Inclusion in Physical Education 1 Simple Curricular and Instructional Modifications for Inclusive Physical Education Martin E. Block, Ph.D. University of Virginia

Inclusion in Physical Education 2 Part 3 Curricular and Instructional Modifications to Facilitate Inclusion

Inclusion in Physical Education 3 Curricular Adaptations *Any modification to the regular education curriculum that accommodates the needs of individual students (Giangreco and Putnam, 1991).

Inclusion in Physical Education 4 Modifications required to: Prevent mismatch between student’s skill level and lesson content. Prevent mismatch between student’s skill level and lesson content. Promote student success in learning appropriate skills. Promote student success in learning appropriate skills. Make environment safe and meaningful for student. Make environment safe and meaningful for student.

Inclusion in Physical Education 5 Is a Modification Appropriate? *Allows student with a disability to participate successfully, safely, and meaningfully? *Makes the activity/setting unsafe for students without disabilities? *Does it ruin game/activity so that it is not fun for anyone? *Does it cause undue burden on the regular physical education teacher?

Inclusion in Physical Education 6 Types of Curricular Modifications Multilevel Curricular Selection - Different objectives within same curricular domain. Multilevel Curricular Selection - Different objectives within same curricular domain. Curricular Overlapping - Different objectives from different curricular area within same activity. Curricular Overlapping - Different objectives from different curricular area within same activity. Alternative Activities - Different activities in different activity. Alternative Activities - Different activities in different activity.

Inclusion in Physical Education 7 Multilevel Curricular Selection Extending skill stations Task /equipment modifications Instructional modifications Classwide peer tutoring

Inclusion in Physical Education 8 Extending Skill Stations 1. Hold ball on lap tray 2. Drop ball to floor 3. Slap ball 3x in a row 4. Stationary dribble 5. Walk forward and dribble 6. Jog forward and dribble 7. Dribble between cones 8. Dribble while guarded

Inclusion in Physical Education 9 Task/Equipment Modifications Limited Strength? Limited Speed? Limited Endurance? Limited Balance? Limited Coordination?

Inclusion in Physical Education 10 Instructional Modifications Varying the way you present information General instructional modifications General instructional modifications Cooperative learning Cooperative learning Direction instruction Direction instruction Strategies intervention model Strategies intervention model Movement education Movement education

Inclusion in Physical Education 11 General Instructional Modifications Teaching style Teaching style Class format Class format Instructional cues Instructional cues Start/stop signals Start/stop signals Duration of instruction Duration of instruction Duration of participation Duration of participation Instructional setting Instructional setting Distractors Distractors Level of motivation Level of motivation

Inclusion in Physical Education 12 Cooperative Learning  Group of students with different abilities working together to accomplish a goal (Johnson & Johnson, 1989).  Examples:  Cooperative push-ups  Cooperative circle pass  Cooperative basketball

Inclusion in Physical Education 13 Direct Instruction  Careful, systematic presentation and instruction of materials (Carnine, 1991).  Examples:  Direct teaching  Applied behavioral analysis  Classwide peer tutoring

Inclusion in Physical Education 14 Strategies Intervention Model  Teach students how to solve problems (Deschler & Shumaker, 1986).  Examples:  ask for help  rehearsal strategies  visualization  goal setting

Inclusion in Physical Education 15 Movement Exploration Student centered approach which allows a variety of movements to accomplish a particular goal (Silverman et al., 1984). Student centered approach which allows a variety of movements to accomplish a particular goal (Silverman et al., 1984). Examples: Examples: Teaching by invitation Teaching by invitation No legs - locomotor skills No legs - locomotor skills child in wheelchair - soccer child in wheelchair - soccer

Inclusion in Physical Education 16 Classwide Peer Tutoring  Pairs of students working together and taking turns in the role of tutee (practicing skill) and tutor (providing cueing) (Block, Bain, & Oberweiser, 1995)

Inclusion in Physical Education 17 Curricular Overlapping  Different goals within same RPE activity  Cooperative learning  Classwide peer tutoring

Inclusion in Physical Education 18 Different Goals within Same Activity  Locomotor skills: S1 - gallop S1 - gallop S2 – follow directions S2 – follow directions S3 - skip backwards S3 - skip backwards 3 Basketball game: S1 - improve walking S1 - improve walking S2 - improve dribbling S2 - improve dribbling S3 - 3 point shooting S3 - 3 point shooting

Inclusion in Physical Education 19 Cooperative Learning (Diff. Goals)  Goal - Score 100 points S1shoot from 3 point area S2shoot jump shots S3shoot free throws S4shoot lay-ups S5hold object on lap tray, then push object into box on floor

Inclusion in Physical Education 20 Classwide Peer Tutoring (Diff. Goals) » One child works on one skill (e.g., throwing) while other child works on a different skill (e.g., pushing chair forward).

Inclusion in Physical Education 21 Alternative Activities Pocket Reference Multiple activity selection Pulling out from within

Inclusion in Physical Education 22 Pocket Reference  Student’s IEP Objectives  A list of activities and instructional arrangements that take place in RPE.  A list of modifications to RPE activities and instructional arrangements to accommodate student with disabilities.

Inclusion in Physical Education 23 Multiple Activity Selection Having two activities instead of one: Having two activities instead of one: One is designed primarily for children without disabilities (e.g., tumbling) One is designed primarily for children without disabilities (e.g., tumbling) One is designed primarily for child with disabilities (e.g., throwing) One is designed primarily for child with disabilities (e.g., throwing)

Inclusion in Physical Education 24 Pulling out from Within  Taking child with disabilities (and peer) off to side to work on different activities.  Example:  basketball game and child with severe disability - child is off to side with peers (who rotate in) working on bowling

Inclusion in Physical Education 25 Summary  Children should have individual goals and objectives  These goals and objectives should be embedded within regular physical education activities  It is OK for a child with a disability to work on something different while in regular physical education.

Inclusion in Physical Education 26 Summary  Teaching Style  Regular Teaching Style One standard for all One standard for all One activity/game for all One activity/game for all Same equipment for all Same equipment for all Games use regulation rules Games use regulation rules  Teaching Style  Inclusive Teaching Style Multiple standards Multiple standards Choices in activities Choices in activities Choices in equipment Choices in equipment Games are modified Games are modified