Assignment 1 Tri Tran

Topics: Disability, Accessibility Pages: 13 (4246 words) Published: December 3, 2014


Tri Tran
ADHE 329
Assignment 1 Proposal
Assignment #1
To whom this may concern,

I hereby propose a program for your approval.

The program is a physical education program for adults with physical and/or sensory disabilities. That is, those living in the Greater Vancouver Area, of fully functioning cognitive capacity, living with physical limitations, or limitations based on sight, sound or tactility. The program should focus not only on modes of physical activity and sport that are accessible and adapted for those with disabilities, but also on lifestyle changes that promote wellness and lifelong healthy habits. The program should take place in an accessible and newly developed facility that has been properly adapted for patrons living with chronic sensory and/or physical disabilities. The location of choice is the Olympic Oval facility in Richmond, British Columbia. The facility was developed in preparation for the 2010 Olympic and Paralympic Games. As a result, the entire facility has been architecturally adapted to the many specific needs of those with physical and/or mental impairments. This includes, but is not limited to: (a) ramps and oversized elevators for wheelchair accessibility between levels; (b) a gym facility (one of few in North America) that affords adaptations for both a cardio and strength machine line; a result of the facility’s partnership with the Inclusive Fitness Initiative (c) a rowing center that is wheelchair accessible

(d) clearly lit and visible walking paths for sensory deprived individuals (e) accessible ice arenas for sledge hockey

A clear reason as to why this program is needed is explained by the shear number of individuals in the lower mainland who identify themselves as currently suffering from sensory and physical disability. Of the approximately 2.0 million persons of working age living in the lower mainland, 10.9% reported having a disability (BCStats, 2009). The BC provincial government reports in their findings that mobility/activity limitations were the most common documented disabilities, totaling just over one quarter of total impairments. Furthermore, sensory impairments, those of hearing, sight and speech, totaled a modest 6.9% (BCStats, 2009). Across BC, the Provincial government, along with many not-for-profit organizations, have taken huge strides in keeping students with disabilities active and healthy. The BC Ministry of Education has mandated for all schools to meet the daily physical activity requirements during school hours. This includes students living with chronic impairments (Ministry of Education, 2012). Teachers, now more than ever, are being trained on the importance of inclusive and adapted physical activity programs for children. This has led to increased participation within physical education settings, as well as increased self-perceived competence in participants. Unfortunately, as young teenagers “age-out” of the public school system, and reach early adulthood, the opportunities to continue participating in such settings decreases drastically. Furthermore, the need to work and make a living makes the already available programs harder to access on a regular basis. My program aims to meet the demand for physical activity opportunities, as well as the affective demands for positive self-advocacy and healthy living techniques, as the disabled population systematically suffers from mainstream social oppression.

The program will be a short-term program lasting 10 weeks. Specifically, the program will identify as a “workshop” as defined by Sork (1984). The program actively involves participants in a short-term experience where the focus is on identifying problems associated with sport participation and accessible healthy living opportunities. Furthermore, the workshops aim to develop personalized solutions to such issues, by actively involving participants in the problem solving process, where learners generate their own...

References: BCStats. (2009). Labour market outcomes of persons with disabilities in British Columbia. Retrieved from file:///Users/tritran/Desktop/Labour%20Market%20Outcomes%20of%20Persons%20with%20Disabilities%20in%20British%20Columbia%20(1).pdf
Caffarella, R.S
Canadian Bar Association. (2014). Financial help for people with disabilities. Retrieved from http://www.cbabc.org/For-the-Public/Dial-A-Law/Scripts/Employment-and-Social-Benefits/289
Disability Alliance BC
Ministry of Education. (2012). Daily physical activity. Retrieved from https://www.bced.gov.bc.ca/dpa/
Ministry of Social Development and Social Innovation
Mirth, D. (2003). The Marginalized Role of Non-formal Education in the Development of Adult Education. The Canadian Journal for the Study of Adult Education, 17. Retrieved from http://journals.msvu.ca/index.php/cjsae/article/viewFile/1869/1630
Smulders, D
Sork, T.J. (1984). The workshop as a unique instructional format. New Directions for Continuing Education, 22. Retrieved from ADHE 329 Library Course Reserves.
SportAbilityBC
SportAbilityBC. (2011). Contact us. Retrieved from http://sportabilitybc.ca/contact-us/
SportabilityBC
Sport BC. (2010). About Sport BC. Retrieved from http://sportbc.com/about/
Continue Reading

Please join StudyMode to read the full document

You May Also Find These Documents Helpful

  • Assignment 1 Becoming an effective Leader Essay
  • HLTA Assignment 1 Essay
  • assignment brief unit 1 Essay
  • Essay on unit 1 assignment 1
  • Essay on assignment
  • assignment 1 Essay
  • assignment--1 Essay
  • Assignment 1 Research Paper

Become a StudyMode Member

Sign Up - It's Free