Inclusion in Physical Education

Rationale Provide opportunities for all students Provide opportunities for all students – Instructional needs of all students vary from individual to individual

Originally thought students would still receive an individual program –but in general environment Originally thought students would still receive an individual program –but in general environment IEP goals and activities in general PE, but with assistance vs. and adapted class setting IEP goals and activities in general PE, but with assistance vs. and adapted class setting

Benefits of Inclusion Improved affective development Improved affective development Interacting Interacting Role models Role models Seeking assistance/giving assistance Seeking assistance/giving assistance

General students Acquire leadership skills General students Acquire leadership skills Self esteem Self esteem

Benefits To Teachers Individual differences Individual differences Resources Resources New teaching techniques New teaching techniques

Barriers to Inclusion Inadequate professional preparation Inadequate professional preparation Lack of support personnel Lack of support personnel Inappropriate assessment and evaluation Inappropriate assessment and evaluation Inappropriate and poorly written annual goals and objectives on IEP’s Inappropriate and poorly written annual goals and objectives on IEP’s Lack of equipment Lack of equipment

Inclusion Purists Nothing but FULL inclusion Nothing but FULL inclusion One placement for all students One placement for all students Does not adhere to Federal Mandates Does not adhere to Federal Mandates

Quality of General PE Quality of General PE – questionable programs – inappropriate assumptions GPE – class sizes GPE – class sizes Willingness of GPE teachers Willingness of GPE teachers

Types of Inclusion Physical Inclusion Physical Inclusion Instructional Inclusion Instructional Inclusion Social Inclusion Social Inclusion

Characteristics of an Inclusive Environment Eliminates stereotyping Eliminates stereotyping Responds to different learning styles Responds to different learning styles Uses varied evaluation techniques Uses varied evaluation techniques

Incorporates cooperative and collaborative learning experiences to balance competitive experiences Incorporates cooperative and collaborative learning experiences to balance competitive experiences Employs higher level decision making skills Employs higher level decision making skills

Curriculum Models Supporting Inclusion Reverse Mainstreaming Reverse Mainstreaming Peer and Cross-age Tutors Peer and Cross-age Tutors

Reciprocal Peer Tutoring Reciprocal Peer Tutoring –Students with MMR, autism, LD take on roles of peer tutors – With support, students with disabilities can act as peer tutors too –Students with disabilities also need the chance to “teach” –Success depends on pre-class organization

Instructional Content that Supports Inclusion Tasks that are inclusive for all students Tasks that are inclusive for all students Keep students engaged Keep students engaged Promote cooperation, creativity and problem solving Promote cooperation, creativity and problem solving