1. C HAPTER 10: M AKING I NCLUSIVE P HYSICAL E DUCATION S AFE Pages 189-203 Melissa Ewerth KIN 579 West Chester University http://youtu.be/wxMAer0PIGE

2. O BJECTIVES Identify safety concerns related to inclusive physical education Understand legal liability in relation to inclusive physical education Create a teaching environment that is safe for all students Identify safe teaching techniques in an inclusive physical education setting.

3. T HREE M AIN S AFETY C ONCERNS Concern #1: Students who do not have the same level of speed, stamina, strength, balance, and coordination Concern #2: Students who have medical conditions can lead to emergency situations. Concern #3: Students with disabilities can cause danger to students without disabilities.

4. L IABILITY Legal or Tort Liability Refers to someone being at fault A physical education teacher can be held responsible for injuries that occur during class.

5. N EGLIGENCE Negligence is the failure to act in a reasonable, careful, and prudent manner for someone with a certain level of training or status. Five factors must be shown if negligence is to be proved in court. Duty Breach of Duty Foreseeability Damage Proximate Cause

6. N ON -N EGLIGENT I NJURIES Contributory Negligence Student is partially or wholly responsible for the injury. Act of God Unexpected or unforeseen event Proximate Cause

7. S TUDENTS WITH D ISABILITIES Be aware of students with visible and hidden disabilities. Identify children with disabilities by reviewing medical records. Carefully examine medical records. Participate in the IEP meeting.

8. A S AFE T EACHING E NVIRONMENT : L EARNING A CTIVITY A safe teaching environment includes the following factors. Space Boundaries and Equipment Unique Environment Considerations Adapted Equipment

9. A S AFE T EACHING E NVIRONMENT : S PACE Consider the amount of teaching space. Space should allow for movements that are free from restrictions.

10. A S AFE T EACHING E NVIRONMENT : B OUNDARIES AND E QUIPMENT Boundaries should separate safe activity zones and hazardous areas. Highlight boundaries for students with low vision, perceptual motor concerns, or ADHD. Keep extra equipment out of the area of activity. Large equipment should be kept to the side of activity area. Volleyball Standards Gymnastics equipment Smaller equipment to be used later in class should be kept to the side until needed.

11. A S AFE T EACHING E NVIRONMENT : U NIQUE E NVIRONMENT C ONSIDERATIONS Visually impaired students must be familiarized with their surroundings. Students with walkers and wheelchairs must have a clear environment to move through. Proper temperature and ventilation will be necessary for asthma and respiratory disorders. Allergies must be taken into consideration.

12. A S AFE T EACHING E NVIRONMENT : A DAPTED E QUIPMENT All equipment should accommodate the movement needs of each student. Peer sensitivity to different ability levels Consider the developmental level of the student.

13. S AFE T EACHING T ECHNIQUES Establish safety rules Supervision Delivery of Instructional Cues Warm-Up Activities Attitude Content

14. S PECIFIC D ISABILITIES AND A CTIVITIES Disease/DisabilityRecommended Safe Activities Bronchial AsthmaAquatics, intermittent with long warm ups Cerebral PalsyAquatics with proper flotation devices Cystic FibrosisJogging, swimming, walking, selected games Muscular DystrophiesSwimming, wheelchair sports ObesityWalking, recreational games, swimming, biking Rheumatoid ArthritisSwimming, cycling, water aerobics, calisthenics HIV/AIDSAny activity using universal precausions This table can be found on page 202. Table 10.1

15. E MERGENCY P ROCEDURES T ABLE 10.2, PAGE 202 Preparation Identify incidents that could occur. Learn emergency care for these incidents Plan Develop written emergency plan Detailed protocols should be posted Learn and Rehearse Know and practice individual roles Emergency equipment should be routinely checked Follow-Up Parents are notified in a timely fashion A means of working with media is in place and used.

16. C ONCLUSION The most important part of a quality physical education is safety. Inclusion heightens safety awareness, but usually does not result in major changes to the program. The environment and equipment should meet safety requirements and concerns for all students in the class. Know your students as individuals Have an emergency action plan for students with health concerns Safety should never be the sole reason for excluding students with disabilities from general physical education.