This week marks the 14th edition of the global #TotalAccess Week of Action campaign, led by AccessibAll. The campaign kicks off on 13 March and brings together hundreds of stakeholders from across the world of football – national federations, leagues, clubs, sports centres and communities, schools – with a single goal: to celebrate a sport that is accessible, inclusive and open to all.
Running until 29 March, #TotalAccess Week reminds us that people with disabilities represent 20–25% of the world’s population, or more than one billion people. Football has the power to transform their lives – through accessible stadiums, educational programmes, inclusive teams and opportunities for active participation at all levels: from the stands, to the playing fields, coaching positions, administration and decision-making.
As part of this initiative, the Football Federation of Macedonia publishes an interview with Loreta Andreevska – director of the OURC „Idnina“-Skopje, who will talk about the significance of the TOUCH THE GOAL project in the development of inclusive sports activities. Director Andreevska is a long-time expert in inclusive education and a strong supporter of developing accessible sports for every child.
Idnina, supported by FFM, is the winner of the UEFA Foundation for Children award. With the help of these funds, the TOUCH THE GOAL project is being implemented. The project will provide training, tools and a systematic approach for teachers and coaches who work with children with developmental disabilities. The ultimate goal is for football and sport in general to become a space of equality, dignity and active participation.
With this project, FFM and OURC "Idnina" send the key message: Inclusive sport does not mean presence - but active and meaningful participation.
- What is the significance of the award received from the UEFA Foundation for Children and the support of the FFM for your school?
“The award from the UEFA Foundation for Children represents a significant international recognition for the work of the OURC „Idnina“ – Skopje and for our commitment to the development of inclusive education. Our school is going through a significant transformation – from an institution that provides an educational process for students with disabilities, to a resource center that supports, develops and transfers inclusive practices in the education system. In that role, our mission is to provide professional support for schools, teachers and educational teams in the inclusion process. The support from the Football Federation of Macedonia is of particular importance, as it creates a strong connection between education and sport. Through the „Touch the Goal“ project, a new space is opened in which inclusive practices are developed in the field of sport, which is an important step towards their further expansion in the educational and sports community.”
- How does the "Touch the Goal" project fit into the school's vision and values?
“The „Touch the Goal“ project fits into the vision of OURC „Idnina“ – Skopje because it expands inclusive practice in the field of sports, as an important segment of student development and participation. In inclusive education, the goal is not only the presence of students in school, but also the creation of conditions for them to actively engage in various activities that support their personal and social development. Sport in this context represents a space in which students can collaborate, connect and gain experiences that contribute to their well-being. Through this project, teachers, coaches and students jointly develop activities in which diversity is accepted, and every child has the opportunity to actively participate and contribute. „Inclusive sport means creating conditions in which every child has the opportunity to actively be part of the team.“
- How many schools are involved in the project and in what way?
“The „Touch the Goal“ project includes 10 municipal primary schools from the Skopje and northeastern regions, selected through a public call for participation. Two physical education and health education teachers from each school participate, who are the bearers of activities related to inclusive football in their schools. As part of the project, innovative tools have also been developed to support inclusive football, intended for teachers and coaches who work with students with different abilities. These tools help sports activities to be more easily adapted and to create conditions for active participation of all students. A particularly important aspect is peer support, through which cooperation between students is encouraged and an environment is created in which diversity is accepted. The activities are organized in a way that allows for equal participation of all students, regardless of their abilities.”
- A three-day training for teachers involved in the project was held at the end of February. How will schools support teachers in the implementation of the new tools and practices acquired during the training in the coming period?
“"The training was an important initial step, but the real value of the project is seen in its practical application in schools. In the period to come, teachers will name the new approaches and tools within the framework of physical and health education teaching and in sports activities with students. In that process, the OURC "Idnina" - Skopje, as a resource center, will provide expert support and guidance, in order for teachers to more easily integrate inclusive approaches into their everyday work.
It is particularly important that teachers will have the opportunity to exchange experiences and practices, which contributes to the development and advancement of new knowledge within the schools themselves. In this way, inclusive football gradually becomes part of regular practice, and not just a project activity.”
Teacher training
Teacher training
- In the next period, as part of the project, it is planned to hold training on inclusive football with football coaches. What are the benefits for coaches?
“The training is intended for football coaches who work with children and young people, and its aim is to help them better understand the principles of inclusive sport and the way in which football activities can be adapted for different students. Coaches will have the opportunity to get acquainted with the innovative tools developed within the project, as well as with practical approaches that help them more easily organize training sessions and create an environment in which every child can actively participate. A particularly important part of the training is the approach of equality and non-discrimination, which encourages coaches to create a sports environment in which diversity is accepted, and every child has the opportunity to be part of the game and the team.”
- What are the biggest challenges you see in terms of organization and logistics in schools and football clubs?
“One of the biggest challenges is creating conditions in which inclusive sports activities can be regularly implemented, both in schools and in sports clubs. This includes appropriate organization of activities, availability of sports spaces and readiness of staff to work with students with different abilities. An equally important aspect is developing awareness of the inclusive approach in sports. Inclusive football is not only about adapting activities, but also about creating an environment in which every child feels accepted and supported. Therefore, cooperation between schools, sports organizations and the local community is particularly important, because it is precisely through a joint approach that sustainable conditions for the development of inclusive sports can be created.”
- Are props or knowledge more important when organizing football activities for children with atypical development?
“In practice, props can help in the organization of activities, but a key factor is the knowledge and professional approach of the teacher or coach. Working with children with different abilities requires an understanding of their individual needs and the ability to adapt activities in a way that will enable the active participation of each student. Therefore, within the project, the emphasis is placed on the methodology and approach, as well as on the use of innovative tools that help teachers and coaches adapt sports activities. Props are important as support in the process, but inclusive sport is above all built on knowledge, professional preparation and understanding of the differences between students.”
- What improvement do you expect in terms of student inclusion and well-being?
“Such activities contribute to positive changes in many aspects of students' development. Sports activities contribute to improving motor skills, coordination and physical activity, which is especially important for students. In addition to the physical aspect, these activities also play an important role in the development of social interaction and a sense of belonging in the group. From that perspective, inclusive sports activities contribute to the overall well-being and active participation of students in the school community.”
- How do you expect the program to impact team culture and mutual support among students?
“The program has the potential to significantly impact the way students collaborate and support each other. Sports activities naturally create an environment in which students learn to work as a team, respect diversity and support each other. The element of peer support is particularly important, through which students develop a sense of responsibility and empathy towards their classmates. In this way, sports contribute to the development of a positive school culture, in which students are encouraged to collaborate and respect the contribution of each team member.”
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- The project will end at the end of this school year. How do you plan to continue the program after the project activities are completed?
“From the very beginning, our intention was for this project not to remain just a time-limited activity, but to set a sustainable model of inclusive sports activities in schools. The activities are already being implemented in practice and show a very positive response among students and teachers. The innovative and customized tools, as well as the specific training activities, show that inclusive football can be successfully applied in the school environment. An additional value of the project is that a manual with guidelines for the application of inclusive football is being prepared, which will remain as a permanent resource for teachers and coaches. In the next period, we will analyze the results and experiences from the schools, in order to see the effects and opportunities for further improvement of the model. My vision is for the program to continue and gradually expand to other schools, because the results so far clearly show that this approach has the potential to become part of the broader practice in education and sports.”
- What message do you want to send to the public on the occasion of the global campaign #TotalAccess Week of Action?
“Our message is simple – every child should have the opportunity to touch their goal. Real sport exists when all children have a place on the field.”
