This paper draws upon education policy sociology, and sport coaching literature, in critically examining sport coaches as policy actors. Stephen Ball and colleagues’ conceptualisation of different policy actor positions and roles provided the framework for research that investigated how eight professional swimming coaches in Victoria, Australia, interpreted and enacted disability and inclusion policy. A discourse analysis of semi-structured interviews with the eight coaches reveals the complexities associated with how and why different coaches interpret and enact disability and inclusion policy imperatives in different ways in their specific club contexts. Data are presented that shows coaches adopting multiple and hybrid policy actor positions and roles as disability and inclusion policy was interpreted, translated and ultimately, expressed as pedagogic rules and practices. Our discussion brings to the fore questions about power, agency and control in coaching, while highlighting both limits and possibilities for the enactment of inclusive disability sport policies by swimming coaches working in Victoria, Australia. In conclusion we suggest that this research illustrates that coaches are capable of enacting social change, and have some agency to do so, but at the same time appear constrained by established discourses that shape policy and give important direction to pedagogic practice. We advocate that further in-depth research is required into the coaching policy-practice nexus, particularly as it relates to the advancement of equity and inclusion.
Globally, Indigenous people, also known as First Peoples, have the poorest health outcomes of all population groups, resulting in significantly higher rates of chronic disease, ill-health, and disability. Recent research strongly suggests that Australian First Peoples and the Sami peoples of the Nordic region are positioned at opposite ends of the disability–health spectrum. Australia’s First Peoples, now experience the highest rates of disability in the nation’s recorded history, despite the significant government investment over recent decades in national Indigenous policy. Yet, Nordic Indigenous populations appear to have similar health outcomes and living conditions as the rest of the population in the region. In this paper, we compare some of the global assumptions of the two leading countries of the United Nations Human Development Index– Norway (ranked first) and Australia (ranked second)– and examine the ways in which such rankings act to hide the disparities of life trajectories and outcomes for Indigenous persons living with disability compared to the rest of the population in each country. The findings of the comparative analysis illustrate core areas for consideration when undertaking in-depth comparative research with First Nation’s peoples. This includes issues surrounding the differentiated political significance of national population data systems for local Indigenous peoples in their struggles for recognition, and the nuanced processes of population data categorisation that are developed as a result of First Nation’s localised struggles for recognition, respect and rights under processes of European colonisation.
Disability and the Global South, 2018, Vol.5, No. 2
Given the ambiguity surrounding the extent and experience of neurocognitive disability (NCD) among marginalised Aboriginal and/or Torres Strait Islander peoples in Australia, evidence regarding the level and nature of NCD is crucial to ensure equitable access and inclusion into the National Disability Insurance Scheme (NDIS). This paper reports the results of the implementation of The Guddi Protocol (a culturally informed and appropriate screening protocol for Aboriginal and/or Torres Strait Islander peoples) at two locations in Queensland. Results indicated high levels of NCD, and additional qualitative data revealed a number of factors associated with the complex disablement of study participants, namely: i) intergenerational trauma; ii) a social context of disadvantage, marginalisation and exclusion; and iii) the nonidentification of disability. The results are linked to implications for NDIS inclusion for this population, and recommendations are made. Unless the extent and nature of complex disability and the issues surrounding culturally safe policy, and service design and engagement are addressed with and by Aboriginal and Torres Strait Islander peoples, including those who experience complex disablement, marginalised people will continue to be effectively excluded from the NDIS.
Disability and the Global South, 2018, Vol.5, No. 2
Inclusion remains a key political agenda for education internationally and is a matter that teachers across subject communities and phases of education are challenged to respond to. In physical education specifically, research continues to highlight that current practice often reaffirms rather than challenges established inequities. This paper critically explores the understandings of inclusion that contribute to this situation and addresses the challenge of advancing inclusion in physical education from conceptual and pedagogical viewpoints. DeLuca’s [(2013). “Toward an Interdisciplinary Framework for Educational Inclusivity.” Canadian Journal of Education 36 (1): 305–348] conceptualisation of normative, integrative, dialogical and transgressive approaches to inclusion is employed as a basis for critical analysis of current practice and for thinking afresh about inclusive practice in physical education in relation to curriculum, pedagogy and assessment. Analysis informs the presentation of a set of principles that are designed to assist teachers and teacher educators to transform inclusive practice in physical education and in doing so, realise visions for physical education that are articulated in international policy guidelines and contemporary curriculum developments.
ADDC and ten of its members have produced a series of short videos featuring persons with disability who are, or were, engaged in a disability-inclusive development (DID) project or initiative (in Australia or overseas). In these videos they share their personal stories and how disability inclusive development projects changed their lives, benefitted their communities and contributed to a more inclusive society.
The video series was officially launched during a parliamentary event in Canberra on 30 November 2016 in the presence of some of the persons featuring in the videos and of senior politicians from different Australian political parties.
The event was opened by an address by Senator Concetta Fierravanti-Wells, Minister for International Development and the Pacific. In her speech, she confirmed both the Australian government’s and her personal strong commitment to ensuring that all Australian development programs are disability-inclusive and to championing DID internationally. You will find a transcript of the Minister’s speech here attached.
This study of people of refugee backgrounds explored how disability is culturally constructed in the family context, including barriers and enablers to social inclusion and service uptake in Brisbane, Australia. Key themes included the lived experiences of people with disability in their country of origin; experiences of the functioning of government and non-government services; family; barriers in communication and language; transport as a barrier to access; the community of people from their country within Australia; and service gaps and needs. Participants had experienced stigma in their country of origin, and for some this continued within their community of origin. Language and lack of engagement by government and non-government services contributed to service gaps and access barriers. Family remained important. People from refugee backgrounds living in Australia experience significant and compounding barriers to service access, and have unmet needs. They have a limited voice in the current policy context, and lack knowledge and support to facilitate interactions with the current system. Further research would assist in development of a more detailed understanding of these issues.
