1. Chapter 4: Planning for Inclusion in Physical Education Jeff Wascavage KIN 579: Inclusive Practices in Physical Education Fall 2012 1

2. Objectives Identify ways to determine who qualifies for adapted physical education services. Understand the differences between the ecological and developmental approach. Identify and explain the 7 steps of the ecological model for including students with disabilities in general physical education. 2

3. Link to Video http://youtu.be/s3qYHVsFk8I Follow along in the textbook on pages 47-76! 3

4. Determining Who Qualifies for Adapted P.E Services Not every child with a disability will automatically qualify for adapted physical education services. Some students can be very successful in GPE with only slight modifications. Decisions should not be based on a label, what services other students receive, or what is available. Made on a case by case basis using formal and informal observations. Motor Skills and Abilities Physical Fitness Perceptual/sensory motor General Physical Education Behavior 4

5. Two Criteria for Decision Making 1.If the observation data shows that the student is “significantly (one year below the norm) behind his or her peers” in gross motor and/or fitness development. However, simply scoring lower than peers on a test is not a good indicator. 2.If the student has significant problems in GPE Motor, fitness, and/or behavior goals Following directions Getting along with classmates and the teacher Participating appropriately 5

6. Developmental vs. Ecological Developmental Approach Bottom-Up Believes that lower level skills are prerequisites for the development of higher level skills. Assessment takes place prior to establishing goals and objectives. Takes a long time for students with significant disabilities to achieve developmental goals Ecological Approach Top-Down Envisions where the student will be upon graduation from the program and what skills the student will need to be successful in future settings. Assessments take place after goals are established 6

7. Ecological Approach for Inclusion in General Physical Education 7

8. 1. Determine What to Teach What are the most critical skills a student needs to be successful? Skills are defined globally by choosing a sport skill, recreation skill, or fitness skill. The long term plan guides the entire education program and remains focused on specific skills. 8

9. Determining What to Teach Factors to Consider Student’s strengths and weaknesses Age Interests (of student and family) Recreation opportunities available in school and community Time available Support available Application to Physical Education Consider any special equipment needs. Consider how activities fit into general physical education and community play/recreation. Younger students can be exposed to a variety of skills, and older students should focus on skills needed for lifetime leisure activities. Who can assist the student in physical education and recreation? 9

10. Long and Short Term Objectives Long Term- describe the specific skills students are expected to acquire over the course of a year. These are based on assessment results and the student’s ability. Short Term- Lead to the acquisition of long term goals. Designed to be achieved in 2-3 months. Measurable 10

11. Example (Figure 4.2, Page 54) Long Term Plan: Sue will demonstrate the ability to participate independently (with occasional cues from peers as needed) in recreational softball and tennis and participate in fitness activities at the local health club. One Long Term Goal: Sue will improve cardiorespiratory endurance. Short Term Objectives: 1.Sue will pedal a stationary cycle at level 2, maintaining a RPM of 70 continuously for 20 minutes, with verbal reinforcement every 5 minutes three out of four trials. 2.Sue will participate in an aerobics class during general physical education, performing and imitating movements as best as she can so that her heart rate (as measured by peers) is 120-150 beats per minute for 25 minutes for 3 out of 4 days. 11

12. 2. Analyzing the General Physical Education Curriculum What activities match the student’s IEP? What activities do not match but seem important? What activities are inappropriate and need alternate activities? What is the teaching style of the P.E Teacher? How does the student’s I.E.P fit into the curriculum? 12

13. Things to consider Inclusion does not mean that the students with disabilities need to do the same activity the same way as their able- bodied peers. Able-bodied students are exposed to a variety of activities and leave the program with the ability to successfully participate in two or more lifetime leisure activities. However, students with moderate and severe disabilities will only acquire critical lifetime leisure skills if training focuses intensely on these skills. 13

14. 3. Determine Modifications Needed in General Physical Education A. How often will the student receive instruction? Additional Small Size Classes Pre-Teaching Team Teaching Approach 14

