Presently, various conceptualizations of social inclusion appear in the literature.
For example, some researchers argue that it arose as a value-based concept.
Moreover, SO provides a variety of programs that range from local community-level programming to world-level competition.
However, there has been limited research on the impact of participation in SO.
A number of efforts have been made to promote social inclusion for individuals living with a disability throughout various institutions of society, particularly in education and the workplace.
However, research has shown that the success of such initiatives in these institutions has been mixed.found that as people became involved with SO, support for inclusion of students with ID in regular classrooms increased from 2% to 55%.Similar findings also emerged in a study examining the impact of Unified Sports, a special initiative of SO.The evaluation component has been critical, as the results have helped guide its development course, including the creation of more clearly defined parameters and guidelines for State Special Olympics Programs as to what constitutes a Unified Champion School.Specifically, information gathered through the ongoing evaluation has provided the opportunity for Special Olympics to better characterize the parameters of the Unified Champion Schools program and more clearly define its three main school-based components: 1) Inclusive Sports and/or Fitness; 2) Youth Leadership; and 3) Whole School Awareness and Involvement.Those who view social inclusion as a value-based concept assert that it involves more than eliminating physical boundaries or barriers; rather, it is about facilitating and empowering individuals to participate in society by minimizing both physical and social distances that exist between people.As such, these researchers view social inclusion as a proactive approach to human development and social well-being.This intensive, in-depth evaluation of the Unified Champion Schools program has also provided valuable information about building and maintaining collaborations between State Special Olympics Programs and schools, as well as further insight into the best practices and models of implementation.The annual evaluation is a critical part of investing in the future of the Unified Champion Schools program.The quantitative data also indicated that stakeholders perceive SO as fostering social inclusion for individuals with ID.ID is generally diagnosed before the age of 18 and occurs when there is an impairment of general mental abilities in three different domains including the conceptual domain (e.g., language, reading, math, memory), the social domain (e.g., empathy, interpersonal communication), and the practical domain (e.g. In addition, an additional criterion is someone possessing an IQ score of 70 or below.