VVuiiieii .md n'rls vviili disabilities are hisioiicaliy disenlianthised lrom physieal reert-ation due lo ihe "double whammy" of Ix-ing llrnale and ha\ing a disability The literature suggests that ehiUleiiscs In pa r Li ti pat ion likely include laek of social suppon for girls wilh di.sabiliii( s to participate in spoil. 1 lierelbir, llie purjMise tif ihe sttiily was to examine diflereiues in soei;i] siippon ri-crived by girls wilh disabilities who did and (lid not participaie in organized wheeleliair sport programs. In addition, ihe telalionsliip Iwiween sixial support and outcomi s tied lo wheelchair s[)ort pariiripation were inve.siif,'aied. Daia were eolleettd using semi-struclured inteivitws ami analyzed using consiani (omparisitn teiluii(|ues. Utilizing a model of social support as a tramework, llie Hndings illustraie multiple dilFcrem es in soi ial sup|Hjrt nieehaiiiams lor girls who arc and who arc not invt)I\ed in wheeU hair sport programs.

This research uses contact theory to examine the impact of a service learning class on college students’ attitudes toward people with disabilities. Students were involved in both lecture material and working directly with people with disabilities in a therapeutic camp environment. Eighty-four students responded to the questionnaires at three time periods over the course of the semester. One-way repeated measures ANOVA and mixed-model ANOVA were performed to study the changes in students’ attitudes. The results indicate that there was a change in attitudes after 12 weeks of course instruction and between the beginning of class and after the camp experience. Also, gender and academic major were found to have had little impact on students’ attitudes toward people with disabilities. Implications and limitations of this research are discussed and thoughts for future research are addressed.

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Background: It is unclear whether assessments of motor proficiency are reliable for individuals with Down syndrome. The purpose of the study was to evaluate the test–retest reliability of the Bruininks–Oseretsky Test of Motor Proficiency-Short Form (BOT-2 SF) in youth with Down syndrome. Methods: Ten youth (ages 13.1–20.7 years) with Down syndrome completed the BOT-2 SF (14 items) plus a standing long jump on two separate occasions. Intraclass correlation coefficients (ICC), 95% confidence intervals (CIs), and standard error of measurement (SEM) were calculated to determine the test–retest reliability of the BOT-2 SF and the standing long jump. Results: The test–retest reliability of the BOT-2 SF overall scores and percentile rankings were considered excellent. The test–retest reliability of each of the subtests varied with classifications of poor (n = 5), fair to good (n = 6), and excellent (n = 4). Conclusion: Current evidence suggests that children with Down syndrome have reduced motor skills. However, there appears to be a lack of assessment tools that reliably evaluate the motor skills of this population. The results from this investigation suggest that the BOT-2-SF provides “excellent reliability” (≥0.75) to assess the motor skills in youth with Down syndrome.