1. Issues with Inclusion in Physical Education Melissa Ewerth West Chester University KIN 586: Professional Issues in Adapted Physical Education http://youtu.be/2ZSUTcOc2DU

2. Objectives What is inclusion? What is inclusion? What are the issues of inclusion in the general physical education setting? What are the issues of inclusion in the general physical education setting? How can we handle issues of inclusion in the general physical education setting? How can we handle issues of inclusion in the general physical education setting?

3. Introductory Story After hearing a story such as Andre’s, one might assume that it is too good to be true and unrealistic in a general physical education setting. After hearing a story such as Andre’s, one might assume that it is too good to be true and unrealistic in a general physical education setting. While inclusion within the GPE setting has issues surrounding it, when done right, students with disabilities can successfully receive an appropriate and challenging education within the GPE setting. While inclusion within the GPE setting has issues surrounding it, when done right, students with disabilities can successfully receive an appropriate and challenging education within the GPE setting.

4. What is Inclusion? The philosophy of inclusion welcomes students of all abilities and disabilities to be educated in the same environment where the needs of all students are met. The philosophy of inclusion welcomes students of all abilities and disabilities to be educated in the same environment where the needs of all students are met. Just because students have different strengths and weaknesses does not mean they should be separated from other students who learn differently. Just because students have different strengths and weaknesses does not mean they should be separated from other students who learn differently.

5. The Rationale for Inclusion 1. Instructional needs of each individual student differ. 2. A dual system is inefficient due to content duplication. 3. A dual system can create and enable poor attitudes.

6. Benefits of Inclusion Students with disabilities Students with disabilities Students without disabilities Students without disabilities School staff members School staff members

7. Inclusion Benefits for Students with Disabilities Potential for new friendships with students without disabilities. Potential for new friendships with students without disabilities. Creates opportunity to learn social skills in a natural environment. Creates opportunity to learn social skills in a natural environment. Allows student to experience a more stimulating and motivating environment. Allows student to experience a more stimulating and motivating environment. Allows for age appropriate role models without disabilities. Allows for age appropriate role models without disabilities. Creates more experiences, relationships, and less isolation. Creates more experiences, relationships, and less isolation.

8. Inclusion Benefits for Students without Disabilities Attitudes toward students with disabilities improve with guidance from adults with healthy attitudes. Attitudes toward students with disabilities improve with guidance from adults with healthy attitudes. Students without disabilities learn to appreciate individual differences. Students without disabilities learn to appreciate individual differences. Students without disabilities gain a greater perspective on life. Students without disabilities gain a greater perspective on life.

9. Inclusion Benefits for Teachers Adapted physical educators and special education teachers tend to have higher expectations for students with disabilities participating in the general physical education setting. Adapted physical educators and special education teachers tend to have higher expectations for students with disabilities participating in the general physical education setting. Special education teachers are exposed to what is appropriate for students without disabilities. Special education teachers are exposed to what is appropriate for students without disabilities.

10. Specific Issues of Inclusion Attitudes of students without disabilities Attitudes of students without disabilities Lack of training Lack of training Support Support

11. Specific Issues of Inclusion: Attitudes of Students without Disabilities 1. The attitudes of teachers and other adults can positively or negatively influence the attitudes of students with and without disabilities. 2. Positive attitudes are often associated with gender. 3. Students without disabilities are often found to have different attitudes toward students with specific disabilities. 4. Lack of knowledge and experience with disabled student often accompanies a poor attitude. 5. Large class sizes limit interaction between students with and without disabilities. 6. Initial fear and discomfort for students without disabilities can be reversed with frequent and positive interactions with peers with disabilities.

12. Specific Issues of Inclusion: Lack of Training Most general physical education teachers do not feel competent to successfully include students with disabilities due to lack of training. Most general physical education teachers do not feel competent to successfully include students with disabilities due to lack of training. Teacher concerns focus on multiple issues. Teacher concerns focus on multiple issues. Lack of knowledge Lack of knowledge Lack of prior experience Lack of prior experience Need for more in-service training Need for more in-service training Lack of equipment, programming and support. Lack of equipment, programming and support.

