
• Organisations that provide services to people with the disability
(Education/employment/leisure/recreation);
• Laws relating to the disability and measures to include people in the
community/school.
Have the students present findings to the class, and facilitate class discussion.
Invite a specialist to answer follow-up questions.
Project 3: The individual and Citizenship
Have the students
• Trace the issues of learning disability in the media;
• Investigate the rights of people with learning disabilities;
• Track how people with learning disabilities are portrayed in popular soaps
or movies (The Ringer);
• Interview a person with a learning disability or their parents/guardian.
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Lesson 9:
Student Tasks
Project 4: The Community
Have the students
• Survey school/local facilities for people with a learning disability;
• Survey local facilities for Special Olympics clubs in the area;
• Take part in an essay competition: “What Special Olympics Means to Me.”;
• Educate other people about Special Olympics;
• Invite a member of the local Special Olympics club to the class/school;
• Visit a centre for those with learning disability;
• Invite a Special Olympics athlete into the class/school;
• Fundraise for a Special Olympics club in the community.
Project 5: The Country
Have the students
• Track the Irish athletes competing in the next Special Olympics World
Summer/Winter Games ( SOWSG/SOWWG);
• Research the sports in Special Olympics Ireland;
• Profile an athlete from the local area competing in the SOWSG or SOWWG;
• Produce a school magazine on the Irish athletes competing in the SOWSG or
SOWWG.
Project 6: YSIS: Young Social Innovators of the Year
Introduced in 2001 by Sister Stanislaus Kennedy of Focus Ireland, this involves
identifying any area in which people are excluded in our society, assessing their
needs and implementing steps to include them in society. The area of learning
disability is an ideal topic for inclusion in the project. An information pack, along
with an entry form, can be obtained from:
Young Social Innovators of the Year
Young Social Innovators, St Andrew Street, Dublin 2
Tel: 01 6458030
Fax: 01 6458031
web: www.youngsocialinnovators.ie
email: [email protected]
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Appendices
Special Olympics Ireland
Special Olympics Leinster
4th Floor Park House
North Circular Road
Dublin 7
tel: +353-1-8823972
web: www.specialolympics.ie
Unit 60 Parkwest Enterprise Centre
Parkwest
Nangor Road
Dublin 12
tel: +353-1-629-6999
Special Olympics Ulster
Special Olympics Eastern Region
Unit 25 Ormeau Business Park
8 Cromac Avenue
Belfast BT72JA
tel: +44-28-9023-9023
4th Floor Park House
North Circular Road
Dublin 7
tel: +353-1-869-1626
Special Olympics Connaught
Special Olympics Munster
8 Wine Street
Sligo
Co. Sligo
tel: +353 71-914-1200
Unit 3 Cleve Business Park
Monahan Road
Cork
tel: +353-21-497-7195
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Appendices
Active Citizenship
The President’s Award — Gaisce
Department of the Taoiseach
2-4 Merrion Row
Dublin 2
tel: +353 (0)1 619 4332
web: www.activecitizen.ie
State Apartments
Dublin Castle
Dublin 2
tel: +353 (0)1 475 8746
web: www.p-award.net
Inclusion Ireland
The Prince's Trust - Northern Ireland
Unit C2, The Steelworks
Foley St
Dublin 1
tel: 01 855 9891
Head Office
Block 5, Jennymount Court
North Derby Street
Belfast BT15 3HN
tel: 048 9074 5454
Down Syndrome Ireland
Citylink Business Park
Old Naas Road
Dublin 12
tel: 01 426 6500 / 1890 374 374
web: www.downsyndrome.ie
Young Social Innovators
St Andrew Street
Dublin 2
tel: +353 (0)1 645 8030
web: www.youngsocialinnovators.ie
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Practical Tasks
Student Review
Student’s Name:
Class:
Subject/Module:
Date:
THIS IS NOT A TEST
In the spaces below review the task you have just completed.
Describe exactly what you did:
Describe the purpose of the task:
What difficulties did you meet?
What did you learn from doing the task?
Suggest three ways of using what you learned in future work.
Signed:
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Programme Evaluation
by Students at End of Year/Module
You may/may not sign your name
1. Subject Title/Module
2. What part of the programme/module did you most enjoy?
Why?
3. What part of the programme did you find most beneficial?
Why?
4. What part of the programme did you least enjoy?
Why?
5. How would you rate your own level of participation during this
module/programme?
Signed:
30/1/08
4:26 PM
Page 72
T HE I RELAND F UNDS
designed by: Pressline Ltd • tel: 01 - 288 5001 • email: [email protected]
printed by: dck/ebrook • tel: 01 - 419 6700 • www.dckebrook.com

Senior Cycle- Transition Year

Transcription

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