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Inclusive Physical Education Inclusive Physical Education - Students with disabilities and the adaptive dimension (presentation, handouts and discussion) http://video.google.ca/videoplay?docid=25769 36076554370161&q=basketball

Inclusive Physical Education Inclusive Physical Education - Students with disabilities and the adaptive dimension (presentation, handouts and discussion)

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Page 1: Inclusive Physical Education Inclusive Physical Education - Students with disabilities and the adaptive dimension (presentation, handouts and discussion)

Inclusive Physical Education

Inclusive Physical Education - Students with disabilities and the adaptive dimension (presentation, handouts and discussion)

http://video.google.ca/videoplay?docid=2576936076554370161&q=basketball

Page 2: Inclusive Physical Education Inclusive Physical Education - Students with disabilities and the adaptive dimension (presentation, handouts and discussion)

What is inclusive physical education?An inclusive physical education environment is one which provides the opportunity for students of all abilities and interests to participate in physical education. Inclusive physical education recognizes the inherent value of each student; the right to take risks and make mistakes; the need for independence and self-determination; and the right to choice.

A student with a disability benefits from a quality physical education program as much as any other student.

Page 3: Inclusive Physical Education Inclusive Physical Education - Students with disabilities and the adaptive dimension (presentation, handouts and discussion)

Inclusive physical education:•Is a step-by-step process

•Includes all students

•Has a range of activities and supports

•Is based upon the needs and interests of the students

In an inclusive program:•Activities are modified and individualized as necessary

•Expectations are realistic yet challenging

•Assistance is provided only to the degree required

•Dignity of risk and availability of choices are respected and fostered

Page 4: Inclusive Physical Education Inclusive Physical Education - Students with disabilities and the adaptive dimension (presentation, handouts and discussion)

Benefits of inclusive physical education

The goals and learning outcomes of a balanced physical education program are no different for students with a disability than for their classmates. All will benefit from a well-planned physical education program which addresses motor skill development, fitness and social skills, and leads to an increased knowledge of an active lifestyle.

Page 5: Inclusive Physical Education Inclusive Physical Education - Students with disabilities and the adaptive dimension (presentation, handouts and discussion)

Additional Benefits

•Students without a disability can learn about the talents and abilities of classmates with a disability. They learn to appreciate that individual differences exist between people, and they learn that participating in an activity in a different way does not lessen its value.

•Through such methods as role-modeling, observation, discussion and volunteerism, contact and friendships with students with a disability can be an enriching experience.

•Inclusion recognizes the inherent value, dignity and worth of each student, and reduces perceived differences among students.

Page 6: Inclusive Physical Education Inclusive Physical Education - Students with disabilities and the adaptive dimension (presentation, handouts and discussion)

Appropriate Terminology

•Words can be a powerful tool towards fostering dignity for all. Many different words and expressions have been used to describe a person with a disability.

•Don’t let words erect barriers!

•Use appropriate terminology to shift focus from the disability to the student. Ask the student and parent/guardian for their advice

Page 7: Inclusive Physical Education Inclusive Physical Education - Students with disabilities and the adaptive dimension (presentation, handouts and discussion)

Planning an inclusive program

•When teachers are initially given the challenge and opportunity of planning physical education for a student with a disability, feelings of uncertainty are to be expected.

•These feelings may be due to a lack of information and experience that will change as you become more familiar with your students.

Page 8: Inclusive Physical Education Inclusive Physical Education - Students with disabilities and the adaptive dimension (presentation, handouts and discussion)

Developing an inclusive programThe process of developing an inclusive program will involve the following steps:

•Obtaining information on the disability

•Benefiting from a team-approach

•Determining safety concerns

•Assessing present skill level

•Contributing to the Individual Education Plan (IEP)

•Setting realistic expectations

•Determining program modifications and implementing program evaluation.

Page 9: Inclusive Physical Education Inclusive Physical Education - Students with disabilities and the adaptive dimension (presentation, handouts and discussion)

Obtaining InformationIn planning an inclusive program, the following factors will influence the nature of the student’s participation and the supports required:

•Type and severity of the disability

•Age and development level

•Skill and fitness level

•Past physical activity experiences

•Parent/guardian support

•Attitude toward physical activity

Page 10: Inclusive Physical Education Inclusive Physical Education - Students with disabilities and the adaptive dimension (presentation, handouts and discussion)

Tip to Remember

Students with the same disability may well have different needs depending upon their abilities, skill level, past experience, and attitude toward physical activity.

Page 11: Inclusive Physical Education Inclusive Physical Education - Students with disabilities and the adaptive dimension (presentation, handouts and discussion)

Program ModificationsWhen you modify activities, only do so:

• When necessary

• To the extent necessary

• Without jeopardizing the integrity of the activity

Minimal modifications have little effect on the other participants or the integrity of the activity. For example, students wear brightly colored pinnies to help a student with a visual impairment identify team members; a student with cerebral palsy serves the volleyball from an identified mark inside the court; a start flag is used to signal to a runner who is deaf that a race is beginning.

Page 12: Inclusive Physical Education Inclusive Physical Education - Students with disabilities and the adaptive dimension (presentation, handouts and discussion)

Check out this print resource which deals with inclusive physical education from the perspective of students with physical disabilities:

Goodwin, D. L., & Watkinson, E. J. (2000) Adapted physical activity quarterly, 17, 144-160.

Block, M. E. (1999, Summer). Did we jump on the wrong bandwagon? Problems with inclusion in physical education. Palaestra, 15 (3). Retrieved on January 30, 2008, from the Google database.

Books for your library:

Lieberman, L. J. Houston-Wilson, C. (2002) Strategies for Inclusion. A handbook for physical educators.

CAHPERD resource entitled. Moving to Inclusion.

Page 13: Inclusive Physical Education Inclusive Physical Education - Students with disabilities and the adaptive dimension (presentation, handouts and discussion)

This is a really good site about inclusion in Canadian schools:

http://www.edu.uwo.ca/Inclusive_Education/inclusion.asp

The following site has some information about Sledge Hockey:

http://www.hockeycanada.ca/index.cfm/ci_id/18800/la_id/1.htm

Special Olympics ad Paralympics sites:

http://www.paralympic.ca

http://www.paralympics.com/

http://www.specialolympics.ca/

Page 14: Inclusive Physical Education Inclusive Physical Education - Students with disabilities and the adaptive dimension (presentation, handouts and discussion)

Paired activity:

1. Read and respond to the information card that you are given.

2. Discuss your response with your partner and be prepared to share your insights and feelings in a 2-3 minute time frame.

3. Feel free to make assumptions in order to frame your response as clearly as possible.

Page 15: Inclusive Physical Education Inclusive Physical Education - Students with disabilities and the adaptive dimension (presentation, handouts and discussion)

Next Class•We will be focusing on culture and ethnicity in physical education. Please bring an activity, dance, or game from another culture and be willing to share the specifics of it.