FAQs

An inclusive sports program is one that is designed to ensure that all students, regardless of their abilities, gender, interests, or backgrounds, have equitable opportunities to participate in sports and physical activities at school. The focus is on creating an environment that accommodates and welcomes diversity by providing adaptations, modifications, varied activities and support to engage all students.

Inclusive Sports Programs have many components, including:

• Female-Centred Sports: Tailored programs emphasizing and encouraging female participation and leadership in sports.

• Culturally Diverse Activities: Inclusion of sports and activities reflecting diverse cultural backgrounds and traditions.

• 2SLGBTQI+ Inclusivity: Initiatives fostering an inclusive environment for individuals of diverse sexual orientations and gender identities.

• Racial Diversity Emphasis: Encouraging participation from individuals of various racial backgrounds, celebrating diversity within sports.

• Socioeconomic Inclusivity: Creating access and opportunities for students from diverse economic backgrounds to engage in sports programs.

• Mental Health Support: Integrating mental health awareness and support mechanisms for participants to foster a holistic approach to well-being.

• Disability-Centred Sports: Sports and activities that are designed and centred around the voices and experiences of athletes with disabilities.

Additionally, inclusive sports programs will: 

• Address marginalization through intentional efforts to include historically marginalized individuals based on race, gender, socioeconomic status, ability, or sexual orientation.

•  Recognize intersecting areas by acknowledging the overlap and interconnectedness among these inclusivity areas.

In comparison, exclusive sports programs may have more rigid criteria for participation and less diverse options, potentially limiting access for those who don't meet specific standards or requirements.

This programming is designed for any student in Grades K-12 who face barriers to participation in extracurricular sports at school, due to their abilities. This includes, but is not limited to, students with physical or intellectual disabilities, neurodivergent conditions (e.g., Autism, ADD/ADHD, Tourettes), behavioural disabilities, undiagnosed challenges, mental health or chronic health conditions.  Students without disabilities can participate, as long as the program is designed and implemented around the needs and abilities of students with disabilities. 

The Challenger Sports program is designed for any school staff member to coach, including those with no physical education or special education experience!  The only requirement is enthusiasm, positivity, and the belief that sport is for EVERYBODY.

• Start Up: 1-2 hours to compile student lists and finalize logistical arrangements (time, location)

• During the program: 1 practice each week, for 6-8 weeks

• Schools can run as many programs as they’d like during the school year

Each session is focused on team building, life skills, physical literacy and fun with a simple and predictable format consisting of:

• Opening circle and team building games (10 minutes)

• Skill building activities (10 minutes)

• Game play (15 minutes)

• Closing circle (5 minutes)

*recommended timelines are based on a 40 minute nutrition break

Sample programs are provided in the HANDBOOKS section. Or, you can create your own plans based on games you already know and are comfortable teaching.  Flexibility is expected and encouraged!

Schools may want to think about:

• Collaborating with community organizations or local sports clubs to provide programming, resources or expertise.

• Offering ongoing training and professional development opportunities for staff to enhance their skills in supporting athletes with disabilities.

• Establishing partnerships with disability advocacy groups to ensure the program aligns with best practices and remains sensitive to the needs of athletes with disabilities.

Schools can access resources on the HDSB Disability-Centered Sport website: https://sites.google.com/hdsb.ca/adaptive-sport

Educators can find ready-to-use programs in the “Handbooks” section of the website for the following activities:

• Cross Country

• Track and Field

• Multi-Sport: Soccer, Volleyball, Basketball

• Baseball

• Lacrosse

• Cooperative Games (perfect for brand new teams!)

Educators are also encouraged to plan programs based on games they already know and are comfortable teaching.  All schools are reminded that flexibility is expected and encouraged!

Disability-Centred Sport: a broad term encompassing all forms of sports and physical activities that are specifically designed for individuals with disabilities and centred around their voices and experiences.

Adaptive Sport: sports or activities that include modifications to accommodate individuals with disabilities, enabling their participation at various levels. Adaptations may include modifying equipment, adjusting rules, or altering the playing environment.

