Benchmarking Our Impact: Comparing Our Results with Scientific Programs in Special Education

Why Comparative Analysis Matters

In the field of special education, innovation must always be accompanied by evidence. By examining how our outcomes align with or differ from other scientifically documented programs, we are able to:

• Assess the strength and reliability of our intervention model

• Identify areas where our program demonstrates added value

• Detect potential gaps or limitations

• Position our initiative within the broader educational and research landscape

Benchmarking allows us to move from local impact to broader relevance. It transforms a successful initiative into a potentially transferable model.

Criteria for Comparison

The comparative analysis will focus on key indicators commonly used in special education research and inclusive intervention programs. These include:

• Development of communication skills

• Enhancement of social interaction and peer collaboration

• Improvement in motor coordination and physical engagement

• Emotional regulation and self-confidence

• Teacher-reported pedagogical impact

• Family and environmental influence on outcomes

We will examine similar European and international programs that combine inclusive sports, experiential learning, and social integration models, particularly those evaluated through mixed-method approaches (quantitative and qualitative tools).

Positioning Our Model Within the Scientific Context

Preliminary findings from our evaluation already suggest strong alignment with internationally recognized good practices in inclusive education and sport-based interventions. Research consistently highlights that structured physical activity programs promote social inclusion, peer acceptance, and emotional development among students with and without disabilities.

Our results indicate comparable improvements in:

• Cooperative behavior

• Empathy development

• Reduction of stereotypes

• Active participation of students with diverse needs

• Strengthened collaboration between educational institutions

Where our program may offer additional contribution is in its integrated design: combining structured evaluation tools (questionnaires, interviews, comparative demographic analysis) with community engagement and inter-school collaboration. This holistic framework enhances both measurable outcomes and relational impact.

Identifying Innovation and Added Value

Through comparison with scientific literature and implemented projects, we aim to identify the distinctive elements of our approach. These may include:

• The structured collaboration between two schools from different educational settings

• The emphasis on long-term partnership beyond the duration of the program

• The integration of self-evaluation and reflective practices within the team

• The inclusion of socio-economic and environmental factors in the assessment process

Such elements strengthen the program’s sustainability and replicability.

From Evaluation to Knowledge Contribution

By situating our findings within the broader scientific discourse, we do not simply validate our work; we contribute to the evolving body of knowledge in special education and inclusive sport practices.

This comparative phase allows us to:

• Prepare academic presentations and symposium contributions

• Develop dissemination strategies based on evidence

• Enhance the credibility of the model for future funding opportunities

• Support policy recommendations for inclusive educational practices

Ultimately, this process transforms our initiative from a successful local intervention into a documented and research-aligned educational model.

Conclusion

Comparing our final results with established scientific programs in special education represents a strategic and ethical step forward. It demonstrates that our work is not isolated but connected to a global effort toward inclusive, evidence-based education.

Through this comparative reflection, we ensure that our program stands not only as a meaningful experience for participants, but also as a validated and sustainable contribution to the field of special education.