The 130th Annual Meeting of APHA

Abstract #48792

Gary N. Siperstein, PhD, Center for Social Development and Education, University of Massachusetts Boston, 100 Morrissey Blvd., University of Massachusetts, Boston, MA 02125, 617-287-7250, gary.siperstein@umb.edu, Michael L. Hardman, PhD, Department of Special Education, University of Utah, 1705 East Center Drive, Salt Lake City, UT 84112, and Stephen Corbin, DDS, MPH, Health and Research Initiatives, Special Olympics,Inc, 1325 G. Street, Washington, DC 20005.

For more than thirty years, Special Olympics Inc. (SOI) has been dedicated to providing athletic training and sports competition for individuals with mental retardation. In the past decade, SOI has successfully responded to the new move to include individuals with mental retardation in society by developing the Unified SportsŪ program. The goal of Unified Sports is to bring together individuals with and without mental retardation of similar age and ability to compete as a team on an equal playing field. To assess the value and impact of Unified Sports, a national study was conducted involving key stakeholders; state directors, athletes (both with and without mental retardation), family members, and coaches. The study employed a multi-method, multi-source design, involving surveys and direct interviews of program participants, and observations at Unified Sports events. Site visits to state and regional sporting events (e.g. softball, volleyball, bowling, golf, etc.) in nine states across four regions of the country were carried out during the spring and summer of 2001. Findings from interviews with 279 athletes, 89 family members, and 60 coaches showed that athletes with mental retardation made significant improvements in both sports skills and social skills. In particular, families saw major improvement in athletes' sense of self. Both family members and coaches ranked socialization as a high priority for Unified Sports. Issues concerning the dominance of athletes without mental retardation and the flexibility of sports rules were raised by all stakeholders.

Learning Objectives:

• Participants in the session will gain an understanding of the role of inclusive sports activities in the development of sport skills and social skills for individuals with mental retardation. Participants can expect to demonstrate a greater sensitivity and awareness regarding the challenges of including individuals with mental retardation in inclusive sports activities. At the end of the session, participants will be able to identify factors that facilitate the inclusion of individuals with mental retardation in sports programs such as Special Olympics Unified Sports.

Keywords: Disability Studies,

Presenting author's disclosure statement:
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.