13. Specific Issues of Inclusion: Lack of Training It is normal for general physical education teachers to feel apprehensive about having students in their general physical education program. It is normal for general physical education teachers to feel apprehensive about having students in their general physical education program. General physical education teachers who are willing to accept students with disabilities into the general physical education setting will be more successful with inclusion. General physical education teachers who are willing to accept students with disabilities into the general physical education setting will be more successful with inclusion.

14. Specific Issues of Inclusion: Lack of Training Additional resources are posted on the WCU Adapted Physical Education site under the posting of the power point. Basic Skills Basic Skills Health and Fitness Health and Fitness Recreation and Life Skills Recreation and Life Skills Sport Skills and Teamwork Sport Skills and Teamwork

15. Specific Issues of Inclusion: Social Isolation of Students with Disabilities Research shows that students with disabilities are often isolated socially in the general physical education setting. Research shows that students with disabilities are often isolated socially in the general physical education setting. While support personnel are a positive part of inclusion, support can also enable social isolation. While support personnel are a positive part of inclusion, support can also enable social isolation.

16. Specific Issues of Inclusion: Support In many cases, support from a person other than the general physical education teacher is beneficial for an inclusion setting. In many cases, support from a person other than the general physical education teacher is beneficial for an inclusion setting. There are different types of support that are appropriate for inclusion in a general physical education class. There are different types of support that are appropriate for inclusion in a general physical education class. Peer tutors Peer tutors Paraeducators or teacher assistants Paraeducators or teacher assistants Volunteers Volunteers Adapted Physical Education specialist Adapted Physical Education specialist

17. Specific Issues of Inclusion: Support- Peer Tutors Benefits of using a peer tutor program 1. Smaller ratios for learning are needed for students with disabilities 2. One-to-one instruction increases academic learning time. 3. Tutors learn skills better when reteaching. 4. Increased leadership skills and opportunity. 5. Stimulates socialization. 6. Encourages equal positive relationships.

18. Specific Issues of Inclusion: Support- Peer Tutoring Types of peer tutoring 1. Unidirectional peer tutoring 2. Bidirectional peer tutoring 3. Whole class peer tutoring 4. Same-age peer tutoring 5. Cross-age peer tutoring

19. Specific Issues of Inclusion: Support- Paraeducators Paraeducators work along with the teacher to aid students. They are often assigned specific duties. 1. Behavior management 2. Assist with activity modifications 3. Shadow the student and give feedback 4. Participate in IEP development 5. Assist the instructor with a variety of tasks.

20. Specific Issues of Inclusion: Support-Volunteers Many schools have limited resources and are unable to employ the desirable amount of adult support. Volunteers are often welcomed to work with students with special needs. Many schools have limited resources and are unable to employ the desirable amount of adult support. Volunteers are often welcomed to work with students with special needs. College Students College Students Community members Community members

21. Challenge Activity While there are still many issues relating to inclusion, it is clear that there are many ways to overcome these issues and continue to move toward full inclusion. Please choose a personal and specific issue related to inclusion that you have experienced in your own teaching environment. How was that issue handled? Were the results positive? Be ready to discuss this during the class Skype session on January 15 th. Please choose a personal and specific issue related to inclusion that you have experienced in your own teaching environment. How was that issue handled? Were the results positive? Be ready to discuss this during the class Skype session on January 15 th.

22. Summary Inclusion Inclusion Rationale Rationale Benefits Benefits Specific Issues of Inclusion Specific Issues of Inclusion Attitudes of Students without Disabilities Attitudes of Students without Disabilities Lack of Training Lack of Training Support Support Challenge Activity Challenge Activity

23. Resources Block, M. E. (2006). A teacher's guide to including students with disabilities in general physical education. (3rd ed.). Baltimore, MD: Paul H. Brooks Publishing Co. Block, M. E. (2006). A teacher's guide to including students with disabilities in general physical education. (3rd ed.). Baltimore, MD: Paul H. Brooks Publishing Co. Houston-Wilson, Cathy & Lieberman, Lauren J. (2009). Strategies for Inclusion, A Handbook for Physical Educators. (2 nd ed.) Champaign, IL: Human Kinetics Houston-Wilson, Cathy & Lieberman, Lauren J. (2009). Strategies for Inclusion, A Handbook for Physical Educators. (2 nd ed.) Champaign, IL: Human Kinetics