1. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Meeting the Needs of All Students Provide a quality educational experience for every student, regardless of their differences. Programs must increasingly demonstrate that all students achieve the goals of instruction.

2. (c) 2007 McGraw-Hill Higher Education. All rights reserved. School Reform  Small learning communities create stable, close relationships of adults and peers.  Academic programs emphasize literacy, critical thinking, and citizenship in a pluralistic society.  Instruction focuses on success for all.  School-community-family partnership fosters academic performance, health and fitness.

3. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Instruction  Past physical education programs have perpetuated one style of learning.  Physical growth and development, intellectual and emotional development, social forces, and personality factors all suggest that excellent instructional programs must consider various styles of learning.

4. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Principles for Planning Educational Programs  Each student is unique.  Each student learns at his or her own rate.  Students learn many things simultaneously.  Students learn different things from identical experiences.  Learning is not a smooth, continuous process.  Students must learn for themselves.

5. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Students learn best when  learning involves doing.  learning is reinforced by success or positive feedback.  a variety of meaningful experiences are provided at appropriate levels for students.  learning is connected with previous knowledge.  Students choose how to learn and demonstrate the products of learning

6. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Educational Programs That Meet Student Needs  Prepare an environment in which individual differences are respected and valued.  Eliminate embarrassment and failure.  Build ego-strength.  Provide individual assistance and keep students active.  Ability group to ensure success for all.  Alter and adapt.

7. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Individual differences are respected and valued.  Focus on what students can do.  Equal educational opportunities require different treatments to meet differing needs of students.

8. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Eliminate embarrassment and failure.  Choosing teams  Elimination games  Grading policies

9. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Build ego-strength (self-concept)  Listen to students.  Learn names and pronounce them correctly.  Learn about students--cultures, interests.  Give leadership opportunities.  Provide success in skill performance and fitness activities.  Compliment students when deserved and appropriate.

10. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Provide individual assistance and keep students active.  Peer tutors improve fitness, attitudes toward physical education; enhance motor performance for moderately mentally disabled students.  Use a sequential progression of skill development.  Use a variety of teaching styles.

11. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Ability group for mastery teaching and student success.  Plan small, sequential steps so all students can succeed  Activities can be provided on various skill levels  Color-code levels of participation

12. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Alter and adapt.  Modify activities.  Emphasize cooperation.  Capitalize on students' strengths.

13. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Guidelines for Specific Populations  Students with disabilities  Multicultural education  Gender equity

14. (c) 2007 McGraw-Hill Higher Education. All rights reserved. The Individuals with Disabilities Education Act  The Education for all Handicapped Children Act, P.L. 94-142 was renamed and updated under The Individuals with Disabilities Education Act of 1990 (I.D.E.A.), P.L. 101- 476.  The principle parts of P.L. 94-142 were maintained, along with the mandates of P.L. 99-457, Education Amendments of 1986.

15. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Individuals with Disabilities Education Act of 1990 (reauthorized in 1997 and 2004)  All children have a right to a free, appropriate public education, regardless of disability, in the least restricted environment.  Each student must have access to physical education, including development of physical and motor fitness; fundamental skills; and skills in aquatics, dance, games, sports, and extracurricular activities.  Related services and supportive services must be provided when needed.

16. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Section 504 of the Rehabilitation Act  Disabled individuals shall not be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance.  Requires schools to provide equal opportunities for the disabled to participate in all school programs--physical education, intramurals, clubs, and interscholastic athletics.

17. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Accommodations for Students with Disabilities  Accommodations so disabled individuals can participate in regular physical education programs and activities –Accessible buildings and other facilities. –Appropriate transportation. –Appropriate curricular adjustments, such as changing competency requirements, eligibility requirements, and rules that discriminate. –Appropriate adaptations for activities, such as a bowling ramp or beeper balls.

18. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Instructional Impact of the Two Laws upon the Schools  Curriculums must include a wide spectrum of activities for the disabled.  Architectural, administrative, and instructional barriers must be removed to allow access to all school programs.  Individuals with disabilities must not be separated from those without disabilities

19. (c) 2007 McGraw-Hill Higher Education. All rights reserved. The Individualized Education Program (IEP)  Every student with an identified disability receiving special education and related services must have an IEP.  The IEP is a guide for teachers (and administrators) in working with individual students with identified disabilities.

20. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Components of the IEP  The student's present levels of educational performance.  Annual goals and instructional objectives  Special education and related services to be provided.  Projected dates for initiation of and anticipated duration of services  Criteria and evaluation procedures and schedules.

21. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Steps in Designing an IEP  Identify students with special educational needs.  Committee determines the student's eligibility for the program.  Develop the IEP

22. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Writing the IEP  IEPs vary in form, length, and detail from one student to another.  The multidisciplinary team includes a physical educator when a student needs specially designed physical education.  The physical educator suggests goals, modifications, and other items necessary for developing a physical education curriculum for the student.

23. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Other Requirements  Each student's IEP must be reviewed annually and reevaluated every three years.  An agency, teacher, or person cannot be held accountable if a student does not achieve the growth projected in the IEP.

24. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Individual Transition Plan (ITP)  Services needed to assist the student in making the transition from school to post- school activities.  Examples include helping the student identify community resources for recreation and fitness and making the necessary arrangements for the support or equipment needed to participate effectively.

25. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Least Restrictive Environment  Education of students with disabilities with their able-bodied peers when the environment helps students reach their full potentials.  If a student cannot participate successfully in a regular program, then the student can be placed in a special class or school.  Most students with disabilities can be successfully integrated into regular physical education if their individual needs are considered.

26. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Total Inclusion  Students with disabilities should be placed in regular classes in the school they would regularly attend, with the needed services brought to the student.  Inclusion leads to higher expectations.  Inclusion improves peer interactions.

27. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Mainstreaming  Students with disabilities are educated in the regular classroom with their able- bodied peers.  Mainstreamed students have improved attitudes toward physical education, adjust more adequately to the real world, and do better academically and socially  Their able-bodied peers learn to understand and appreciate them.

28. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Alternative Placement Possibilities–A Continuum  Regular physical education  Regular physical education with modification –Peer tutoring –Team teaching with resource teachers or aides –Preteaching activities to special needs students  Part-time placement in regular/adapted classes  Adapted physical education-- Students with severe or multiple disabilities

29. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Mainstreaming vs. the Least Restricted Environment  Placement must be according to individual needs. To mainstream all students or segregate all students into adapted classes violates the principles of the law.  Students must not be grouped by disabling condition.  Physical educators must ensure that IEPs allow students to participate in regular physical education activities when possible.

30. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Tests to Determine Appropriate Placement  Comparison of academic benefits to the student in each placement  Comparison of nonacademic benefits to the student in each placement  Effects of inclusion on other students  Probability of harm to the individual with a disability.  Excessive costs of inclusion inhibit the education of other students.

31. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Multicultural Education-- What Is It?  Education designed to promote understanding and appreciation of cultural diversity and cultural pluralism.  Recognizes differences in human behavior as they are influenced by language, race, gender, and national origin or culture.  Implies that teaching will capitalize on the strengths of student differences rather than on their weaknesses.

32. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Equal Opportunity  The number of Asian, Hispanic, black American, native American, and Asian American citizens is increasing.  Federal legislation and Supreme Court decisions require equal educational opportunities for all students.  Equal opportunity does not mean all students should be treated equally.

33. (c) 2007 McGraw-Hill Higher Education. All rights reserved. A Multicultural Approach to Instruction  Become culturally literate.  Create trust and mutual respect.  Use teaching styles that allow for differences in students' learning styles.  Become a community of learners.  Establish positive home-school relations.  Eliminate discriminatory and embarrassing practices.

34. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Teacher Self-Evaluation  Videotape yourself, tally skill and behavior feedback, and ask: –Do I leave out some students? –Are most of my interactions related to behavior rather than skill development? –Do 1 or 2 students demand my attention? –Does each student receive the same information? –Do I play favorites? Do I stay in one area? –Do I notice students who are not trying?

35.  More multicultural education takes place when the white kid and the black kid sitting next to each other start making friends than in all the multiculturalist lectures in the world. The teacher [can] facilitate that kind of connection, by having students work together on projects... When learning starts flowing in both directions, student to teacher and back, and then in all directions, everybody to everybody, barriers soon come crashing down, both inside our own heads and in society at large. --Robinson (c) 2007 McGraw-Hill Higher Education. All rights reserved.

36. The Teacher’s Attitude Toward Multicultural Education  Teachers who accept student differences communicate to students that these differences are not problems to be remediated.  Multicultural education is an attitude that communicates to students that diversity is desirable and to be different is okay.

37. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Sex Equity and Title IX  Equal educational opportunities for males and females.

38. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Title IX  In a 1984 Supreme Court decision (Grove City College v. Bell), Title IX was limited to specific programs receiving federal funds.  The Civil Rights Restoration Act of 1988 restored coverage to all programs in institutions receiving any federal financial assistance.

39. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Physical Education and Title IX  Students may be grouped by ability using objective standards of individual performance.  Students may be separated by gender within classes during participation in contact sports.  Portions of classes dealing exclusively with human sexuality may be conducted separately.  When a standard adversely affects members of one gender, appropriate standards may be used.  When a student’s religion prohibits coed physical education, sex-segregated classes are legal.

40. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Failure to Achieve the Intent of Title IX  The content and conduct of many coeducational classes fail to realize the spirit of Title IX.  Even when programs meet the requirements of the law, gender role stereotypes are often reflected in differing teacher expectations for males and females.

41. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Suggestions for Increasing Gender Equity  Change class organization and instruction.  Change teacher/student interactions.  Change teacher language.  Provide gender-equitable role modeling.

42. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Studying Student Needs  Student records  Observation in school and non-school functions  Questionnaires  Teacher-student interactions

43. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Student records  Family Educational Rights and Privacy Act of 1974 (PL 93-380) withholds federal funds from a school that denies parents access to student educational records or permits third party access to personally identifiable data in records without prior consent.  Persons permitted access include teachers and school officials and local, state, or national officials.  Parents can challenge record contents.

44. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Observation in School Functions  Physical differences  Age range  Differences in the way students approach learning activities  Socioeconomic differences  Performance and fitness differences  Disabilities

45. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Observation in Non-school Functions  Nature of the activity  Differences in behavior from school behavior  Motivating factors  Interpersonal relationships  Leadership abilities  Group or individual values  Decision-making

46. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Questionnaire Questions Questionnaire Questions  How do you feel about yourself?  How do you rate yourself as a student?  Do you have a job? If so, what kind?  What do you do in your free time?  What are your favorite sports or activities?  Do you play a musical instrument? Take private lessons in dance, music, sports?  Do you have a lot of friends? A few friends? Close friends? Casual friends?

47. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Purpose of Education for All American Youth  When we write confidently and inclusively about education for all American youth, we mean just that. We mean that all youth, with their human similarities and their equally human differences, shall have educational services and opportunities suited to their personal needs and sufficient for the successful operation of a free and democratic society. -- Educational Policies Commission