Para Sport: sport that is specifically designed for athletes with physical or intellectual disabilities. Para sports often implement a classification system, grouping athletes based on the nature and extent of their disabilities. This ensures fair competition among athletes with similar abilities. 

Mixed Ability Sport: sports or activities where individuals with and without disabilities participate together on the same teams or in the same events. The emphasis is on allowing individuals of various abilities to engage in sports together without the need for separate divisions or classifications.

Unified Sport: a specific initiative, often associated with Special Olympics, focusing on creating partnerships between individuals with and without intellectual disabilities in sports activities. Unified sport includes divisioning, to ensure that athletes compete against others with similar abilities.

Confusion over who to refer to the team.

This issue often arises during the first year because of unfamiliarity with this type of programming and the misconception that only students with high support needs or visible disabilities are suitable participants.

Measures to prevent this include:

• Direct outreach to educators: Engage directly with educators to discuss students who may benefit from the program and to clarify any misconceptions regarding eligibility criteria.

• Collaboration with Resource Teachers: Consult with resource teachers to identify students receiving special education supports. This collaboration provides a valuable starting point for compiling the team list.

Belief that this is only for students in self-contained classroom settings.

A common misconception is that disability-centred sports programs are solely for students in self-contained classroom settings. However, many students integrated into regular class settings could also benefit. The ideal scenario would be for students from self-contained classes to participate alongside their peers from other classes, fostering a sense of belonging within the broader school community.

Adults feel they don’t have the ability to coach athletes with disabilities.

Many coaches believe this at the start!  However, they quickly learn that it is very similar to coaching any athlete: you meet them where they are and go from there.  Because many students with disabilities have not had the opportunity to participate in team sports at school before, the sport-specific knowledge requirements are typically quite low, and should not be a barrier. The most important coaching qualities at this level are enthusiasm and positivity. It’s helpful for educators to remember that if they can teach an athlete with a disability, then they can coach an athlete with a disability. 

Students are not showing interest.

There are many reasons why students may not initially show interest, with the most common being:

• Activities are new and unfamiliar to the student, leading to hesitation and resistance to change in routine.

• Many students have not had previous opportunities to participate in similar activities, either at school or within the community, which can lead to doubts about their abilities.

• Students are not used to the physical environment of the gym.

To address these challenges, try these strategies:

• Provide resources such as social stories and visual schedules to familiarize students with the activity and ease any anxieties.

• Gradually build on participation each week. For instance, start with short periods of observation in the first week and gradually increase involvement over subsequent weeks. It's common for students to fully engage within a few weeks.

• Adapt expectations based on individual student abilities and emphasize the value of inclusion at all levels. Remember that the primary goal is that students are present and enjoying themselves in the gym, even if they engage in activities differently than their peers.

• Communicate with families to prepare students in advance and garner their support.

• Collaborate with homeroom teachers and EAs to ensure regular reminders about practice schedules (the day before, morning of, and immediately before).

• Share practice plans with homeroom teachers and EAs to review games and activities with students in advance, promoting familiarity and comfort with the upcoming session.

• Create a safer environment in the gym by implementing visual schedules to reduce surprises, establishing calming corners and sensory activities for individuals needing a break, being mindful of sudden loud noises like whistle blowing, and providing noise-canceling headphones and other supportive devices.

• Recognize that the impact of historical marginalization is not something that will be reversed overnight - it will take ongoing, intentional efforts for students with disabilities to see themselves as athletes in the school setting.

“They won’t get anything out of it” response from adults.

This attitudinal barrier is a very common response from adults with preconceived notions of disability. Here are some ways to address this:

• Take a “let’s just give it a try for a few weeks!” approach and more often than not, families and educators begin to see the value and benefits of the program.

• Clearly communicate that the program is specifically designed for students with disabilities and that it will be modified until it effectively meets the athletes' needs.

• Share success stories or testimonials from other participants or similar programs to demonstrate the potential benefits and outcomes.

