Sideline Spirit Inclusion Team

School spirit is a critical part of school culture, it helps engage students and gives them a feeling of connection. School spirit encourages students to get more involved – in school sports, clubs, and activities. It fosters a sense of belonging and is available to all students, with and without disabilities. You can change the culture on your campus by making all students feel seen, valued & celebrated. Anyone can participate in this sideline spirit team!

When talking about inclusion, it’s sometimes most helpful to talk about what inclusion is not. Inclusion is not a place. Inclusion isn’t an activity. It isn’t a program. Inclusion is a mindset. It involves recognizing the inherent worth in every individual. People with an inclusive mindset don’t tolerate differences — they value differences.

People on an inclusive team make sure everyone feels like they belong. People with an inclusive mindset reject an “us v. them” mentality. Instead of trying to determine who is in and who is out, they say, “Everybody’s in.” There’s a common misconception surrounding disability inclusion. Many people assume that people with disabilities want to (or need to) be included in activities exclusively for and with other people with disabilities. Unfortunately, teams designed only for students with disabilities typically practice infrequently, wear t-shirts rather than official uniforms, and rarely give students the opportunity to practice, perform, or participate side-by-side with their peers.

People who design and support segregated programs sometimes make the outdated “separate-but-equal” argument. Of course, we know from history that “separate-but equal” rarely results in true equality. The better path involves bringing people together by making activities more accessible. In other words, inclusion means that students with and without disabilities are participating in activities together.

It’s time for schools nationwide to create more meaningful opportunities for students with and without disabilities to learn and grow together. “Meaningful” requires an ongoing commitment. “Meaningful” requires an investment of time. Understanding the true meaning of inclusion requires putting ourselves in another person’s shoes. Too often, spirit teams that involve students with disabilities practice infrequently, wear shorts and t-shirts rather than uniforms, and rarely receive the experience most students live for – the opportunity to lead their communities. The underlying assumption, of course, is that students with disabilities require less than students without disabilities to feel fulfilled and happy. Students with and without disabilities share the same need for a genuine team—one that involves a long-term commitment, a drive to skill-build through sustained effort, and willingness to work collaboratively with teammates over a period of time. The sideline ambassador approach encourages an inclusive, intensive, and immersive experience for all participants.

Inclusive | All team members come to the team on equal footing. At its most basic level, this means that all team members, regardless of ability, are respected and appreciated for their contribution to a diverse team. Students with and without disabilities learn from one another and collaboratively seek solutions to challenges. More specifically, students without disabilities are never cast in the role of mentor helpers, or volunteers. Teams reject the assumption that students with disabilities need more help or mentoring than students without disabilities or that students without a disability are better positioned to help than students with a disability. This doesn’t mean that teammates should ignore disability. Generally speaking, teammates should consider teammates’ disabilities to make sure that the team and the school actively remove accessibility barriers. For example, when a teammate uses a wheelchair and is performing at a new venue, team leadership should ensure that the venue is wheelchair accessible. Removing barriers to access is different than making assumptions about a teammate’s ability level based solely on their disability.

Intensive | Skill-building and the formation of genuine friendships take time. By meeting and/or practicing weekly and performing throughout the school year, students enjoy a concentrated experience in a group setting for up to eight months of the year. By consistently investing time in practices, activities, and performances, team members create opportunities for growth in self-confidence, communication, and understanding

Immersive | Because team members are treated as equals and given time and opportunity to grow, participants become highly engaged and identified with their team. Immersion also means that the team becomes fully integrated into a school’s sports programming. As inclusive teams perform — front and center — they shine a spotlight on the richness that comes from inclusion, ultimately shifting the school’s culture to one that values diversity and acceptance.

Words can be extremely powerful and have a lasting impact. That’s because language reflects our understanding, our perceptions, and our values. How we talk to and about individuals with disabilities matters. By taking care with our language, we can help to promote equality and inclusion for people with disabilities. The converse is also true. Outdated language usually reflects outdated ideas, and outdated descriptors can reinforce negative stereotypes. The accepted language in the disability’s rights space is constantly evolving and not everyone agrees. That said, here are some guiding principles for talking with and about people with disabilities endorsed currently by disabilities rights advocates and the United States Department of Education:

Avoid implying that people with disabilities are tragic figures | Terms like “afflicted with,” “suffers from,” “victim of,” “prisoner of,” “burdened with,” and “disadvantage inaccurately and inappropriately assume that individuals with disabilities are sick, miserable, in constant pain, somehow less-than, or have a problem. Instead, simply say a person has a disability or medical condition. And, don’t assume that having a disability means having a

poor quality of life. On the same note, a person who uses a wheelchair should not be referred to as “wheelchair bound” or “confined to a wheelchair.” Those who use wheelchairs find them freeing because they allow for mobility. Avoid descriptors like “extraordinary” or “heroic” | People with and without disabilities want the same things: to be accepted, included, respected, and valued. Everyday accomplishments do not become exceptional or heroic just because they are achieved by a person with a disability. Avoid referring to individuals as “brave” “courageous” or “inspirational” merely because they are living with a disability. Avoid the term “special needs” | As applied to individuals with disabilities, the term “special needs” is still widely used. A growing number of disability rights advocates are taking aim at the term, explaining that “special” has become a euphemism for “separate” or “segregated.” And, while the term pretends to have positive connotations, it generally generates pity. A person’s needs aren’t “special” to him – they’re ordinary. After all, don’t we all have needs specific to our particular strengths and weaknesses. Ask yourself whether, in context, the disability is relevant.

Finally, in some situations, discussion of a particular disability may have relevance; in others, it won’t. This is analogous to asking whether a person’s race is relevant to the situation or discussion. Consider whether the disability is relevant (and therefore needs to be mentioned) when referring to an individual. Students often ask what they should do when a friend/family member/teacher uses outdated language to describe individuals with disabilities. First, it is important to understand that your inclusive spirit team is already positively shifting school and community culture. When people outside of the team see inclusion in action, it changes their understanding of ability. You should not feel responsible for correcting the outdated language of others. Having said that, the best way to teach others is to lead by example and model the correct language. For those ready to take the next step and actively educate others about language, try starting these conversations by sharing your own experience. For example, if a family member refers to someone as “wheelchair-bound,” a helpful response could be: “I used to say ‘wheelchair-bound’ too, until I realized that using a wheelchair is freeing (not binding) because it provides greater mobility. Now, I simply say ‘uses a wheelchair.” The overall goal here is to gently educate.

Content credited to Generation Spirit

Take the first step in supporting Adaptive Abilities Cheer and Move United’s mission to empower athletes with physical disabilities. Whether you’re an athlete looking to participate, a volunteer ready to make an impact, or a coach dedicated to fostering inclusion, this is your chance to help redefine possibilities in sports. Access training resources, explore opportunities to get involved, and become part of a community that celebrates strength, resilience, and unity. 

To learn more about coaching, becoming an athlete, or supporting our mission, reach out to Lee Trudell Ltrudell@usacheer.org or Click here to get started.

Whether you are a current cheer coach or cheerleader, here are a few steps to help you get started!