 Parents of Rafael Oberti fought through the courts to have their son included in a regular classroom with support to help him learn  This is an landmark case that paved the way for schools to consider the best LRE.  education-of-the-borough-of-clementon/ education-of-the-borough-of-clementon/  Your opportunity!!!!

 Inclusion is about creating a classroom in which all children feel welcomed, valued and respected.  Difference is viewed as an asset not a liability.  Students are comfortable with differences.  Awareness of interconnectedness  Everyone is an active contributing member of the class.

 “Inclusion is not a favor we do for students with disabilities.”  “Inclusion is a gift we give ourselves; the gift of understanding, the gift of knowing that we are all members of the human race and that joy comes in building genuine relationships with a wide range of other people.”  Sapon-Shevin, M. (2008) Learning in an Inclusive Community. Educational Leadership (50).

 Inclusion in Physical Education means that students with disabilities participate in all activities equally with typical students.  Students with disabilities learn the same curriculum content, with the same lesson objectives, in the same space, with the same assessments as all other students. Modifications are applied when needed.

 Being a scorekeeper  An observer  Working only on the sidelines on a different skill.  Being only a follower and not a leader  Being viewed as low skilled or unable.

 Increase social skills, making friends  Feeling of belonging and being valued (critical to being motivated to learn).  Increase motor skills  Participate in age appropriate activities  Experience success with peers

 Increased knowledge and acceptance based on the “Contact Theory.” Through frequent, meaningful and pleasant interactions, changes in attitude can occur.  Opportunity to experience adaptations  Gain respect for a range of abilities  Go beyond tolerance to acceptance and advocacy  Increase friendships

 No budget to purchase equipment  No support by other educators or the administration  Large class sizes (dumping ground effect)  Severity of the disability

 No support personnel  Safety for the student with the disability and for others  Adapting activities that may not be accepted by the typical students.  Activities simplified so no one has fun or is challenged

 “I was made fun of” “I didn’t know what to do” “No one gave me the ball”  LonelyWorthless  InvisibleHurt  UnwantedInferior  UnacceptedDifferent  AshamedIsolated

 “I make a goal for the team”  Everyone high fived me”  ComfortableLiked  RecognizedAccepted  HappyNormal  Cared aboutImportant

 Segregated Inclusion  Whole class dumping  Social isolation  Overbearing teacher assistant  Ineffective teacher assistant  Content too difficult  Content too easy  Peers only as tutors  No adaptations made  Teacher attitude or lack of strategies

 Share your philosophy of acceptance of differences  Understand the student’s characteristics  Meet with the student before and after class  Communicate with other professionals  Use cooperative and team activities

 Organize all students into partners and small groups  Use inclusive language and person first language  Model acceptance  Peer Buddies  Offer levels of game play and choice

 Making accommodations helpful to all  Ramps, automatic doors, flip handles, wall posters, multi level baskets, different size balls  Differentiated Instruction (Individualized)  The “Slanty Rope” theory (Muska Mosston)  Everyone is offered choices