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IN Play An Inclusive Approach to Movement Development.

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Presentation on theme: "IN Play An Inclusive Approach to Movement Development."— Presentation transcript:

1 IN Play An Inclusive Approach to Movement Development


3 Be yourself; everyone else is already taken.” Oscar Wilde

4 Tonight we want to welcome you to what is truly a first of its kind collaboration. Our goal is share as much information as we can about how this program was created and why it is so very special. We also want to establish a “learning and sharing” environment. This is a “WE” project, one where everyone will be IN PLAY.

5 In 1993 I founded NJAPE to advocate for the inclusive recreation, fitness, adapted physical education, and wellness services for individuals who are differently abled. My professional experiences have included serving as a public speaker, consultant, family advocate, public school teacher, author, adjunct faculty member, and director of the JCC Metro West Special Needs Department. More importantly than my professional achievements, I am the brother of a person with a disability. My understanding of working with people with disabilities goes well beyond my time as a professional The University of Virginia Masters of Education Adapted Physical Education Selected as one of five nationally recruited scholarship students. Area of academic specialization included Motor Development, Behavior Management, Curriculum Design, Application of Technology, and Methods of Inclusion when working with individuals with disabilities. I trained directly under Dr. Martin Block and Dr. Luke Kelly, two of the foremost authorities in Inclusive Physical Education and Adapted Physical Education

6 NJAPE has been selected by the Inclusion Club of Australia and the Winston Churchill Foundation to be one of three model programs visited in 2014.

7  Our Mission  Our Philosophy  Our Team  What we Do Ashley Rillo – Team Member with Julie

8   New Jersey Special Olympics  Bergen County’s United Way  Newark Public Schools  Montclair State University  Millburn Public Schools  Woodbridge Public Schools  Spotswood Public Schools  Morristown Public Schools  Montville Township  Linden Township Public Schools  Montvale Township Public Schools  Kean University  SUNY Cortland University  Fort Lee Public Schools  Wall Township Public Schools  Statewide Parent Advocacy Network  Ben Samuels Children's Center  Clifton Public Schools  Autism New Jersey  Little Falls Township  Bergen County Community College  New Jersey Education Association  NJAHPERD  Eastern District AAHPERD  Coalition of Infant and Toddler Educators  PASSE – Parents Advocating For Special Services in Education  Red Ribbon Academy  Montclair Public Schools  Passaic Valley High School  Bloomfield Public Schools  Bankshot Products  The Phoenix Center

9 I founded Caldwell Pediatric Physical Therapy in 2009. Caldwell Pediatric Physical Therapy is a premier pediatric physical therapy service provider for children ages birth to 21. Caldwell Pediatric Physical Therapy focuses on improving the child’s quality of movement and level of independence with function within their educational, community, and home environments. The children who receive services are often adversely impacted by various neurologic, neuromuscular, and orthopedic conditions. Physical therapy services also provide comprehensive assessment, direct physical therapy services individually, within a group dynamic, in addition to consultative services to the family and educational staff.

10 I hold a Bachelor of Science degree from Cook College, Rutgers University in Exercise Science and Sport Studies in 2002 and obtained my Doctoral degree in Physical Therapy from the University of Medicine and Dentistry of New Jersey in 2005. I am also credentialed as a Certified Strength and Conditioning Specialist (CSCS) through the National Strength and Conditioning Association.

11 Caldwell/West Caldwell Public Schools Cedar Grove Public Schools Irvington Public Schools The Children’s Institute Nexus Language Builders Garden Academy Gramon School Chapel Hill Academy The Ryan Michael’s Academy * Numerous Families and other groups

12 Too often inclusion is defined as an “all or nothing” proposition. Somehow society has accepted a narrow and limited understanding of inclusion as being defined as; “All people doing the same thing at the same time in the same way” NJAPE defines inclusion as; “The opportunity for a person or group of people to connect to and draw upon inherit strengths and interests, and applying those in an experience that enhances their overall joy and wellness”.

13 Another common faulty interpretation of inclusion relies on the premise that the majority of people are operating a “high” skill level. Simply put, participating close to or resembling the athletes that are seen on T.V. NJAPE understands from nearly twenty years of professional experience that the perceived “minority” is actually the “majority”

14  Another way to frame the concept and functional application of Inclusion to draw comparisons to the Green Movement  How Green are you?  What this shows us is that nothing is all or nothing, and that your emotional level of involvement is your “Authentic Inclusion”

15 WHO.. WHAT.. WHERE.. HOW..WHY..WHEN 1.Who – Who is this program designed for? 2. What - What is the fee for the program? 3. Where – Where will it take place? 4. How – How is my total family involved? 5. Why – Why is this program so unique? 6. When – When will it start and end?

16 All humans, perhaps all species are equal when defined by this statement  What is Level I, Level II, Level III?  Why is starting at Level I so important for long term success?

17 "All Matter Moves.... All Movement Matters " Personal Movement Identity Family Movement Identity Local Community Movement Identity Greater Community Movement Identity

18 W 1 W2 W 3 W 4 W 5 W 6 W7 W 8 Orientation - Movement Exploration – Whole Body Activities Movement Exploration and Motor Equipment Motor Equipment & Varied Relay Challenges Obstacle Challenges w/ Sport Equipment Sport Skill Zones - Non Traditional Sport Skill Zones – Traditional Game Play - Partner Group Game Play

19  Creativity  Purpose of Movement Education  Shaping the Future  What talents we are born with, and lose  How we assess our children  Power of Play  “Gate keeper” vs. “Gardener”  Too many Health Clubs!

20  Working to “ awaken ” what appears not to be present.  Helping the child and family better understand the “ connections ” between movement and joy?  Ensuring that children and families understand the “ essentials ” of authentic inclusive movement activities.  Reinforcing proven methods that may limit “ behaviors” that prevent meaningful interactions

21  In order to find a child’s personal “strength” or “interest” it is important to create a setting where it can naturally presents itself. This doesn’t always happen in formal structured lesson or settings.  Build centers around the common characteristics or into zones of energy or motion to see who fits where (low-emerging-high)  Play with me, Stay with me – Value Based Approach  “Document” the interests of the child, as well as natural movement practices

22  Staging areas to support abilities not limitations  De-constructing the experience  Thinking from the Top Down  Silence can be Golden  Less is More  Natural Play  Organic Growth  Simplest always win out

23 Using a rubric helps to describe developmental progress and potential stages of gain 0 - Not engaged 1 – Limited interest or focus in any center 2 – Complete participation in only one center 3 - Frequent verbal cueing needed to engage in one or more centers 4 - Self initiates involvement in multiple centers 5 - Self initiates involvement in multiple centers with social interactions

24 Using a rubric to helps to describe Gross Motor progress and potential stages of gain 0 – Skill attempt not made / extended delay before attempt 1 – Needs verbal cueing to initiate movement / incomplete pattern 2 – Independently initiate movement / skill form immature (ROM/Force) 3 – Demonstrates emerging movement pattern / skill form inconsistent 4 – Demonstrates consistent movement / skill form consists of all parts 5 – Demonstrates complete movement from various distances and speeds

25  Next step  Thank you! Inclusive Movement means everything is in IN PLAY

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