Extending Unified Influence: Leadership in Athletics and Beyond

The visiting spectators are on the edge of their seats at this rivalry game. Both teams are competing for first place in the standings and students at both schools are excited to watch the next chapter in the historic competition. As one particular family approaches the ticket gate, they are approached by not one, but two students who are helping fans validate their tickets before entry. One greets the spectators and the other helps validate the tickets.

This could be any high school entry gate, but this school has prioritized inclusion by giving opportunities to students with special needs as the two students working the gates are Unified Partners. Observers may not even be able to tell which student has special needs, but what is evident is the school has purposefully created an environment of student ownership where all students can contribute their talents.

Special Olympics focuses on including everyone, and when schools extend Special Olympics Unified Sports methodology promoting participation and leadership opportunities in every facet of their school programs, they can help everyone unlock their potential.

Creating Opportunities for Everyone Through Unified Champion Schools Methodology
In high schools, there are many ways to include students with disabilities in activities, athletics and leadership positions. Opportunities for students with special needs promote equity, empathy and student agency as well as shift perspective to a more inclusive mindset. Special Olympics Unified Champion Schools (UCS) program has resources for all schools and promotes inclusive activities so students with and without intellectual disabilities can foster positive and meaningful relationships.

UCS schools focus on three components: Whole School Engagement, Youth Leadership and Unified Sports. When all three components work simultaneously, the result is a school community that is inclusive and highlights individual strengths to make everyone better. When schools focus on these three components they amplify and expedite positive school climate. Students quickly find ways to strengthen meaningful peer relationships, dismantle stigma, and encourage all students to see difference not as a barrier, but as an asset. Everyone becomes immersed in a model of limitless potential where everyone pushes what can be accomplished.

Unified Opportunities for Student Ambassadors
Far too often in high school sports we hear about parents and students frustrated with playing time, hypersensitivity to coaching decisions, and even criticism of officials. One of the reasons this may occur is that some school partners do not understand the impact and goal of high school sports and activities as ways to teach participants character and maximize potential. Unified Sports values meaningful participation for everyone while eliminating boundaries. This ideology does not have to be limited solely to students with special needs or Unified Sports teams.

Classes during the day and events after school are both learning environments where students should be provided meaningful participation and challenge. Such opportunities can start at the entry gate with student mentors and students with special needs working together.

Some students with special needs may have goals to improve speech and be more interactive. When placed with a Unified peer, they increase bonds of friendship and leadership, and both students gain valuable leadership and job training skills. A script such as, “Welcome to our school, our guest side is here” can help create a welcoming environment that is noticed by all in attendance.

Athletic Operations with Unified Opportunities
Just as the entrance gate can be inclusive, game operations duties can also be shared. The press box of a football game can be a place where Unified Pairs can become guest announcers. For those students who may struggle with announcing, there may be opportunities to be spotters for announcers so that they can help identify players on the field and feel validated by contributing to game operation excellence. Whether it is for a few plays, a quarter or even an entire game, giving students opportunities to collaborate creates energy and sets a positive tone for all communities.

Photo assignments are another great way to get students involved. Unified Pairs can be given cameras or devices to record the game. Whether it is still photos, action shots or even video interviews pre- or post-game, when all students are given the opportunity to lead and try out new roles, they are more likely to find interests they may not have previously explored and find new purpose by trying new roles.

Technology today enables students to be a few clicks away from creating movies, and some students may want to take raw camera footage and create highlight reels or collages that can be used for school publications, the local press, or even shared with student-athletes to use to expose their talents to potential colleges or those family and friends that are unable to attend games.

Another way to get Unified students involved in operations is to explore maintenance and game crew opportunities. Whether it’s prepping a field or equipment for any type of sporting event or finding ways for students to help out team members, officials or administrators, utilizing Unified Pairs creates opportunities and learning experiences for everyone involved.

Connecting with the Department of Rehabilitation
One area that is often unexplored for some schools is the opportunity to connect with the Department of Rehabilitation. Most departments have opportunities to create partnerships because their primary focus is to provide job training for clients. Consequently, they frequently look for schools and businesses willing to partner with them to offer students with special needs job training. When schools offer any type of program that is considered to provide job training, the Department of Rehabilitation may explore actual payment to students as the school provides real-life job training experience.

The experiences of students at a UCS school extend far beyond the classroom walls, polished hardwood floors of gymnasiums, manicured fields and cheering crowds. Based on their involvement in Unified Sports, an overwhelming number of students pursue careers in a variety of fields as advocates for inclusion. In addition, students who move into adulthood and may choose a career path that is not directly related to being an advocate for inclusion, still maintain their inclusive mindset as they navigate their way through the world and, ultimately, become agents of change bringing their perspective to all parts of their lives.

These individuals continue to go through life with an open heart, a deep sense of compassion and empathy, and, at the forefront, the capacity to always lead with love. When schools focus on including everyone, they create a community that focuses more on an individual’s abilities, talents and strengths, truly fostering a sense of belonging – the deepest of all human connections.

Dr. Steve Amaro, CMAA, is principal of Freedom High School in Oakley, California, after previously serving as assistant principal, English content coach, athletic director and tennis coach for the school. He is a member of the High School Today Publications Committee.

Jennifer Paolantonio is a special education teacher and Unified Sports coach at Ponaganset High School in Glocester, Rhode Island, and is also part of the Special Olympics National Educators Leaders Network working to find ways to build more inclusive environments for all students.