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    ACTIVE LIFE CENTER: A TURKISH MODEL FOR TEACHING STUDENTS WITH DISABILITIES
    (Sagamore Publ Llc, 2016) Ozer, Dilara; Grenier, Michelle; Nalbant, Sibel; Ozcan, Gulsum Hatipoglu
    In Turkey, there are many kinds of educational environments for children with disabilities. Some of these are inclusive; others are special education classes within the mainstream schools. A third category includes separate, special education schools. There are also Special Education and Rehabilitation Centers (SERC) that provide support to all children including those with severe disabilities. While there are mandatory employees such as physical therapists, child development specialists, psychologists and special education teachers, there are no physical education or adapted physical education teachers included as part of the special education teams in the rehabilitation centers. As a result, children placed in the centers receive little attention in the area of physical education. This article describes the experiences of children and their families involved with the Active Life Center in Istanbul, Turkey as well as the programs and research initiatives associated with the center. Founded in 2012, the center is designed to support the rights of children with disabilities to participate in sport and physical activity through a variety of programs.
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    The effects of a Special Olympics Unified Sports Soccer training program on anthropometry, physical fitness and skilled performance in Special Olympics soccer athletes and non-disabled partners
    (Pergamon-Elsevier Science Ltd, 2013) Baran, Funda; Aktop, Abdurrahman; Ozer, Dilara; Nalbant, Sibel; Aglamis, Ece; Barak, Sharon; Hutzler, Yeshayahu
    The study investigated the effects of a Special Olympics (SO) Unified Sport (UNS) soccer program on anthropometry, physical fitness and soccer skills of male youth athletes with and without intellectual disabilities (ID) who participated in a training group (TRG) and in a comparison group (CG) without specific training. Youth with ID (WID) were randomly selected out of all the students between the ages 12 and 15, with a diagnosis of educable mental retardation and no secondary disabilities, who were attending a special education school. Participants without ID (WoID) were randomly selected from a regular secondary school out of the same age groups of male students. All participants were given permission by their parents or guardians to participate in the study. Participants in the TRG included 23 youth WID and 23 youth WoID. Mean ages were = 14.1 (SD = 1.1) and 13.2 (SD = 0.79) respectively. Fifteen WID, and 15 WoID comprised the CG. Mean ages were 14.51 (SD = 0.81) and 13.78 (SD = 0.49) respectively. Prior to and following the program measurements were conducted, and data were collected on students' anthropometric and fitness components of the Brockport physical fitness test as well as a soccer skill performance based on the SO soccer skill test. Participants in the TRG trained 8 weeks, 1.5 h per session, three times per week, in an after-school soccer program. CG did not participate in any sports program outside of the school physical education class. Dependent t tests and effect size calculations revealed that SO athletes and non-disabled partners scored significantly higher with regard to physical fitness and football skills in most variables compared with their CG. This Unified Program was successful in increasing fitness and soccer skill performance of youth WID as well as of those WoID. (C) 2012 Elsevier Ltd. All rights reserved.