“I hope Special Olympics will inspire others with developmental disabilities to have confidence in themselves. Often, these people feel marginalized and unworthy and there is no longer a need for us to hide in the shadows.” – Billy Seide

Raising awareness about the potential of people with intellectual disabilities has been a primary focus of the Special Olympics.

Billy Seide has been participating in the Special Olympics since 1999. In 2007, he went to Shanghai in China for the Special Olympics world summer games in softball, and his team earned 3rd place. In 2016, he switched to The Sound Shore Stars because it was closer to where he lived.  Currently he helps out and participates in floor hockey, basketball, swimming, unified bowling, track and field, and the pentathlon.

Professor William P. Alford is Lead Director and Chair of the Executive Committee of the Board of Directors of Special Olympics International, which serves individuals with intellectual disabilities in more than 170 jurisdictions around the world. In 2004, Alford helped found the Harvard Law School Project on Disability (HPOD). He describes the organization’s goals, noting they are “to be of assistance as the UN drafted the Convention on the Rights of Persons with Disabilities” and to be “a resource about disability law and policy both in nations that have ratified the Convention and beyond.”

The Global Search for Education welcomed Professor William Alford and Billy Seide to talk about the power of sports to disrupt disability.

“The skills and competencies that I have acquired with Special Olympics help prepare me to meet with other athletes whom I wouldn’t otherwise get to know. With the coach’s guidance, I learn how to speak in front of others.” – Billy Seide

Billy, what has being part of the Special Olympics meant to you?

The skills and competencies that I have acquired with Special Olympics help prepare me to meet with other athletes whom I wouldn’t otherwise get to know. With the coach’s guidance, I learn how to speak in front of others. All of this helps me to gain pride and confidence along with a belief that I actually have something to offer to others.

What would you call your most significant achievement so far?

My most significant achievement as a special olympic athlete is being a member of “The Athletes Congress”. This is an important role.  Here I meet with other individuals across New York state and we discuss how to be leaders within this special community.

Prof Alford, please share your best examples of where HPOD Disability strategies have promoted the inclusion of persons with disabilities in classrooms and in the work place, both internationally and at home in the U.S. What are you focused on next?

To date, we have worked extensively in more than a dozen nations while advising in more than 30 others of the 177 nations that have ratified the Convention. The United States, has not ratified – which is unfortunate, since the Convention is modelled in important part after our own Americans with Disabilities Act, would not impose unwanted obligations on us, and already is helping improve the situation for Americans with disabilities working or travelling abroad, not to mention hundreds of millions of other nationals.

The work our Harvard Law School Project on Disability does varies enormously from setting to setting, as we think it critical that our approach in any country be shaped by history and context, and take serious account of the views of the local partners, even as we draw upon comparative law in providing a range of approaches.  As a consequence, in addition to our own scholarly research, we have advised on the drafting of education, employment, health, anti-discrimination law and more; assisted in the formulation of state policy; collaborated on impact litigation; helped develop texts and teaching materials introducing disability law into university curricula; taught persons with disabilities how to advocate for themselves with educators and officials; formed family support groups; trained personnel in disabled persons organizations; and produced an array of materials– including simplified introductions to the CRPD for persons with intellectual disabilities in a half dozen major languages;  print and internet profiles of both the accomplishments of persons with disabilities as well as the on-going challenges they face; and a Chinese language manual, using examples from both domestic and foreign companies, illustrating advantages of employing persons with disabilities.  Our efforts encompass all types of disability.

We are delighted that many of our students at Harvard have chosen to join us in this work and also that we have been able to bring to the school many individuals with disabilities who have generously shared with our students their life experience.

“I would hope that we can expand our efforts to show the world the courage, the ingenuity, the determination, the humor, the comradeship, the musical gifts, and much more that our athletes manifest.” – William P. Alford

The Special Olympics has sent a powerful message of hope to the world about persons with disabilities.  What do you believe should be the next important goals for this program?

Special Olympics is now celebrating its 50th anniversary. It was founded in the summer of 1968 by Eunice Kennedy Shriver, the President’s sister, out of the conviction that everyone deserves to be treated with dignity and that sports can provide a powerful engine for promoting that end, while also having many ancillary benefits. The movement, as we like to call it, has grown enormously since then, owing to the inspired leadership of Dr. Timothy Shriver, an extraordinary team of dedicated professionals, thousands of volunteers generous with their time and financial assistance, and, most importantly, the passionate engagement of more than 6,000,000 athletes around the world including more than 5,000,000 of whom are persons with an intellectual or developmental disability.

