1. Week 5: Instruction and Inclusive Health and Physical Education
Lesson Instruction
Inclusive Education

2. Inclusive HPE Students with IEP:
Information about the student (physical fitness level, areas of need, attention, difficulties with mobility)
Sources of support (parents, administration, professional organizations, volunteers, etc.)
Particular safe practices (e.g., emergency plan)
Incorporate individual accommodations
Select appropriate activities and facilities
Make adaptations and modifications
Safety checks
Students who have an IEP specifically for Health and Physical Education may need modification and/or accommodation within the physical education context and any issues/concerns should be addressed before you take students to the gymnasium or ask them to participate in physical activity. Some students may have medical concerns that have not led to an IEP but require care and attention in the physical education context. Ensure that you review your class list for any medical concerns and IEPs when you are planning lessons. You must also pay attention to IEPs that are directed at general learning needs since your HPE lessons may need to be adjusted to address those learning needs. For example, if a child has difficulty processing oral instruction, you will need to provide an alternative in your HPE class, perhaps having a peer buddy that can demonstrate for that student or by providing additional written cues.

3. Ensuring Inclusive Education
Parallel activity within a regular class activity
Difficulties with mobility may require different activity, same learning focus
Class activity with adaptations for individual students
Adaptations of equipment, space, rules for individual student
Class activity with adaptations involving all students
Alter rules, space, equipment
Class activity with no adaptations needed
Universal Design
Begin developing inclusive education by using universal design as much as possible. That is, create a lesson that will address as many learning needs as possible, e.g., have a written anchor chart with cues to reminder students of safety rules, talk about them and then point out instances while students are active to provide models; ensure a flat surface for mobility to address physical limitations and allow wheelchair access while making it safe for all. The next step is to alter those plans where necessary, for example, slow the pace of a game to a walk rather than a run so students with locomotor needs can keep up or using an easy grip ball as the game ball so all students can catch it. Next least intrusive adjustments are directed at changes for an individual student. Although this creates a level playing field, it draws more attention to the student with special needs but it may be necessary, e.g., allowing a student with sight limitations to pair up with a partner in a tag game. If adjustments can not be made for a student within the parameters of the class activity, a completely different activity may be necessary but the learning focus should remain the same. For example, a student with asthma that cannot participate in a skating activity because of breathing problems in the cold, should be provided with another opportunity to take part in a cardio activity requiring sustained movement and balance—perhaps joining a game with another class working inside the gym, rather than sitting out.

4. Specific Adaptations Time Equipment Area Number of students
Programming
Instructions
Specific adaptations can be done through a number of variables, either for the entire class or for an individual student. As we present your lessons in the gym tomorrow we will be stopping to consider these types of adaptations.

5. Considerations Environmental: heat, cold, allergies, surface
Physical: asthma, allergies, mobility, size, strength
Emotional: self-concept, self-efficacy, gender bias
In ensuring that your HPE program is inclusive, you will want to consider multiple factors, including environmental, physical and emotional variables. Consider these aspects in designing your program in terms of choice of activity, rules and procedures, expectations and assessment.