Athletes. Inclusion on a “regular” team often results in greater benefits to the athlete than participation on a “special” team. Athletes with a disability who participate on “regular” teams often benefit from better sport-specific coaching, more rigorous training, more competition in practice, higher expectations, and more frequent opportunities to compete closer to home.  Many athletes with a disability belong on “regular” teams because of their skill levels; they “keep up” and “fit in” with the able-bodied athletes on the “regular” team. Some athletes with a disability report higher self-esteem when participating on a “regular” team. Participating on a “regular” team also facilitates socialization with friends and neighbors who attend the same school. Other personal benefits include greater independence in activities of daily living and improved ability to cope with limitations imposed by disability. Finally, some athletes with a disability prefer participating on a “regular” team because of a philosophical belief in inclusion.

Teammates. The whole team benefits from inclusion.  When they observe the work ethic of athletes with a disability, teammates have the opportunity to learn about hard work, perseverance, and possibilities – some coaches report that including athletes with a disability increases motivation and decreases whining by “able-bodied” athletes during practice. New friendships are another obvious benefit to teammates.

Coaches. Coaches hone their skills with respect to communicating with athletes, teaching sports techniques, and modifying activities and equipment. Another benefit of inclusion for coaches is the possibility of selection to coach at camps and competitions for athletes with a disability.

Sport programs. In some cases, a sports program may get more publicity because of athletes who have a disability. Because the Americans with Disabilities Act (ADA) puts pressure on community agencies to make programs and facilities accessible to persons with a disability, sport programs that practice inclusion frequently get more facility time at a lower cost than programs that do not welcome athletes with a disability. Similarly, external funding such as sponsorship support and small grants may be easier to obtain.

Demonstrate acceptance.  Show athletes that you care by getting to know them and giving individual attention. Show respect by treating athletes with a disability the same as other athletes and establishing challenging performance goals.

Focus on ability, not disability. Expect athletes to contribute to your program by learning and performing to the best of their abilities, maintaining a high level of physical fitness, and supporting their teammates. Do not assume that athletes are fragile or incapable because of a disability, and do not focus attention on the disability.

Use effective teaching techniques. Communicate instructions in a variety of ways – demonstrate, provide verbal instructions, and if needed move the athlete’s body through the desired actions.  Use disability accommodations that facilitate learning, such as positioning athletes with low vision where they can see a demonstration, using sign language or simply remembering to face the athlete when communicating directions to athletes who are deaf, and using simple one or two part directions for athletes with cognitive disabilities.

Modify sports techniques and equipment. Coaches of athletes with a disability need creativity and problem-solving skills.  Use principles of biomechanics to determine the best way for a swimmer with a spinal cord injury to maintain a streamlined body position, the most efficient running gait for a leg amputee, or the most effective wheelchair and body position when hitting a tennis ball.  Use and adapt sports equipment to facilitate inclusion. For example, a swimmer with a leg amputation might use swim fins to keep up with “able-bodied” swimmers during practice. Athletes with limited hand function often use elastic bandages to help them grip racquets and other sports equipment.

Maintain a safe practice environment. Be sure that athletes possess the skills and fitness needed to perform the activities included in your coaching plan. Know first aid for disability-related health problems such as seizures, diabetic emergencies, and medication side effects. Use disability accommodations that promote safety – examples include the use of gym mats to facilitate safe wheelchair transfers and alerting blind swimmers that they are approaching the end of the pool by tapping them with a soft-tipped long pole.

Seek coach education. Be an expert in your sport – athletes with a disability generally value sports expertise more than disability knowledge.