Inclusion Pedagogy: Understanding Constraints to Differentiated Instruction Thomas E. Moran, Ph.D., CAPE James Madison University Andrea R. Taliaferro, Ph.D., CAPE West Virginia University

What are your Unique Characteristic? Greatest Characteristic? Greatest Challenge? JMU PHETE

Make Up of Your Class You have 20, 30, 40+ students in your class What is the make-up of your class?: Athletic (Competent or Proficient) Individuals with Disabilities (low) Middle of the Road? Everybody Else? JMU PHETE

Who is Everybody Else? Withdrawn or No problem ESL or Culture Abused Single Parent Low SES or At Risk Obese JMU PHETE

5 E’s to Meeting Needs of All Learners Engage Educate Equip Empower Evaluate

Do you have 25 diverse learners? Engage Reflect on this…. Do you have 2 athletes; 3 students with documented disabilities; and 20 typical students? OR Do you have 25 diverse learners? All Good Physical Education is Adapted Physical Education Claudine Sherrill JMU PHETE

Inclusion Pedagogy BUT…Who do I reach?? We tell our teachers to be inclusive and introduce them to the concept of inclusion (the WHAT) BUT…Who do I reach?? do we teach them the HOW? How to understand constraints all learners face? How to apply a developmental process to ensure the needs of all students are met? How to implement strategies to create an inclusive environment? How to apply pedagogical skills to situations to benefit all learners Knowledge is a good thing, but need to be able to make connections and apply the knowledge (teaching and learning strategies), need strategies on inclusion: HOW to include. Students now know what but not how Efforts must be undertaken to provide general PE teachers with Inclusion Pedagogy Pedogogical skills needed for a teacher to include students with disabilities in regular classrooms with enough effectiveness to achieve the psychosocial and psychomotor benefits of the class.

Inclusion Pedagogy Two Part Process Newell’s Model of Constraints Developmental Differentiation

Educate Newell’s Model of Constraints Learning Process & Learning Styles Understanding Sensory Needs Providing Structure & Consistency Nuts and Bolts of Disability JMU PHETE

Newell’s Model of Constraints Exist within the body Structural constraints: related to the body’s structure Height Muscle mass Functional constraints: related to behavioral function Attention Motivation Exist outside the body (properties of the world around us) Global, not task specific Physical Gravity Surfaces Socio-Cultural Gender roles External to the body Related specifically to tasks or skills Goal of task Rules guiding task performance Equipment

Name the Individual, Environmental, and Task Constraints Think about TENNIS FOREHAND Identify the types of constraints Individual? Environmental? Task?

Equip Task Analysis of Skill Learner Needs Management & Delivery Purposeful Differentiation = Success Learner Needs Type of Learner/communication, etc. Management & Delivery Instructional Skills Addressing Sensory Needs JMU PHETE

Learning Style/ Instructional Preference Listening to Directions Auditory learner?; Feedback? Teach Me! Find a Partner JMU PHETE

Management & Delivery Three Keys to Delivery: Task Analysis & Appropriate Progression Clear Purpose – Meaningfulness Defined Goal – How many times must I do this task; Setting individual expectation? JMU PHETE

Developmental Differentiation Understanding that all students are at different levels Creating an age appropriate developmental sequence to help students master the skill

Activities Striking progression Fielding and Throwing Juggling Progression Dribbling Progression

Constrain Performance Environment & Equipment can be your second teacher Structured learning/feedback Choose a component within your skill & develop an activity to constrain their performance

EMPOWERED? Are you engaged? – have you bought in? How many types of learners do you have? Are you educated? – do you understand your learner’s needs/constraints as well as abilities! Are you equipped? – Can you address your student’s needs Have strategies to help them be successful? If you answered YES to all – you are EMPOWERED JMU PHETE

EMPOWERED? ARE YOU ON THE ROAD TO POSSESSING the tools to meet the needs of 25 diverse learners? If we address this in classes, now, will they have the tools to meet the needs of 20 diverse learners JMU PHETE

Evaluate What do I still need in my toolbox? How can I better help my peer(s)/student(s)? Can I manipulate the task or the environment to help my student(s) be more successful Because I CANNOT CHANGE THE LEARNER!!! JMU PHETE

THANK YOU "Regardless of your ability or disability we all face challenges in life.  One can see them as hurdles or barriers.  Barriers are designed to hold people back.  Hurdles are made to jump over.  The choice is yours - JMU PHETE

Contact Information Thomas Moran – JMU 540-568-4877 or morante@jmu.edu Andrea Taliaferro – WVU 304-293-0852 or andrea.taliaferro@mail.wvu.edu JMU PHETE