Creating an Inclusive Environment

Ch 2

Inclusion

• All learners participate, develop skills, sense of belonging to group

• Safe environment • Supported by peers and teacher• Experience joy of movement

Non-Inclusion

• Social isolation• Made fun of b/c lack of skill, not allowed to

participate• Skill, race, gender, religion

4 S’s

• Safe: protect from physical & emotional danger– Not be ridiculed or embarrassed

• Successful: opportunity to attain appropriate level of proficiency– Varies b/w individuals, not make skills too hard,

skills they want to achieve

4 S’s

• Satisfying: personally challenging & motivating inspire accomplishment– Adapt curriculum and task to individual

• Skill-Appropriate: tailored to physical and developmental capacity of individual – Assess each learner and develop skills to meet

their needs, not everyone same developmental status

Religious & Cultural Values

• Be sensitive to cultural diversity of learners• Include cultural diversity into learning

activities w/o insulting learners• Know your school – private vs public• Investigate: dress, diet, communication,

family, values, ethics, beliefs• Positive interactions

Overweight Learners

• Increasing incidence of obesity• BMI = wt (lbs)/Ht (inches)2 x 703• Diminish learner’s social interactions w fit

peers• Bullying, negative comments from peers,

teachers

Overweight Learners

• Modify intensity• Use shorter distances• Intermittent activity• Less competitive games

Gender

• Include boy and girls equally in Everything• Dances and games should include both

genders

Learners with Disabilities

• Physical or cognitive disabilities• Even if you not have knowledge, seek help• Do what you can w/o excluding others• Include all learners in activities• Produces benefits to their growth