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Sport coaches as policy actors: an investigation of the interpretation and enactment of disability and inclusion policy in swimming in Victoria Australia

HAMMOND, Andrew M
PENNEY, Dawn
JEANES, Ruth
2019

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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.

Inclusion of marginalised Aboriginal and Torres Strait Islander peoples with neurocognitive disability in the National Disability Insurance Scheme (NDIS)

TOWNSEND, Clare
McINTYRE, Michelle
LAKHANI, Ali
WRIGHT, Courtney
WHITE, Paul
BISHARA, Jason
CULLEN, Jennifer
2018

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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

Re-theorising inclusion and reframing inclusive practice in physical education

PENNEY, Dawn
JEANES, Ruth
O'CONNOR, Justen
ALFREY, Laura
2017

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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.

Disadvantage and disability: Experiences of people from refugee backgrounds with disability living in Australia

KING, Julie
EDWARDS, Niki
CORREA-VELEZ, Ignacio
HAIR, Sara
FORDYCE, Maureen
2016

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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

Post school transition : the experiences of students with disability

CHILDREN WITH DISABILITY AUSTRALIA (CDA)
December 2015

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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

The plight of people living with disabilities within Australian immigration detention : demonised, detained and disowned

FLANAGAN, Jane
March 2015

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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

Disability inclusion : translating policy into practice in humanitarian action

PEARCE, Emma
March 2014

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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

Inclusion in education : towards equality for students with disability

COLOGON, Kathy
2013

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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

Mainstreaming disability and ageing in water, sanitation and hygiene sector

JONES, Hazel
September 2013

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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

Preparedness and warning systems for populations with special needs : ensuring everyone gets the message (and knows what to do)

SULLIVAN, Helen T
HÄKKINEN, Markku T
May 2011

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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

Mainstreaming disability in disaster risk reduction : a training manual and faciliiation guide

HANDICAP INTERNATIONAL
2011

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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

Listen to our stories : words, pictures, and songs by young people with disabilities

HILLYER, Linda
2008

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Listen to Our Stories highlights poetry, essays, interviews, songs, journal writing, letters, and pictures that tell the personal stories of young people with disabilities. The contributors are young girls and boys aged 5 to 21, from varied backgrounds, different talents and a range of disabilities. This website may be useful to anyone interested in personal life stories and experiences, written or told by children and young adults with disabilities

Including the excluded : integrating disability into the EFA fast track initiative process and national education plans in Cambodia

KALYANPUR, Maya
et al
December 2007

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This report highlights disabled people and their access to the education system in Cambodia. It discusses Cambodia’s education system, initiatives towards the inclusion of disabled people and how they can be incorporated under Education for All Fast Track Initiatives (FTI). This report would be useful for practitioners, NGOs, policy makers and teachers interested in inclusive education in Cambodia

Disability and deafness in East Asia : social and educational responses from antiquity to recent times. A bibliography of European-language materials with introduction and some annotation

MILES, M
August 2007

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This extensive bibliography includes over 900 articles, chapters and books relating to the social and educational responses to disability, deafness and mental health issues in China, Korea and Japan from antiquity to present day. It would be useful for anyone interested in disability studies, research and disability and development

Inclusion of persons with disabilities in China

GUOZHONG, Eric Zhang
2006

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This article presents a situation analysis of disability in China. Over the last few years the conditions of over 60 million persons with disabilities in China have progressively improved, but they remain a vulnerable group often excluded in the transition processes currently taking place in the country. The paper analyses the legislative framework and explore how inclusion is promoted in areas such as education, employment, housing and culture

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