Sport, Recreation & Arts Archives

Athletics clubs can be inclusive

Australians love sport and embrace all athletes including para athletes. But how do they get a start if clubs don’t give them a go? The Hills Athletics Academy has found how to adjust its coaching program to suit individual athletes so that they can achieve their best. Athletics clubs can be inclusive.

A video featuring para-athlete Summer Giddings and her coach Matt Rawlings shows how it can be done. Matt makes this comment, “I just treated her like a normal person – which at the end of the day – she is a normal person.” He says the experience helps him as a coach as well. Summer says, “It’s not hard for clubs to be inclusive.”

There is another video in the series showing how football brings together people from different cultural backgrounds.

Come-In! Guidelines for Museums

Not all museums are grand institutions such as the British Museum. Volunteers run many small museums which rely on donations and entry fees. So, upgrading premises, exhibits and interpretive signage to be accessible to all poses challenges. But legal obligations require adjustments to provide accessibility. It also means that people with disability can join as volunteers more easily. The Come-In! Guidelines from Europe tackles some of the issues for small and medium-sized museums.

Come-in! Guidelines provide a practical way forward for small and medium-sized museums. It lays down some principles to guide processes and to meet legal obligations. Language, the “service chain” and staff training are the key aspects of the guidance.

The principles include:

- Disabled people have a right to be included in all the activities of museums and galleries.
- Museums and galleries should engage in a dialogue with people with disabilities to find out what they need and wish, and how to deliver it.
- Identify barriers to access for people with disability and remove them
- Universal design principles should be the basis for inclusive practice in museums and galleries.
- Adopt inclusive practice to ensure disability issues are included in all areas of a museum or gallery’s activities.
- This process must be ongoing, long-term, achievable and sustainable. The museum’s policies and strategic planning should reflect inclusive practice.

The European Union acknowledges its obligations under the UN Convention on the Rights of Persons with Disabilities. The information in this guideline is good for any attraction or tourist destination. The Come-In! Guidelines are detailed and practical, and not just policy words.

If you have difficulty downloading the document from Academia, you can download the PDF directly.

The graphic is from the Guidelines.

Sport for inclusion – making it happen

Inclusion isn’t just about people with disability or impairments. It means everyone. Inclusion should also embrace the full diversity of being human. Refugees and migrants are a case in point. Sport is embedded in Australian culture, but it also has a common language. So sport is a good way to start the inclusion process. But where to begin? Some good ideas come by way of a new video series – Inclusion in Action.

The video below is from the perspective of participants, their coaches, and program organisers. It features the Mosaic Metros Futsal Club telling us the story of how they started and what they have achieved. One participants says how being part of the team makes him feel welcome. The team manager explains how members of an enthno-specific team can move onto integrating into other teams. He also says not to rush the process.

Inclusive art, tourism, sport and recreation report

An assistance dog leans down towards a swimmer in the water at the side of the pool. Inclusive art, sport and recreation. — Assistance animals are a strategy for inclusion.

What’s involved in making arts, tourism, sport and recreation more inclusive? It’s more than just creating accessible venues and destinations. It requires a broad view of the issues and ways to implement inclusive practice. Policies with action plans to overcome attitudinal and systemic barriers are a start.

A report for the Victorian Government identifies the issues and provides recommendations in relation to these areas of activity. The report was underpinned by three principles. Inclusive policy:

1. 1. occurs within an inclusive model framework
  2. works best if implemented as a whole-of-government initiative
  3. seeks to build healthy communities by providing opportunities for arts, tourism, sport and recreation being provided for all people.

Among the conclusions, this model can be an agent of social change. That is, they can show the way for other sectors to be inclusive. Barriers to inclusion were identified as institutional, physical, economic and attitudinal. Being inclusive at the planning stage of any project, activity or service is also a way forward.

Recommendations include the need for institutional policies on inclusion, accurate information for people with disability, and targeted intervention strategies to address barriers to inclusion. There’s more in the report.

A comprehensive report with key recommendations linked to conclusions. Although published in 2012, many recommendations are still pending across Australia. The title of the report is, Inclusive Arts, Tourism, Sport and Recreation for People with a Disability: Ways Forward Report. Deakin University carried out the research.

A related publication by Simon Darcy looks at barriers to participation in sport. It can be downloaded from ResearchGate.

Captioning and Subtitles

What is the difference between captions and subtitles? This is a common question. Captioning can be done live as people speak, or it can be added to recorded video. Subtitles are translations from another language. What’s interesting is that most people can read captions and subtitles quite quickly.

The Australian Government has produced an interesting video showing how captioning is done. It is a behind the scenes look and captioners tell how they do it. You can see them at their desks in action. One point of interest is that programs made overseas often have captions, but they don’t always come with the program when a network buys it.

