Program Description

"The Unified Champion Schools (UCS) model is a whole-school intervention that aims to promote social inclusion of students with intellectual disabilities in their schools (by fostering interpersonal relationships and school participation) through inclusive activities that occur within the normative contexts of the school. Key inclusive strategies under UCS include unified sports, inclusive youth leadership, and whole-school awareness and engagement."

Cost

Must contact Special Olympics or local Unified Champion Schools program for registration procedures.

Intended Population

• Core

Grade

• Elementary School
• Middle School
• High School

Intended Group Size

• School

ELL/DLL

• Unspecified

Multisensory Applications

• Unspecified

Computer-Based Delivery

• None

Scripted

• Unspecified

Comprehensive or Skill Specific

• Skill Specific

Placement Tests

• No

Accelerated Learning

• No

Assessment to Monitor Skills Mastery

• No

Error Correction Built In

• Unspecified

Fidelity Measures Provided by Publisher

• Unspecified

Research Summary

Three peer-reviewed empirical studies and one evaluation report published by a third party were found. Generally, positive findings were reported. Specifically, positive impacts on student perceptions of inclusion and school climate were noted. Additionally, one study found that UCS program implementation contributed to a 1.1% increase in graduation rates among all students and a 1.4% increase in graduation rates of students with disabilities.

Study Citations

Jacobs, H.E., Duckworth, K., Lanser, A., Maharaj, A., Papalimberis, A., Siperstein, G.N. (2022). Special Olympics Unified Champion Schools: Year 13 Evaluation Report 2020-2021. Center for Social Development and Education , University of Massachusetts Boston. https://www.umb.edu/csde/research/project-unify/

Pan, C.-C., Bittner, M., & Chou, C.-C. (2023). Developing an inclusive culture through Unified Champion Schools programs: a pilot study on school awareness and attitudes toward students with intellectual disabilities among general students in Taiwan. International Journal of Developmental Disabilities, 1–14. https://doi.org/10.1080/20473869.2023.2231215 ‌

Siperstein, G. N., McDowell, E. D., Jacobs, H., Stokes, J. E., & Cahn, A. (2019). Unified Extracurricular Activities as a Pathway to Social Inclusion in High Schools. American Journal on Intellectual and Developmental Disabilities, 124(6), 568–582. https://doi.org/10.1352/1944-7558-124.6.568

Yin, M., Siwach, G., & Belyakova, Y. (2021). The Special Olympics Unified Champion Schools Program and High School Completion. American Educational Research Journal. https://doi.org/10.3102/00028312211032744

Evidence-Based Practice (EBP)

• Promising practice

Additional Reviews

• https://www.mdpi.com/1660-4601/19/17/10889