Disability & the Global South (DGS), 2016, Vol. 3 No. 1
The transition from school is an important period. All young people should be supported throughout this time to access options which allow them to meaningfully participate and contribute to our society as adults. Many young people with disability however have extremely poor post school transition experiences.
This report is based on the direct experience of young people with disability. The paper highlights key issues from current research, legislation and consultations with key stakeholders. It explores present and past school transition practices, barriers faced by students with disability and presents recommendations for improving outcomes and options for post school transition of students with disability
A collection of videos by Kasimir Burgess on the experiences of children with disability in Papua New Guinea and Vanuatu. In these videos, the lived experiences of disabled children are featured providing useful insights into their hopes and aspirations as a useful research tool
This research paper focuses upon the situation faced by disabled asylum seekers and refugees with disabilities in the immigration detention centres of Australia, both onshore and offshore facilities. It presents the results of the current system of detention of refugees and highlights if the current system discriminates against disabled refugees, and is biased against their needs and human rights
This report “documents positive practices and ongoing challenges to promote disability inclusion across UNHCR’s and its partners’ work in multiple countries and multiple displacement contexts. The report provides lessons and recommendations for other organizations and the wider humanitarian community on engaging persons with disabilities at all levels of humanitarian work. It draws on consultations with over 700 displaced persons, including persons with disabilities, their families, and humanitarian staff, in eight countries”
Note: This report is also offered in plain text format
This report provides an executive summary of the full report which presents the approaches, positive practices and ongoing challenges to operationalizing disability inclusion across UNHCR and its partner organizations, and provides lessons and recommendations for the wider humanitarian community
All children in Australia have the right to an inclusive education. However, there are many barriers to the realisation of this right in the lived experience of children and families. Current efforts towards upholding the rights of all children are impeded by a lack of understanding of inclusive education and misappropriation of the term. Additional barriers include negative and discriminatory attitudes and practices, lack of support to facilitate inclusive education, and inadequate education and professional development for teachers and other professionals. Critical to addressing all of these barriers is recognising and disestablishing ableism in Australia.
This paper draws from recent research in addressing gaps in current understanding to provide a firm basis from which to inform research based policy development. Taking a rights-based approach, the paper focuses on developing a clear understanding of inclusive education and identifying strategies to enhance the education of all children in Australia
This report presents the findings of a desk study that provided an overview of the current state of disability and ageing issues in WASH, from the perspective of the WASH sector. Both disabled and older people were looked at together, because many frail older people, although they may reject the label ‘disabled’, experience impairments that limit their daily activities, which result in them facing similar kinds of barriers to accessing WASH
Parent peer advocacy is a distinct type of empowering relationship practised in Parent to Parent New Zealand that shares experiential knowledge gained from raising a child with disability, chronic illness or special needs and draws on both partnership and participation ideals of support. This support organisation matches families with impairment, illness and genetic difference in light of issues they encounter as families with disability. In this paper we discuss disabling historical contexts countered by the provision of information as advocacy, ambivalence towards difference in the organisation, and the rise in prospective parents seeking parent peer support. These thematic areas allow us to create an analytical framework to be used in the next phase of an empirical study with Parent to Parent New Zealand.
Many families report to Children with Disability Australia (CDA) that their children are subjected to limited opportunities, low expectations, exclusion, bullying, discrimination, assault, and violation of their human rights.
This paper draws from recent research about abuse and neglect and from national policy approaches in child protection and disability to better understand the causes, experience and responses to maltreatment of children and young people with disability.
A series of key concerns about abuse and neglect are raised to stimulate discussion and action which is in the interests of children and young people. Taking a rights informed approach, the paper focuses on building more effective national responses to children and young people who are maltreated
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This paper discusses the use of information and communications technologies systems in the use of disaster management situations such as those providing early warnings, and how they benefit persons with disabilities (and the general population). An ongoing project in Japan provided a case study in which a disaster preparedness information system is meeting the need of persons with disabilities
Geotechnical and Geological Engineering Journal, Volume 29, Issue 3
This paper outlines the economic and poverty situation of working-age persons with disabilities and their households in 15 developing countries. Using data from the World Health Survey, the study presents estimates of disability prevalence, individual-level economic well-being, household-level economic well-being, and multidimensional poverty measure. Detailed appendices are provided to support the results of the study. This paper is useful for people interested in the social and economic conditions of people with disabilities in developing countries
Social Protection Discussion Paper No 1109
This training manual was developed to provide information on the link between disability and disasters and the experiences of Handicap International in including and engaging with persons with disabilities in disaster risk reduction (DRR). It provides information to managers and policy makers in government and non-government organisations. A facilitation guide that includes detailed chapter-by-chapter sample training sessions for use by community groups and other stakeholders addressing the topics in the manual
This document provides initial information on initiatives which address the issues of disability and HIV and AIDS in Africa and Asia. It also provides a list of sources on disability and HIV. It would be useful for people looking for information on existing disability and HIV programmes in Africa and Asia
This paper briefly outlines the need for collaboration between those advocating the rights of people with disabilities, and those active in the field of HIV and AIDS prevention. It gives an overview of recent studies in the field, and provides information on initiatives which address the issues of disability and HIV and AIDS in Africa and Asia. This document would be useful for people looking for an initial introduction to the cross-cutting issue of HIV and disability with examples from existing programmes in the field
Source e-bulletin on Disability and Inclusion