Difference between revisions of "Disability/Participation in Cultural Life, Recreation, Leisure and Sport"
From Social Collaborative Singapore
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| style="width: 33.3%;" |'''<big>Knowledge Gaps</big>''' | | style="width: 33.3%;" |'''<big>Knowledge Gaps</big>''' | ||
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| − | | | + | |Out of 20 special schools, 17 have included sport as part of their curriculum for student participation and rehabilitation . |
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| − | | | + | |In 2015, only about one-third of PwDs in Singapore participated in sports on a regular basis (at least once a week)<ref>[[:File:///C:/Users/Lord Azsharost/Downloads/Disability-Sports-Master-Plan Executive-Summary.pdf|file:///C:/Users/Lord%20Azsharost/Downloads/Disability-Sports-Master-Plan_Executive-Summary.pdf]]</ref> |
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Revision as of 09:39, 11 March 2020
| Short-Term Outcomes(skills, knowledge, attitudes) | Mid-Term Outcomes(behaviours) | Long-Term Outcomes(impact) | Social Impact | |||
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Click here to explore the Theory of Change.
| Key Statistics and Figures | Key Gaps | Knowledge Gaps |
| Out of 20 special schools, 17 have included sport as part of their curriculum for student participation and rehabilitation . | ||
| In 2015, only about one-third of PwDs in Singapore participated in sports on a regular basis (at least once a week)[1] | ||