15. B. Where will the student receive instruction? General Physical Education Alternate Setting (Gym is too stimulating) C. How will the student be prepared for instruction? Relaxation techniques-normalize muscle tone, range of motion, and positioning to facilitate independent movement. Picture Scheduling, first or last person in gym, special seating Reminders that P.E is next class Smooth Transitions 15

16. D. Instructional Modifications Teaching Style and Structure of class Class Format, and Size of Group Level of Methodology (cues, demonstrations, physical assistance) Student Communication Starting and Stopping Signals Time of Day Duration Order of Learning Instructional Setting Elimination of Distractions Level of difficulty Motivation 16

17. E. Curricular Adaptations Can the teacher vary???? the purpose/goal of the game? the number of players? movement requirements? the field of play? Objects used? Level of organization? Limits/expectations? 17

18. Examples for specific limitations Limited strength, power, or endurance Reduce Distance Reduce weight/size of equipment Decrease Activity Time Limited Balance Avoid slick surfaces Bar for assistance Increase width of balance beams Limited Coordination and Accuracy Larger, Lighter, and Softer sport balls, and larger striking implements Stationary Targets Decrease distance ball is thrown and speed 18

19. 4. Determine the Support Needed in General Phys. Ed. Who will provide the support? Classmates Physical Therapist Adapted P.E Specialist Aide Nurse Table 4.12 on page 68 19

20. Types of Support Resource Support- Tangible material, financial resources, human resources, and information resources. Moral Support Technical Support- best practices, in-service training, peer coaching. Evaluation Support- collecting information for data based decision making. 20

21. How often support is provided. Intermittent – “As Needed” and episodic Limited- needed for specific periods of time. Extensive- need regularly for an extended period. Pervasive- constant, intense need, and potentially life sustaining. 21

22. Continuum of Support Level 1: No Support Needed Level 2: APE Consultation Level 3: APE Direct Service in GPE 1x/Week Level 4: Part Time APE and Part Time GPE Level 5: Reverse Mainstream in Special School 22

23. 5. Prepare the P.E Teacher Define the General Physical Education Teacher’s Role (view the student with disabilities as a member of their class and focus on what he or she can do). Discuss the amount of support that will be provided. Discuss the availability of consolation with A.P.E and special education teachers. Explain that the teacher is responsible for the entire class. 23

24. 6. Prepare General Education Students Peer acceptance is critical in successful inclusion Talk about students with disabilities Role Play various types of disabilities Invite guest speakers Allow students to visit special classes and meet students Talk specifically about the student coming into G.P.E (focus on the abilities) Discuss ways to help the student during GPE 24

25. 7.Prepare Support Personnel Discuss specific student Discuss the student’s IEP for physical education Discuss their responsibilities in GPE Discuss who can answer questions 25

26. Summary Decisions for who qualifies for adapted physical education should not be based on a label, what services other students receive, or what is available. Decisions should be made on a case by case basis using formal and informal observations. Two criteria for making decisions are if the student is “significantly behind his or her peers” in gross motor and/or fitness development and if the student has significant problems in general physical education. 26

27. Summary Continued Ecological Approach 1.Determine What to Teach 2.Analyze the General Physical Education Curriculum. 3.Determine Modifications Needed 4.Determine the Support Needed 5.Prepare the Physical Educator 6.Prepare General Education Students 7.Prepare Support Personnel 27

28. Works-Cited Page Block, M. E. (2006). A teacher’s guide to including students with disabilities in general physical education. (3 rd ed.) Baltimore, MD: Paul H. Brooks Publishing Co. 28

29. Learning Activity This PowerPoint and video went over 7 steps to help plan for inclusion in physical education and discussed different factors to consider. What are some barriers and obstacles that could make this model challenging to implement? Please email 5 barriers or obstacles to JW799132@WCUPA.EDU JW799132@WCUPA.EDU 29

30. Thank you for your time! 30