1. DELIVERING SERVICES IN THE MOST INCLUSIVE ENVIRONMENT
Chapter 6
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2. Definition of Inclusion
All students in general education are actively engaged in learning while:
Providing modifications and accommodations to meet individual needs
Providing special education support when needed
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3. Inclusion in Physical Education
“All individuals can participate in physical activities that enable them to be motorically, cognitively, and affectively successful
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4. Least Restrictive Environment
Defined as the setting that enables an individual with disabilities to function to the fullest of his or her ability.
Requires that there is a continuum of services and service delivery models so the unique needs of each and every learner with a disability can be met.
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5. Preparing the Community for Inclusion
Initiate a public relations campaign to focus community interest on issues tied to the quality of life of individuals with disabilities
School Board members must be able to communicate the benefits of appropriate inclusion
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6. Preparing the School for Inclusion
Administrative support, beginning with the school principal, is critical to success of the program
Caring, nurturing, and supportive teachers make inclusion a reality
Realistic physical education class sizes are necessary to address individual children’s needs
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7. Strategies for Preparing Parents for Inclusion
Parents of students without disabilities: Start small and build toward inclusion of all students
Parents of children with disabilities: assure them their child’s education will not be compromised, getting to know their child, and accurately identifying their needs.
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8. Strategies for Preparing Parents for Inclusion
Conduct open forums for all parents so that communication channels will open
Establish mentoring programs for parents.
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9. Strategies for Preparing Children for Inclusion
Begin inclusive education programs in pre-school, and allow children to grow up together through elementary, middle and high school
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10. Strategies for Preparing Children for Inclusion
Provide children without disabilities empathy experiences
Identify and encourage a circle of friends to meet and interact with the child
Allow a time for questions and answers in a comfortable and parent approved environment.
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11. Strategies for Preparing the General Physical Educator
Use panels of parents who have children with disabilities in professional preparation classes
Provide pre-service and in-service training that includes empathy experiences, group discussions, volunteerism, experiences with persons with disabilities, and lectures about conditions
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12. Instructional Variables Affecting Instruction
Accessibility
Curriculum
Program participation
Support personnel
Teaching style
Management of behavior
Grading
Assessment
Equipment
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Accessibility
Is the indoor play area accessible to all?
Is there an easy transition from the indoor to the outdoor play area?
If not accessible, what accommodations can be made for the student?
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Accessibility
Can play areas be modified?
Are there accessible washrooms close by?
Can all students be safely evacuated in case of an emergency?
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Curriculum
A universally designed curriculum accommodates learners with a wide range of abilities; examples are:
SHAPE National Standards for Physical Education
State education physical education curriculum
Local education agency curriculum
Modified physical education curriculum
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16. Physical Education Program Placement Continuum
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Assessment
Legislation mandates that learners with disabilities be included, whenever possible, in state-mandated assessments by:
Taking standard tests administered to all
Making use of approved accommodations
Using an alternative assessment designed to measure progress
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18. Types of Support Personnel
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Teaching Style
Instructional strategies
Individually designed program
Guided discovery
Self-check
Reciprocal style
Command style
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Behavior Management
A pro-active, positive program is the key to successful inclusion; types include:
Identical behavioral expectations
Slightly modified behavioral expectations
Individually designed reinforcement system
Individually designed behavior-management plan (BMP) is included on the IEP
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21. Positive Reinforcement
Used when appropriate behavior is exhibited
Reinforcers must be valued and age appropriate
Physical activity should be used as a reinforcing reward
Initially reinforce more to achieve the desired goal, then gradually reduce reinforcers
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22. Determining the cause of inappropriate behavior
ABC Model
1. Teacher examines the antecedent (A)
2. Teacher notes the actual behavior (B)
3. Teacher notes consequences (C) of the behavior
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23. Intervention Strategies
Time out
Token Economy
Contracts
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Grading
Students with disabilities must be graded as frequently as other students; types are:
Same expectation in grading and reporting
Modifications in grading and reporting
Individual plan for grading and reporting
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Equipment
Everyone shares the same equipment
Similar, but different equipment is used by some (brightly colored or beach ball, etc.)
Specially designed equipment
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26. Characteristics of a Quality, Inclusive Community Based Program
Aim for independence by providing an activity instructional program
Make equipment available either on a loan or rental basis
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27. Characteristics of a Quality, Inclusive Community Based Program
Provide a sports development program for groups interested in a specific activity
Educate and advocate for acceptance of persons with disabilities
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