• Organize workshops or presentations to educate families and educators about the importance and effectiveness of inclusive sports programs, highlighting the physical, social, and emotional benefits for participants.

• Offer continuous communication, updates, and opportunities for feedback to address concerns and ensure that adults feel informed and involved in the program's progress.

Lack of adult volunteers.

Strategies to engage adult volunteers include:

• Explicitly ask for help and give volunteers specific jobs. Provide clear direction, guidance, and resources, outlining their roles, responsibilities, and expectations. Give jobs and tasks that match their skills, interests, and availability to the needs of the program. 

• Offer a variety of roles and flexible time commitments, ranging from short-term tasks to ongoing commitments, to appeal to a diverse range of volunteers. Common volunteer roles include: athlete buddy, photographer, equipment set up/take down, classroom runner to bring athletes to the program and back to class, paperwork organizer for participation and photo permissions, small group leaders, and sensory-corner volunteers. 

• Communicate that most disability-centred events are scheduled during the school day, which is often convenient for educators who are unable to volunteer their time before/after school. 

• Recognize that students who receive the support of an educational assistant will continue to have that support during the programming. 

• Have school administrators set the tone on the importance of disability-centered sports, leading by example through active participation and resource allocation and using their platform to promote awareness within the school community and beyond. They can communicate the value of these programs through newsletters, school assemblies, and other communication channels, highlighting success stories, achievements, and opportunities for involvement.

• Promoting Inclusivity: Prioritizing disability-centred sports ensures that individuals with disabilities feel included, valued, and have equal opportunities to participate in sports programs.

• Equal Access to Opportunities: It ensures that students with disabilities have access to tailored sports activities, adapted equipment, and specialized coaching, allowing them to engage fully and comfortably in sports.

• Building Confidence and Self-Esteem: Participation in sports can significantly impact self-confidence and self-esteem. By focusing on disability-centred programs, students with disabilities gain a sense of accomplishment, leading to improved self-perception and social integration.

• Encouraging Diversity and Understanding: It fosters an environment where diversity is celebrated and understood. Students without disabilities learn to appreciate different abilities, promoting empathy, and reducing stigma.

• Health and Well-Being: Engaging in sports and physical activities benefits both physical and mental health. A disability-centred approach ensures that individuals with disabilities have access to these health-promoting activities.

• Developing Life Skills: Participation in sports teaches teamwork, communication, perseverance, and leadership. Students with disabilities benefit from these skills, which are essential in various aspects of life.

• Legal and Ethical Imperatives: Ensuring equal opportunities for individuals with disabilities is not only ethical but also aligns with legal mandates that promote non-discrimination and equal access.

• Educational Impact: Inclusive sports programs teach valuable lessons about diversity, inclusion, and equity, contributing to a more comprehensive and holistic educational experience.

• Reducing Barriers: Not all students have access to sport outside of school for a variety of reasons, such as: costs, transportation, access to food, accessible opportunities, and other time commitments. This is especially true for athletes with disabilities. 

By emphasizing the disability-centred component of an inclusive sports program, schools create an environment where all students, regardless of their abilities, feel welcome, supported, and empowered to participate in sports and physical activities. This not only benefits individuals with disabilities but enriches the entire school community by fostering a culture of inclusivity and understanding.

The Jays Care Affiliate School Program is an initiative offered by the Jays Care Foundation, the charitable arm of the Toronto Blue Jays. The aim of this free program is to reduce barriers to participation in school sports for marginalized youth. 

Benefits of becoming a Jays Care Foundation Affiliate School include:

• Participating schools receive free adaptive baseball equipment valued over $800, as well as hats and shirts for all athletes involved in the program.

•  Educators receive virtual training provided by the Jays Care Foundation and experienced coaches. This training equips educators with the necessary knowledge and skills to effectively lead the program within their schools.

For more information visit the Jays Care Foundation website at: https://www.mlb.com/bluejays/community/jays-care/affiliate-school-program/en or email JCF_affiliateschools@bluejays.com.