Intellectual property rights become problematic and in the end it is often quicker and cheaper to re-do the captions here in Australia. So that might account for why SBS is more likely to have uncaptioned programs than some other networks – unless they are subtitled of course. There is a second video showing how to turn captions on.

Subtitles

So how fast should subtitles be shown? It seems most of us can read subtitles more quickly than first thought. Recent research revealed that the golden standard of the six second rule doesn’t have any (traceable) evidence to back it up. Now that we know people watch audio-visual materials more frequently with subtitles and captions, this is an important topic – what is the optimum speed? A study from Europe found it isn’t one-size-fits all. They found that viewers can keep up with fast subtitles and that slow speeds can actually be annoying. However, future research needs to include a wider range of people with different levels of reading skill. The title of the paper is, Viewers can keep up with fast subtitles: Evidence from eye movements.

Editor’s Note: Some set-ups allow you to increase the speed of the video and still read the captions. I can get all the content of a ten minute video in five to seven minutes this way.

Inclusion as Choice in Museums and Galleries

Museums and galleries are starting to get the hang of being more inclusive so that more visitors can access their content. Co-designing with visitors rather than for them is an important step forward. Using imagined visitors or personas isn’t the same thing.

The outcome of Janice Rieger’s research on co-designing was that most participants wanted choice on how to engage with the work or exhibitions. She explains the research took a turn from inclusion as universal to inclusion as choice. For example, with audio descriptions, some wanted to sit and put headphones on to listen. Others wanted the audio descriptions to filter into the exhibition spaces. Some wanted to use their own devices.

Rieger’s article outlines her case study of Vis-ability: Artworks from the QUT Art Collection. The 12 co-designed outputs were:

– 3 Audio Description Pods
– Augmented Reality Simulation Goggles
– Simulation video of a museum visitor who is blind
– Tactile Model based upon Catherine Parker’s painting, Present portal, 2017.
– Soundscape based upon Catherine Parker’s painting, Present portal, 2017.
– Touch/Descriptive Tours
– Sensitivity Staff Training
– Co-designed Public Programs
– Curriculum and Workshops for High School Groups
– Inclusive Exhibition Catalogue (with audio links and a plain language summary)

The full title of the article is, Moving Beyond Visitor and Usability Studies: Co-designing Inclusion in Museums and Galleries. It is open access from Queensland University of Technology.

Abstract: Museums and galleries have made efforts to be more inclusive over the last ten years, primarily through the emphasis on visitor studies, however they continue to have issues with making their environments and content accessible. This research addresses these issues and presents an alternative approach to creating inclusion in museum and galleries through co-design. By using co- design methods to actively engage people with differing abilities, this study creates new trajectories for inclusion that address the full spectrum of need and choice, for all users of the museum and gallery. Moving beyond visitor studies, the research presents new methods and strategies for museums and galleries when designing for inclusion. This paper presents key findings from case study research undertaken through the Vis-ability exhibition in Australia, to propose alternative ways of creating inclusion in museums and galleries, and how co- design can deepen our understanding of design for all.

Canadian City Parks and Inclusion

The amount of space required for physical distancing due to COVID-19 highlights how valuable our public space is. An important point raised in the 2020 Canadian City Parks Report. Parks form a critical backbone of community infrastructure particularly in times of stress. However, not everyone feels welcome and respected in public space. There are systemic inequities related to race, class, gender, sexual orientation, and ability. So more parks and open streets aren’t the answer to these issues, particularly at this time of a pandemic.

The City Park Report can also be read as a guide with sections with five themes:

- nature
- growth
- collaboration
- activation
- inclusion

Each theme has an Overview, Data, and Stories. The report is based on 25,000 responses to the Park People‘s 2019 report.

The Inclusion section begins with the issue of homelessness and displacement. Not something usually thought of under this heading. However, they have some interesting responses to this issue from a parks perspective. People with disability get a separate sub-section. And, of course, as usual, this topic appears at the end of the report.

Nicely presented, but fiddly to access, back and forth for the different sections. The Executive Summary provides an overview of the report.

A separate study, Participatory planning for the future of accessible nature, extends the thinking in this report. Available from Tanfonline or request a copy of the paper on ResearchGate.

Adventure play and children with disability

Play is children’s “work”. They set themselves challenges and most like to take risks. It’s how they grow and develop. But not all children get the opportunity to participate in adventure play. Disadvantaged backgrounds and disability are just two reasons. Underestimating what a child can do can also be a barrier to inclusion. Good to see some work on adventure play and children with disability.

We are moving from a culture of controlled play to one of letting children explore through free play. Parents of children with disability are seeking more opportunities for their child to participate in these play experiences. However, most children with disability will need adult guidance or help, so care-givers need to be considered too.

A research paper from Italy promotes greater participation in risky play. The secret is to begin by involving children with disability in the design process. The paper covers the literature on play, benefits to health and development, and the right of all children to participate. Making the play space “accessible” is necessary but insufficient to make it inclusive.

