UDL in Health and PHYSICAL EDUCATION Merging the Principles and Practices into Content Ivy Hodges - ihodges@ccboe.com Nana Donkor - nana.donkor@pgcps.org Possible Intro video on YouTube - https://youtu.be/aaSZqgr2eUM

Think – Pair - Share Recall a lesson you delivered to your students that didn’t produce the result you expected? With a partner, discuss the reasons why you think this lesson was not successful. Choose one to share with the group.

Function of the student Objective of the Activity Activity Modification

The Challenge Do your students have different learning needs, abilities, and preferences? What types of learners are in your classes? Are the students visual learners? Tactile? Auditory? Shy? How do you accommodate that now?

The Need To provide learning opportunities through instruction that are: INCLUSIVE and EFFECTIVE FOR ALL

Applying UDL... Starts with: Defining appropriate goals Assessing learner needs Evaluating barriers Defining goals - goals should allow for multiple means of attainment; multiple ways of learning, Ex. reading information about drugs - audio book, digital text, images Assessing - consider a variety of formative and summative assessments, Include a variety of ways, ex. paper, oral presentation, comic strip Evaluating barriers that may exist in the current lessons/curriculum

A teacher, especially a Health and PE teacher, must operate under certain theoretical constructs in order to use UDL and reap its benefits.

Theoretical Concepts Adaptation Theory: many activities will only be accessible to children with disabilities if adapted Normalization Theory: children with disabilities should be afforded the same opportunities in life as their same aged peers Self Determination Theory: individuals with disabilities should be provided with choices, creating autonomy over their own lives Empowerment Theory: should individuals with disabilities take advantage of the choices given whenever possible, empowerment will become intrinsic

Philosophy Behind Adapting Activities Must consider the class BEFORE planning Units in the curriculum must be FLUID in their make-up, instruction, implementation and planning. Plan and prepare to modify equipment, rules and instruction.

Pre Planning Questions (helps to address barriers) What can the student see? What can the student hear? Does the student have additional disabilities? How does the student ambulate? Are any activities contraindicated (not recommended) What is the student’s previous experience in physical activity? What can the student do? How does the student perform? What does the student like?

Ways to Vary a Lesson in PE & Health Equipment/Materials Rules Environment Instruction

Equipment/Material Modification Any change that would make the participant more successful than he or she would be if using the unmodified equipment. Includes a variety of materials,media, and formats Student Needs: Limited mobility Limited grip strength Lack of vision or hearing Decreased cognitive function Inability to attend for long periods

Examples of Modifications In PE: Use of beeper balls Guide wires Velcro mitts Longer rackets Softer balls

Material Modification in Health Partially filled in handouts Using clickers to gather class feedback Adjusting reading material by Lexile number

EQUIPMENT MODIFICATION CASE STUDY Implications for Planning and Impact

How would you Modify this... Health PE Nutrition Unit John is 9th grader Reading on a fourth grade level Tennis Unit Tamiqua is a 9th grader with spinal cord injury that has resulted in impairment of all 4 of her limbs.

Rule Modifications Any deviation from the original or culturally accepted rules of the game. The instructor must create an atmosphere of flexibility among all participants. There are many ways to play a game, and with the wide variety of diversity in classes today, all players must be open-minded and willing to try new things.

Examples in PE Slowing the pace of the game Allowing more chances Taking away rules Allowing for no defender Limiting or adding responsibility Throw a ball instead of striking it Making sure all players are involved before a team can score

Rule Modifications in Health Providing additional time Providing varied opportunities for obtaining credit for assignments Oral presentations Visual art representations/Drawings Allowing students to select activities to complete

RULE MODIFICATION CASE STUDY Implications for Planning and Impact

How would you modify this…. Health PE Mental and Emotional Health Unit Juan is in 7th grade. He has Asperger’s syndrome and limited communication skills. Softball Unit Jane is a 5th grader with low-level spina bifida. She can run, but is slower than her peers

Environmental Modifications Often not considered until a problem arises It’s never too late to increase success Sometimes, PE teachers simply need access to the set of keys that control the lights on the gym Closing folding doors Covering windows that create glare

Examples Decreasing distractions Increasing visual clues Limiting noise Changing lighting Increasing accessibility of playing area

Environmental Modifications in Health Rearranging the set up of desks Allowing students to work in stations Random/Pre-selected grouping of students to work in areas of the classroom

ENVIRONMENTAL MODIFICATION CASE STUDY Implications for Planning and Impact

Examples in Health and PE Verbal cues Modeling through actions or pictures Physical Assistance Tactile Modeling where student needs to touch the teacher or peer in order to understand Direct Instruction Task teaching (stations with cards) Guided Discovery Problem Solving

How would you modify this... Health PE Safety and Injury Prevention unit Torrie is in 5th grade and has been diagnosed with ADHD. The lesson planned for the day is a jeopardy review game. Swimming unit Charlie is a 3rd grader who is new to the school at midyear. He has autism and limited communication skills.

Instructional Modification Before modifying instruction ask yourself: 1. Is the adaptation safe? 2. Does this modification maintain the concept of the game?

Instructional Methods Employing UDL 1. Inclusiveness 2. Physical Access 3. Delivery Modes 4. Interaction 5. Feedback 6. Assessment

Instructional Methods Employing UDL 1. Inclusiveness. Create a classroom environment that respects and values diversity. 2. Physical Access. Ensure that classrooms, gymnasiums, fields, pools, and courts are accessible to individuals with a wide range of physical abilities and disabilities. In addition, make sure to provide a wide range of options for equipment use (e.g., a variety of racquets, balls, bats, flotation devices, and mats).

Instructional Methods Employing UDL 3. Delivery Modes. Use multiple modes to deliver content. Alternate your methods of delivering instruction by using demonstrations, posters, discussions, explanations, videos, and hands-on activities. Make sure that each mode is accessible to students with a wide range of abilities, disabilities, interests, and previous experiences.

Instructional Methods Employing UDL 4. Interaction. Encourage various ways for students to interact with each other and with you. Possibilities include class questions and discussions, group work, individual demonstrations, routines, station work, and group dances and demonstrations. 5. Feedback. Provide effective prompting during an activity; also provide feedback after an assignment is complete.

Instructional Methods Employing UDL 5. Assessment. Provide multiple ways for students to demonstrate knowledge, understanding, and skills. Besides traditional tests, consider group work, demonstrations, routines, station work, portfolios, and presentations.

Action & Expression Representation Engagement

Benefits of UDL Full access to the content for all Increased motivation in all learners Increased active participation by all learners Increased learning of curricular content Increased acceptance of students with disabilities by their peers Reduced time spent in trying to figure out how to accommodate various learners once the unit has started Reduced frustration for all parties

Representation - the WHAT of learning Expression - the HOW of learning Engagement - the WHY of learning, everyone is different in how they are motivated

Thank you!!!