Inclusion in Physical Education
The last leg of our journey, but one of the most important relates to the topic of inclusion. While you may be able to plan, instruct and assess a fantastic lesson, if that lesson meets the needs of only a few students in your physical education class, then it was not a successful lesson. As our society continues to change, we are seeing more and more students with exceptional needs in our classroom, which means, as teachers we need to be able to create inclusive environments in every subject, including physical education. So, how do you do that? I encourage you to fully explore this last page, as it is filled with fantastic resources and supports related to inclusive teaching in physical education classrooms.
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Universal Design
Julie Mueller (2011) cites Liberman and Houston-Wilson (2009) when talking about the concept of Universal Design. Lieberman and Houston-Wilson (2009) state, "universal design means that the physical, social and learning environments are designed so that diverse learners are supported through powerful possibilities for teaching and learning". According to the text, universal design will often eliminate the need for differentiation as the lesson and environment are already considering a wide range of abilities and experiences. The following list shows six instructional methods that help implement the principles of universal design.
1. Inclusiveness: the environment and teaching styles respect and value diversity
2. Physical Access: the instructional field (e.g., gymnasium, playing field, facility) are clear and easily accessible; a wide variety of equipment is available and utilized
3. Delivery Modes: a variety of methods are used to instruct, multiple methods in a single lesson (e.g., posters, explanations, discussions, videos, hands-on activities, etc.)
4. Interaction: time and opportunity for interaction is included at a variety of levels (e.g., teacher-student, student-student, expert-novice, etc.)
5. Feedback: specific feedback is given promptly and in an encouraging manner, effective prompting and cues are used to ensure success
6. Assessment: students are given multiple opportunities to demonstrate their learning in a variety of ways
For more information about Universal Design, or other inclusive instruction methods such as differentiated instruction or the tiered approach, you can refer to the following Ministry of Education document titled "Learning for All- A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12" or check out a Powerpoint presentation by Julie Mueller (2013) regarding inclusive health and physical education programs.
1. Inclusiveness: the environment and teaching styles respect and value diversity
2. Physical Access: the instructional field (e.g., gymnasium, playing field, facility) are clear and easily accessible; a wide variety of equipment is available and utilized
3. Delivery Modes: a variety of methods are used to instruct, multiple methods in a single lesson (e.g., posters, explanations, discussions, videos, hands-on activities, etc.)
4. Interaction: time and opportunity for interaction is included at a variety of levels (e.g., teacher-student, student-student, expert-novice, etc.)
5. Feedback: specific feedback is given promptly and in an encouraging manner, effective prompting and cues are used to ensure success
6. Assessment: students are given multiple opportunities to demonstrate their learning in a variety of ways
For more information about Universal Design, or other inclusive instruction methods such as differentiated instruction or the tiered approach, you can refer to the following Ministry of Education document titled "Learning for All- A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12" or check out a Powerpoint presentation by Julie Mueller (2013) regarding inclusive health and physical education programs.
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Accommodations and Modifications in Physical Education
Accommodations
Accommodations are changes that do not alter the curriculum. They are changes in how the lesson is delivered, the amount of support provided and how the student demonstrates learning. Three common types of accommodations are:
- Instruction accommodations: teaching strategies in terms of presentation, organization, technology or multimedia - Environmental accommodations: alterations of environment such as type of equipment used, size of playing field, etc. - Assessment accommodations: changes in the assessment procedures, time or method, amount, etc. (Julie Mueller, 2011) |
Modifications
According to the document "Growing Success" (2010), "modifications are changes to the grade-level expectations for a subject or course in order to meet a student's learning needs." In relation to physical education, modifications could be made in the following ways:
- curriculum expectations - equipment used - rules which the child must follow - instructions - environment (Julie Mueller, 2011) |
For more information about accommodations, modifications and alternative learning expectations, you can reference the Ministry of Education document Growing Success.
Addressing Specific Needs in Physical Education
While we can strive to teach using universal design and try to develop the most inclusive program possible, there are some exceptionalities that may require specific modifications to ensure the success of the child. The following chart will help provide insight into a variety of exceptionalities that require specific modifications.
Intellectual Disability
- set challenging yet attainable goal
- provide additional time - use demonstration rather then verbalization - reward trying |
Visual Impairment
- brightly coloured equipment
- clear verbal instructions - physical guidance and support |
Hearing Impairment
- reduce ambient noise when giving instructions
- ensure the student can see the person giving instructions - arrange for a buddy to repeat instructions - be aware of balance issues |
Physical Disabilities
- focus on what the child can do
- encourage independence as much as possible - create least restrictive environment - Cushion surfaces if falling is possible |
Balance/ Agility Difficulties
- increase base of support (spread feet)
- ensure floor has friction - provide balance supports (wall, chair, etc.) - increase width of lines and beams to balance on |
Autism Spectrum Disorder
- familiarize student with new situations
- use student's preferred method of communication - give warning before physical contact - prompting with verbal and visual cues for motor tasks |
Asthma
- know how to recognize symptoms of an asthma attack
- take immediate action is student is coughing/ wheezing - understand child's limits - have frequent rest breaks - interval activities |
Fetal Alcohol Syndrome
- give frequent and effective prompts and cues
- monitor environment and avoid sensory overload - direct, structured and repetitive teaching style |
Coordination Difficulties
- increase the size of target
- offer protectors - allow chances to throw without concern for accuracy - use soft, slow moving objects for catching |
Limited Strength/ Endurance
- lower/ enlarge the size of the goal
- modify tempo of the game - reduce size or weight of projectile - reduce distance a ball must be thrown - reduce number of goals required to win |
(Pandrazi and Gibbons, 2009, as cited by Julie Mueller, 2011).
Check out the following link for a .pdf version of this information.
Check out the following link for a .pdf version of this information.
inclusive_hpe_instrution.pdf | |
File Size: | 90 kb |
File Type: |
How do I Modify Specific Games and Activities to Meet the Needs of all Students?
While we strive to make all activities and games inclusive for all students, at times it can be difficult to come up with a successful way to adapt a sport to meet the needs of a student. To support teachers in the task, CiRA has created a fantastic quick and easy reference sheet with multiple adaptations for 21 physical activities and sports.
Inclusion Resources
OPHEA is another resource to check out when looking for information about inclusive health and physical education programs. The have two fantastic (and free) resources available on their website. The first is a free downloadable document titled "Steps to Inclusion" which can be used by teachers, coaches or community centre staff who are trying to create a positive and inclusive environment. The second resource is extremely valuable. OPHEA offers free adapted lesson plans for grades 1 to 8 focusing on a variety of physical education strands including cooperative games, targets, striking, territory and movement exploration. These resources can be accessed by following the links below.