ABSTRACT
Introduction to the case study Despite good efforts in many countries to promote the social and educational inclusion of young people with physical and intellectual disabilities (learning difficulties), there remains much to be achieved regarding the quality of life and education of such individuals in the Arab, Muslim world. The status of social inclusion, particularly for females with learning difficulties, reflects an alarming reality in most Arab countries. A very small number of these girls attend regular schools and few participate in sporting events, which can be effective tools to promote inclusion in society. Barriers to social inclusion have had their origin in cultural beliefs and practices, but financial and human resources also have an effect. This chapter focuses on the challenges and recent successes in the UAE and describes the contribution that sport can make towards improving quality of life. It is necessary, however, to consider the country context, as well as sociocultural issues related to gender and disability, before an understanding of education and community sporting provision can be gained. The use of sport by one support group, the UAE’s Down’s Syndrome Association, which grew into one
of the largest registered non-governmental organisations (NGOs) in the country, is examined. It was the first group formed to protect the rights of these people and is proactive in the pursuit of its aim to improve the lives and life experiences of children with Down’s syndrome. The chapter concludes with recommendations to improve inclusive practices using sport as the main vehicle of delivery.
