1. Chapter 6 Teaching Children with Special Needs

2. Chapter 6 Key Points Public Law 94-142 (1975) and Individuals with Disabilities Act (IDEA) of 1990 guaranteed all children (3-22 years) a free appropriate education, including Physical Education, in the least restrictive environment Inclusion philosophy Recognizes children’s desire to learn Identifies abilities and nurtures child’s strengths and weaknesses Requires teachers to be willing to accept all children and their differences and be dedicated to enabling success for all children

3. Chapter 6 Key Points Inclusive physical education programs have goal of meeting the needs of every child through provision of a developmentally sound and sequential program. Multi-disciplinary Team (M-Team): Comprises personnel involved in education of child with special needs Determines appropriate placement and curriculum As part of the M-Team, physical education teachers provide input regarding how identified disability will affect performance in the existing program

4. Chapter 6 Key Points Individualized Education Program (IEP): Is developed for each child identified as one with special needs Identifies short and long term goals needed for meaningful participation in Physical education Physical activity at recess After-school play/recreation opportunities

5. Chapter 6 Key Points Physical Education for children with disabilities: Focuses on development of motor skills to enable successful recreational participation Involves designing instruction and modifying both teaching and curriculum to meets needs of student Modifications often required for children with visual and hearing impairments, physical disabilities, health- related impairments, emotional/behavior disorders and mental delays/disorders.

6. Steps to Planning for Inclusion Implementing the IEP Step 1:Determine the critical skills needed by the child to be successful in the present (What the child chooses in recess and other recreational settings; skills needed for physical education class) Step 2:Analyze the existing physical education program to match the student’s IEP (What modifications are needed in instruction? In curriculum?) Step 3:Design modifications in teaching and curriculum in order to meet the needs of the child with disabilities (Plan for the child so that he or she is part of a developmentally appropriate physical education program)

7. Chapter 6 Key Points Inclusion will be successful when Physical Education teachers are: Willing to accept all children and their differences Dedicated to helping children learn and experience success

8. Tips for Teachers for Successful Inclusion Study the literature—Be informed! Meet and work with the student’s parents Be an active participant of the multidisciplinary team Ask for assistance if needed Find a support group