Today, Special Olympics has programs in over 170 nations across the world. Literally, every day there are hundreds of sporting events occurring globally under its auspices. But alongside our sports programming, Special Olympics also now offers health programs, promotes research regarding intellectual disability, fosters unified school programs that bring together persons with and without an intellectual disability to study and play together, and works assiduously to end stigma, to educate the world about the talents of our athletes, and to foster genuine inclusion for the good of all of us.

As the Lead Director of the Special Olympics international board (though I am speaking now in my personal capacity only, rather than for the organization),  I would love to see a couple of things.  First, I would hope that we can expand our efforts to show the world the courage, the ingenuity, the determination, the humor, the comradeship, the musical gifts, and much more that our athletes manifest.  That demonstrates what our athletes can do (rather than what they can’t do) and also how they contribute valuably to the world.  Second, I would love for us to be even more inclusive – to share our programs further with individuals from disadvantaged communities.  And third, to expand our efforts in developing nations.

Billy, Looking ahead to the future – what do you predict or hope the Special Olympics will do for other kids or adults with disabilities?

I hope Special Olympics will inspire others with developmental disabilities to have confidence in themselves. Often, these people feel marginalized and unworthy and there is no longer a need for us to hide in the shadows. We definitely have something to contribute. The next way Special Olympics can innovate this important work is by educating the public. Generally, they are misinformed and fearful of these athletes, as though a developmental disability is easily transmitted to others, and something to be pitied. These beliefs are based solely on ignorance.

(David Wine contributed to this Article. All photos are courtesy of Special Olympics)

C. M. Rubin, William Alford, Billy Seide

Thank you to our 800 plus global contributors, teachers, entrepreneurs, researchers, business leaders, students and thought leaders from every domain for sharing your perspectives on the future of learning with The Global Search for Education each month.

C. M. Rubin (Cathy) is the Founder of CMRubinWorld, an online publishing company focused on the future of global learning and the co-founder of Planet Classroom. She is the author of three best-selling books and two widely read online series.  Rubin received 3 Upton Sinclair Awards for “The Global Search for Education”. The series which advocates for all learners was launched in 2010 and brings together distinguished thought leaders from around the world to explore the key education issues faced by nations.

Follow C. M. Rubin on Twitter: www.twitter.com/@cmrubinworld

Source: The Global Search for Education: The Power of Sports to Disrupt Disability

Dr. Robert Malone is no longer recognized by Wikipedia as being the creator of the technology used in some COVID-19 vaccines.

Then, appearing on Fox News’ Tucker Carlson Tonight some days later, Dr. Malone issued further warnings about the vaccines, the content of which is contrary to the mainstream media’s promotion of the injections. The mRNA inventor declared that there was still insufficient data for anyone to make an informed decision about receiving the vaccines.

Malone also warned against the injections being given to young people: “I have a bias that the benefits probably don’t outweigh the risks in that cohort. But, unfortunately, the risk-benefit analysis is not being done.”

Carlson described Malone as being perhaps “the single most qualified person on planet earth to discuss this subject” given his status as the inventor of the technology behind the injections now being rolled out, and in some cases mandated, to people across the globe.

However, Malone was not targeted merely by YouTube. Just days after the Dark Horse Podcast was released, the Wikipedia entry for “RNA vaccine” was changed, removing him and his role from the article, and thus potentially removing the weight that his warnings about the technology might convey.

An archived version of the site from June 14, 2021, clearly lists Malone as the creator and initial researcher into the technology.

Just two days later, June 16, the site was altered to remove any mention of Dr. Malone in the text of the entry. Instead of detailing his exploits, the entry now states that mRNA technology was discovered by “researchers at the Salk Institute, the University of California, San Diego, and Vical.”

The site was to undergo yet another change, and at the time of writing (July 5), the entry had undergone another substantial alteration, this time mentioning Jon Wolff, a collaborator of Malone’s in 1990, and giving him chief credit for the mRNA research experiments.

Furthermore, the current Wikipedia entry now lists Katalin Karikó as “a scientist behind a key discovery in the development of mRNA vaccines.” As noted by commentators on YouTube, Karikó is, unlike Dr. Malone, a public proponent of the experimental vaccines, commenting to The Guardian in November 2020 on the mRNA vaccine: “I never doubted it would work.”

