Abstract
This paper explains the inclusion process done with a student with a severe visual impairment in Physical Activity and Sports Sciences Degree. This inclusion process required a close collaboration with professionals and social workers such as the family, the Spanish National Organization for Blind People (ONCE), the university Service for students with disabilities, faculty managers, professors and the student’s peers. The student did the admission exam (theory and practical) in similar conditions to his classmates and specific adaptations were arranged. This case study paper is organized following the next group of actions: a) theory subjects, b) practical and sport subjects, c) adapted physical activity and the double inclusion paradigm, d) evaluations, and e) professional training. The inclusion of this student has been experienced as a great value for his classmates education and to date he is the only student with a severe visual impairment that has finished this studies in Spain.
Highlights
The European Union states that the social inclusion is a process that assures people in poverty risk and social exclusion may grow their possibilities and necessary resources to participate actively in the economic, social and cultural life and, at the same time, enjoy better conditions of life and social welfare that are considered common in the society where they live (Ríos et al, 2009)
There are many meanings and variations that inclusion adopts in physical activities and adapted sports, but we could consider the inclusion as the process where people with disability share the same space, materials and activities as their peers (Rouse, 2009)
According to some authors who have undertaken the inclusive process in physical education (Block & Obrusnikova, 2007) and other physical activity and sport contexts (DePauw & Doll-Tepper, 2000; Pérez-Tejero, 2013), we found some postulations related with participants in inclusive activities; like everyone is unique with different abilities and physical, cognitive, emotional and social necessities; everyone has the right to take advantage of inclusive physical activities; people's skills vary and they are the result of the relationship among the participants, the practical context and the activities; realized users have the right to choose and take their own decisions; or that everyone can take advantage of the experience from others
Summary
The European Union states that the social inclusion is a process that assures people in poverty risk and social exclusion may grow their possibilities and necessary resources to participate actively in the economic, social and cultural life and, at the same time, enjoy better conditions of life and social welfare that are considered common in the society where they live (Ríos et al, 2009). The disciplines of the first work cycle provide to students basic understanding of human movement from a multidisciplinary perspective: to foster 1) understanding the aim of the studies; 2) applied scientific basis; 3) physiological and biomechanical basis; 4) behavioural and social factors; 5) understanding the effects of physical exercise in structures and functions of the human being; 6) to understand the effects of physical exercise on physiological and social domains; 7) basic patterns and skills of human movement; and 8) basis of individual and team sports All those goals mentioned above (from 1 to 8) are considered as knowledge goals, with an overall training of 180 credits (3 years x 60 credits). Observations, interviews, and documents are used to describe the followed process
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