1. Including Everyone
HNES 350
Melissa Kitching

2. Including Everyone Inclusion
Inclusion is the ‘process of crating a learning environment that is open to and effective for all students whose needs and abilities fall outside of the general range of those children of similar age or whose cultural of religious beliefs differ from a majority of the group.
Main Idea = ALL STUDENTS ARE INCLUDED

3. Laws Tied to Inclusion in PE
Individuals with Disabilities Education Act
Students with disabilities are to be educated in the least restricted environment.
Least Restricted Environment
Students with disabilities are to be educated with their non disabled peers as much as possible

4. How is Inclusion Beneficial?
Opportunity to Learn
Learning from those who appear to be unlike them
Experiencing life in someone else’s shoes
Learning about Diversity
Finding common ground despite physical, mental, emotional differences

5. Outlook on Inclusion
As a PE it is our jobs to adapt our activities to accommodate all learners
Allocating sufficient time and opportunity for everyone to learn
Designs meaningful, success-orientated tasks for all
Communicated with clarity and enthusiasm, supports ALL students

6. Adaptations to Meet Special Needs
Instruction
May be printed out and posted where students can see if they need to be reminded
Peer partner who assists them with the activity
Rules
Time requirements and outs may be eliminated
Rules can be relaxed
Equipment
Modifications to equipment can be made
Larger equipment
Environment
Boundaries clearly marked
Adequate space is given

7. Teaching Strategies Multi-Level Approach
Students work in the same area, but each student has ability specific goals
Therefore, comparison is eliminated and students are focusing on achieving there own goals.
When goal is achieved, the student can either increase difficulty or stay the same
Eliminating competition

8. Teaching Strategies Task Analysis
Task is divided into components for easier understanding
Depending on disability, tasks can be further broken down into sections

9. Working Together with Faculty
Each student with special requirements must have a support system including Parents, Tutors, Paraprofessionals, etc.
Discuss options together to decide what is best for the student both Physically and Emotionally
Refer to student IEP’s to track progress

10. IEP – Individualized Education Plan
Documentation on Student including:
Present Level of Performance
Identifies attainable annual goals/objections
Instructions regarding time to be spent in PE class

11. Areas for Inclusion
Special Needs
Gender
Culture
Key Focus – ABILITY

12. Special Needs
When designing health-related fitness plans for students with special needs remember that:
Disabled students will display the same physiological responses to exercise as a non disabled person
They will also benefit from training and it helps with their performance
Don’t set limitations on students based on their disability
Look at what they CAN do instead

13. Gender Inclusion Avoid separating gender as much as possible
Creating boy and girl groups is not acceptable
Instead based it on ability

14. Cultural Inclusion Get to know your students Surveys Questionaries'
What do they like to do
Include other cultures
Create unit themes
Integrate cultures into activities
Incentives

15. Culture Inclusion Con’t
Have choices for students who must adhere to cultural dress
Example: designating a certain skirt as being the gym clothes skirt (if a female student isn’t permitted to wear shorts)

16. Ability Inclusion Students who are Physically Gifted
Do not neglect or assume they will figure out activities on their own
Allow them to help other students
Challenge their abilities
Provide extensions in activities

17. Ability Inclusion Students who are having difficulty Encourage them
Have them set personal goals to achieve
Offer choices for activities so they don’t feel pressured

18. Today’s Truth
Children with disabilities have lower levels of physical fitness, higher levels of obesity and participate less in school based or after school physical activity programs that there peers without disabilities (Kim, 2009)
Children may avoid activity in fear of failure or embarrassment

19. Things to Remember
Always plan to adapt lessons to meet specific needs of students
Every student is not the same and will need personalized feedback

20. Activity
Stimulating Asthma in PE
- Straw activity

21. Activity 2 Autism This activity is designed to show how people
with autism are bothered by things most people
don’t notice. People with autism are often extra
sensitive to noise, movement and even things
like background noises most of us don’t notice.
Remember, not everyone with autism has these
problems.

22. Person #1: Person who has Autism Person #2: Stand behind Person #1, rub edge of index card behind their neck. Not hard but repeatedly Person #3: Repeat Person #1’s name closely by their ear Person #4: Pat Person #1’s head and shoulder repeatedly Person #5: Read the paragraph in a normal voice to Person #1 and ask them questions about what you just read to them Questions: Person #1 – How did it feel to have to concentrate when so much commotion was going on?