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  • The event also provided important insights into wider attitudes towards people with learning disabilities held by the general public. In 2009 the city of Leicester hosted the Special Olympics Great Britain National Summer Games. Around 2500 athletes with Tenofovir learning disabilities competed in 21 sports. This article argues that this sporting mega-event had important potential legacy consequences for the hosts, the governing body �C Special Olympics Great Britain (SOGB) �C and also for wider attitudes towards people with learning disabilities. We are mainly concerned here with questions of ethnicity around Special Olympics Great Britain (SOGB) and the specific motivations for staging this event in the East Midlands. We argue that the hosts mobilised a set of quite unusual rhetorics and legacy aims in its appeal to local citizens, and that SOGB favoured Leicester because of the organisation's urgent need to modernise in terms of its urban reach, ethnicity and age profiles. see more We end by briefly assessing the evidence that SOGB achieved some of its image goals and the extent to which the Leicester public embraced Special Olympics and athletes with learning disabilities. ""65426""People with learning disabilities can feel excluded from society; employment can help to improve social inclusion. Everyone needs to be creative in their approach to facilitate work-based placements and employment opportunities for students at further education colleges. Students with learning disabilities, parents, education staff and employers need to work together to make sure everyone has the best work experience possible. Employment is widely acknowledged as a key factor to social inclusion, but it is estimated that <7% of people with learning disabilities are in paid employment. It was the aim of the research study to critically examine the experience of gaining employment from the perspectives <a href="https://en.wikipedia.org/wiki/Sitaxentan">Sitaxentan of students with learning disabilities, parents, education staff and employers. All participants were recruited from one collaborating UK organisation, a college offering further education for young people with learning disabilities. Twenty-three interviews were conducted. Analysis of the data identified three themes surrounding the perceived roles of: Protector, Rescuer and Worker. Recommendations are discussed to improve collaborative working between student, parent, education staff and employer to overcome some of the difficulties influencing employment rates and contribute to the empowerment and inclusion of people with learning disabilities in society.

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