The 66-year-old biochemist is currently the senior vice president at BioNTech RNA Pharmaceuticals, having been in the position since 2013, and is the head of RNA protein replacement therapies. BioNTech is partnered with Pfizer in developing, producing and distributing the hastily developed, experimental COVID-19 injection.

A marked difference in tone toward the COVID-19 injections can be noticed between Dr. Malone and Karikó. While Malone warned that no one had sufficient information to be able to make an informed decision about taking the vaccine, Karikó hailed mRNA as a potential “a universal platform” for future drugs.

Meanwhile, the number of adverse reactions and deaths occurring after the COVID-19 injections continues to mount. The Defender reported that the latest data from the U.S. Centers for Disease Control and Prevention now numbers 411,931 total adverse events after the COVID-19 injection, including 6,985 deaths and 34,065 serious injury reports.

Of that number, VAERS noted that there are 186,196 adverse events for the Pfizer/BioNTech injection, with 2,403 deaths and 16,139 serious events.

Wikipedia has faced criticism for being “a provider of inaccuracy and bias,” according to Joseph Farah, CEO and editor-in-chief of WorldNetDaily (WND). Farah noted that his own bio page was full of inaccuracies, libels, out-of-date information, and puerile insults.

So much has the website become a proponent of left-wing “propaganda” that Wikipedia’s co-founder Larry Sanger is attempting to launch an alternative. He stated that the site “completely ignores any conservative, libertarian, or critical treatment of the subject.”

While the platform did not begin with a left-leaning bias, Sanger explained that a decade ago “as liberals, or leftists made their march through the institutions, Wikipedia became one of those influential institutions. They started their march and basically took it over.”

In October 2020, Wikipedia also banned editors from displaying “user boxes” that would demonstrate opposition to same-sex “marriage” and support for traditional marriage. User boxes supporting traditional marriage were deemed to be “inflammatory or divisive” and promoting “bigotry.”

Source: Inventor of mRNA technology removed from Wikipedia after he warned against taking COVID jabs | News | Lifesitenews

Sending your child for enrichment classes for preschoolers promotes imagination, interest as well as advanced reasoning can advertise healthy kid growth via social, physical, emotional and also cognitive development experiences. Several enrichment schools ensure their trainees obtain an excellent balance of several discovery tasks throughout the day which includes reading and writing, math, music, art, and dramatization techniques to aid with teaching.

Cooperating with mothers and fathers, effective preschool just as improvement programs give a fair, all-regular technique that can help even the most youthful kid transform into an additional balanced, certain person.

Give Them a Head Start for the Future

Studies have shown that the more youthful a kid is revealed to any type of kind of learning, the more they are established for success in the years in advance Notwithstanding scholastic just as friendly benefits, enrolling a young person in improving courses and exercises can raise finding past what can be cultivated at home. Waiting until preschool for these types of improving experiences could imply a missed possibility to boost advancement during the early years when a child’s brain develops so swiftly.

Children find out best through activities that trigger their all-natural curiosity and also special rate of interests. Past learning numbers just as letters, advancement openings that present fresh out of the plastic new abilities just as encounters to a child ordinarily gives a lift in certainty over time life too, assisting them with feeling comfortable to find and endeavor shiny new focuses.

While some enrichment tasks will certainly appeal to a kid’s interests or passions greater than others, an excellent variety of tasks can present healthy and balanced challenges that motivate preschoolers to extend their cognitive and also creative capacities. If a kid shows very early indications of sophisticated intelligence, enrichment courses can give them the included academic stimulation they might need to stand out.

Learn Soft Skills

Aside from academic skills, enrichment classes can also help to develop soft skills that your child may not be able to learn in school.

Mindfulness

Mindfulness activities for kids can help them take care of emotional distress as well as scholastic pressure now and in the future. This has significant benefit in helping your child cope with stress and pressure as they grow up.

Enrichment classes develop mindfulness habits through problem resolution. When a youngster is sharing anger, she or he is generally feeling anxiety or shame. During enrichment classes, class size is smaller, and teachers have the time to encourage mindfulness techniques. This can help children connect to a deeper understanding of what they are feeling, helping them to interact with peers better.

Leadership Skills

Enrichment classes provide leadership skill development opportunities. According to a write-up from Penn State University, leadership tasks help to increase children’s self-confidence, enhance public speaking and presentation skills. This can be done through activities that encourage the children to work and interact with one another.