Ch. 1: What is Physical Education? Ch. 2: What is Inclusion? Margaret McGough West Chester University Kin 579

P.E. Inclusion Define quality P.E. & discuss standards (NASPE) Provide teaching strategies Discuss and interpret health benefits of P.E. Identify areas defined in P.E. What are the curricular models? Status – reflect on your program and programs you have been apart of Define A.P.E. History of inclusion Discuss and reflect on stats Define and analyze inclusion Discuss and interpret benefits of inclusion NCLB What research has been done on inclusion? Ch.1 & Ch. 2 (Block) Objectives

RR_WCI2W&FEATURE=YOUTU.BE Link to presentation

Quality P.E. Structure curriculum around NASPE national standards “What should physically educated students know and be able to do?” HAS learned skills necessary to perform a variety of physical activities DOES participate in regular physical activity IS physically fit KNOWS the implications of and benefits from involvement in physical activities VALUES physical activity and its contributions to a healthful lifestyle

Quality P.E. cont’d Moving into the Future: National Standards for Physical Education (2004) Recognized as an essential tool for developing, implementing, evaluating K-12 P.E. programs 6 National Content Standards Grouped K-2, 3-5, 6-8, 9-12

THE GOAL OF P.E. IS TO “DEVELOP PHYSICALLY EDUCATED INDIVIDUALS WHO HAVE THE KNOWLEDGE, SKILLS, AND CONFIDENCE TO ENJOY A LIFETIME OF HEALTHFUL PHYSICAL ACTIVITY” According to NASPE…

Teaching Strategies All students – opportunity to learn by ensuring they are kept active Meaningful content (aligned with standards – state/national) Delivering appropriate instruction – variety of activities that can be individualized

Benefits of Quality P.E. Health and quality of life People who can maintain a regular regimen of activity that is of longer duration are likely to derive greater benefit Reduces risk of disease Improves mental health, muscle, bone, joint health Understanding and appreciation of human body and how it can move Confidence to engage in physical activity Support from others, positive beliefs Enhances psychological wellbeing Development of: motor skills, lifetime leisure skills, improved understanding of importance of healthy lifestyle

Legal Definition of P.E. Amount of P.E. varies between states, school districts, and sometimes schools within a school district No federal laws that mandate that P.E. be taught in public schools to children without disabilities States and school districts are required to provide P.E. to students with special needs

Legal Definition of P.E. cont’d P.E. required for students with special needs since Education for Handicapped Children Act of 1975 Only curricular area that lawmakers placed in definition of special education Many parents, professionals, administrators are unfamiliar with physical education requirements in the law… IDEA: reinforces ALL children with disabilities must receive P.E. Many have placed P.E. on IEP forms If after assessment, determined child needs special P.E., individual goals /objectives should be created by IEP team – DOES NOT MEAN THEY ARE PULLED OUT (APE) P.E. is a direct service Related Services cannot be substituted for P.E.

DO YOU KNOW THE DEFINITION OF P.E.?

Components

Curricular Models/Status of P.E. Numerous curricular models have been adopted by districts/schools  Movement Ed  Health Related P.E.  Academic Integration  Social Development  Adventure Education Movement: “New P.E.” – creating more engaging and developmentally appropriate programs P.E. Inconsistent 30 min/wk required in some states, while others require 150 min As students get older, time decreases

What is A.P.E. School based program for 3-21 Same objectives, adjustments are made to meet the needs of students Various adaptations to be safe & successful – need extra support or need special P.E. – qualify 17 states have developed specific requirements and/or licensure for professionals who provide P.E. services to students with disabilities (30 yrs later) Many states: G.P.E. teacher, special ed. Teacher, General classroom teacher Many of these “qualified” professionals do not have training, knowledge, experience Graduate courses(Adapted), APENS exam

What is Inclusion? Merging special and general education ALL children are educated within the same environment Every child’s needs are met Everyone  Belongs  Is accepted  Supports  Is supported by peers and other members of school community Interaction – learning, forming friends with peers general and special education staff

History First part of 20 th century – biggest hurdle – children with disabilities to receive any special education  No special services/trained specialists  If issues, child sent home & excluded from public schools (*exception: schools for deaf or blind) – educating children with disabilities was done in special schools  Basements of churches – parents = teachers  ARC led public schools to develop special schools/classes - “disturbed” schools or wing of school * fault: viewed as different, excluding, placing children without determining whether they could benefit from G.E. Brown v Board of Ed & Civil Rights Act of 1964  Separate but equal is unequal  Lawsuits in PA & District of Columbia – free and appropriate education Federal Gov’t enacted the Education for All Handicapped Children Act in 1975 which guaranteed the right of all students with disabilities a free and appropriate education and the opportunity to be placed in the general education in the LRE NOW KNOWN AS IDEA

NO CHILD LEFT BEHIND (ELE. & SEC. EDUCATION ACT OF 1965 AMENDED) “ENSURE THAT ALL CHILDREN HAVE A FAIR, EQUAL, AND SIGNIFICANT OPPORTUNITY TO OBTAIN A HIGH-QUALITY EDUCATION AND REACH, AT MINIMUM, PROFICIENCY ON CHALLENGING STATE ACADEMIC ACHIEVEMENT STANDARDS AND STATE ACADEMIC ASSESSMENTS” In 2001:

Teaching & Inclusion Use of various co-teaching arrangements  A.P.E. specialist with General P.E. teacher  WORKING TOGETHER (Not just the special education teacher anymore) Para Educators Peer Tutors Classwide Peer Tutoring

Benefits of Inclusion Students with disabilities: Social skills More stimulating Motivating environment Age appropriate role models School activity participation Friendships Teachers – higher expectations learn what is appropriateStudents without disabilities: Appreciate individual differences Perspective Knowledge base Less prejudice Friendships

For You To Research… Visit aahperd.org Look up your state’s standards 1. Does your state have its own standards for P.E.? 2. What is the name of the state standards publication? 3. When was it last revised? 4. Is there a “●” in all 6 areas? If not, which area is missing? 5. Is there anything written in the “other areas” section? 6. Look up another state in which you see something written in the “other areas” section and list it. Look at your curriculum offered to you for P.E. at your school (if you do not have a school at the moment, view your student teaching or previous school’s info) 1. Strictly based upon the information and content, (not what you bring to the table personally) does your school or district offer a “quality P.E. program?” Why/Why not? 2. Does your school have a qualified APE teacher? If yes, what is their responsibility and what is your responsibility? If no, what accommodations does your school provide? 3. How could your school or district improve upon quality P.E. and inclusion programs? 4. List one strategy, tool, and resource that you think YOU could improve upon/utilize more efficiently in your P.E. program *Complete this assignment in a word document. Send as an attachment to:

Research on Inclusion Support: peer tutors, teacher assistants, APE Specialists Attitudes of students without disabilities: positive overall, willing to allow modifications in order for students to be successful in GPE activities (mixed research on this topic) Lack of training and negative attitudes of GPE teachers: some accommodate successfully Fail if left on own or lack sufficient training, lack of equipment, etc. Social isolation: often isolated and not socially included even though they may be physically present

NASPE National Standards: A physically educated person: Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 3: Participates regularly in physical activity. Standard 4: Achieves and maintains a health-enhancing level of physical fitness. Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

References Block, M.E. (2007). A Teacher’s Guide to Including Students with Disabilities in General Physical Education. Baltimore, MD: Paul H. Brooks Publishing Co. Lieberman, L., Houston-Wilson, C. (2009). Strategies for Inclusion. Champaign, Il: Human Kinetics Publishers. National Association for Sport and Physical Education