The title of the article is, When the risk is worth it: The inclusion of children with disabilities in free risky play. It can also be found on ResearchGate and Academia.edu.

Abstract

Children show a universal propensity to perform thrilling and exciting play activities that involve some kind of risk: climbing or jumping at great heights, swinging, playing or engaging in rough and tumble play. Free risky play, which can be observed also in several mammalian species, has an evolutionary function, as it offers the opportunity to learn life skills, to master age-adequate challenges, to manage fears. Reasonable risk taking in play is a fundamental factor in gross motor, cognitive and emotional development (Sandseter, 2011).

Adults’ concerns about children safety as well as social and environmental factors may severely limit children’s opportunities to engage in free risky play, compromising their overall health and wellbeing.

For children with disabilities, free risky play is even more crucial than for their peers without disabilities, but they often face major barriers (e.g. lack of accessible playgrounds, overprotective attitude of caregivers) that can prevent them from fully benefiting from the opportunities afforded by this kind of play experience.

The aim of this paper is to investigate the state of the art as regards studies on children with disabilities participation in free risky play, and to identify areas for further research.

Practical examples by Mary and Sally Jeavons were presented at the 2014 Australian Universal Design Conference.

Autism and Building Design

If designers are not already thinking about autism, they soon will be, or should be. People with autism have the same rights to functional and accessible spaces as everyone else. In his article Stuart Shell gives an overview of ASD (autism spectrum disorder). He explains why building owners and designers need to include this group, and how it will create great architecture at the same time.

One in one hundred and fifty children were diagnosed with ASD in 2000. ASD can take the form of extra sensory awareness, and higher levels of anxiety or involuntary responses. However, most autistic people say they have their own way of experiencing the world – it’s not a “disorder”. Shell concludes with a list of design options and different guidelines.

A lengthy but very useful article that includes acoustics, lighting, thermal comfort and material finishes and furniture. There is a list of references at the end for further reading. What Autism Teaches Us About Design is an easy and comprehensive read on an important topic.

There’s also the easy to read article, How to Design for Autism. Thoughtful design aims to be inclusive, convenient and welcoming. Designing interiors for children with autism makes for good interiors for children generally. Texture, acoustics and lighting features are applicable to the rest of the world when it comes to designing autism-friendly spaces. The architect behind the design of the Center of Autism and the Developing Brain says the key is to be sensitive to light, sight, textures, and sounds. The article can be downloaded from the CoDesign.com website.

A Literature Review

Interest in autism and building design is a growing field, but who is doing the research? A comprehensive literature review looked at research from 1992-2021. This is one for academics and researchers. The findings can be used to build techniques specific to the themes. Researchers can also discover the most influential publications, authors, and journals in this field to uncover research gaps and fresh discoveries.

Museums and autism

Early Bird quiet sessions are just one of the strategies museums can use to cater for children with autism. Many autistic children have learning difficulties. So thinking about displays and interpretation is their equivalent of accessibility. Autistic visitors can be loyal due to liking routine visits and having an intense interest in a particular subject. When they get older they can become a great asset as volunteers and staff members. You can read more about this topic and successful case studies on the Future of Museums blog, “As we work to increase diversity, equity, inclusion and accessibility among museum audiences and in the workplace, we need to attend to the needs of neurodiverse visitors and employees”.

Claire Madge wrote the article. She founded Autism in Museums in UK to further understanding. Once again we are reminded that the noise of electric hand driers in the bathrooms can be scary. Answer – turn them off during Early Bird hours.

Disability in Museums: Then and now

Representing Disability in Museums: Imaginary and Identities is an e-book about how disability has been, and currently is, portrayed in museums. The aim of the publication is to show empathetic and ethical ways of representing difference in museums of all types.

Chapters cover the representation of disability in collections, the link between museums and disability, and cultural accessibility. The open access e-book comes from Europe where museums have a long history and play a large part in tourism activity.

From the Introduction:

In recent years the representation of disability in museums has raised much interest among the academic community as a social group. However, disabled people remain sub-represented in museum narratives.

The discussion about the issues is regarded as an important way to better understand disability. In particular, its potential to gradually counteract forms of oppression and exclusion of disabled people in the museum context.

Integrating narratives on disability in museums’ shows how imagery has influenced the attitudes and social values towards disabled people. The ways disability is represented show how identities were subjected to discriminatory and exclusion practices.

The social function of the museum also refers to ways to deal with these shortcomings and has significant impacts both on the cultural approach to disability and on the construction of more positive identities which aim for the inclusion of disabled people in today’s society.

The title of the book is: Representing Disability in Museums: Imaginary and Identities; it is a 15MB PDF file.

Category: Sport, Recreation & Arts

Athletics clubs can be inclusive

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