1. A Teacher’s Guide to Including Students with Disabilities in General Physical Education -Martin E. Block Presentation by: Justin Daberkoe Kin 579

2. Part 1- http://www.youtube.com/watch?v=WPPiLqcQ Rrk http://www.youtube.com/watch?v=WPPiLqcQ Rrk Part 2- http://www.youtube.com/watch?v=wqDNotz NDYs http://www.youtube.com/watch?v=wqDNotz NDYs Part 3- http://www.youtube.com/watch?v=17a4myUJ uW0 http://www.youtube.com/watch?v=17a4myUJ uW0

3.  Define Multicultural Education and reasons why it is important  List ways to integrate multicultural education into your practices  Look inside popular groups of minorities in public schools  Describe how people with disabilities are treated in the American society.

4. According to Banks and Banks (2004): ◦ Incorporates the idea that all students should have an equal opportunity ◦ As a reform movement that is trying to change the schools so every student has an equal opportunity to learn ◦ Aims at working toward the removal of racism, sexism and discrimination towards students with disabilities, that may always exists ◦ Table 14.1 on page 282 (Racial/ethnic composition)

5.  Lack of research in multicultural education in PE and APE  Effective integration of multicultural education: ◦ Develop the knowledge and skills to be able to promote social justice and equality for all people ◦ Foster positive attitudes toward diverse groups among students ◦ Promote an environment in which students can be successful  Our values are determined by our culture

6. 1. Constantly develop your relationships and build trust 2. Expand your cultural knowledge and become culturally literate 3. Create new and transform current methodological approaches 4. Use activities that promote critical thinking/ give students a opportunity to express their views 5. Provide effective feedback and instruction 6. Create positive relationships with your students’ parents and families

7.  Include games that reflect the culture of your students  Learn the names of your students and how to pronounce them ◦ Students’ culture name tags  Share accomplishments with colleagues  Be in communication every time you are facing a challenging situation

8.  Learn your students cultural background ◦ Student surveys  Learn your background and share with students  Learn some vocabulary of your non-english- speaking students  Allow students to do research on their culture and share some physical activities

9.  Vary your instructional approach ◦ Visual ◦ Tactile  Do not assume a student from a different culture has particular athletic interests  Use music in lessons

10.  Offer a variety of activities and variations within each activity  Have students verbalize what they are taught  Have students teach each other

11.  Give concrete, specific feed back  Be aware of body language Create Positive Relationships with Students’ Family  Communicate with parents to acknowledge students successes  Get to know siblings of your students with disabilities

12.  Which strategy do you currently use when teaching culturally diverse students?  What good experiences have you had from this strategy?  What strategy do you hope to incorporate in your practice?  Jdaberkoe@gmail.com

13.  Largest minority group in America ◦ 50 million  Not an official class of people until the Rehabilitation Act of 1973  If cultural diversity is ignored, students may not receive appropriate services  Culturally diverse groups with disabilities in public schools: ◦ American Indians/Alaskans ◦ African Americans ◦ Asian and Pacific Islanders ◦ Hispanics ◦ White americans

14.  Represent 1.49% of students under IDEA  Expected to outpace Hispanics in the next 5 years  Annual Household Income: Less than $25,000  Found to be more rejected, depressed, and withdrawn  PE and APE teachers must educate themselves about unique cultural characteristics

15.  Projected to grow faster than the white population  42.9% of households earn under $25,000  High rate of single-parent households  Fewer college and high school degrees

16.  Stereotyped as smart, wealthy, and successful  Allows people to think they can succeed on their own  Biggest groups are from China and the Philippines  Major issues: language and non-traditional religion

17.  Has become the nation’s largest minority group  Ranging from Mexico, Puerto Rico, Cuba, Central and South America  Recognize vast cultural differences between different Latino groups  Very family centered

18.  Gender ◦ Segregated classes ◦ Stereotypes  English as a Second Language ◦ LEP ◦ Frustration  Religion ◦ Changing ◦ Working with different sex

19.  Families tend to: ◦ Be single parent ◦ Insufficient funds to move family ◦ Live in central area of city ◦ Be undereducated  No regular access to internet or TV  Less parental guidance with school work  Suggested ideas (p. 295): ◦ Help parents understand how the child’s social and learning abilities develop ◦ Make sure students and families are aware of community-based services that are available

20.  Attitudes toward minorities have changed  Media has impacted how some view disabilities  Labels and stereotypes ◦ Focus on the students disability rather than their abilities ◦ Table 14.9 on page 298  Important, as APE and General PE teachers, to understand a students abilities and functioning level ◦ Create strategies that minimize the restrictive and oppressive views of people with disabilities

21.  Studies shown: ◦ PE teachers have a more favorable attitudes toward children with learning disabilities compared to children with MR ◦ PE teachers had a more favorable attitude toward children with mild to moderate disabilities than people with severe disabilities

22.  Two Factors ◦ Teachers and coaches who have received training in adapted PE or special education ◦ Teachers and coaches who had a positive experience working with children with disabilities Contact Theory (Sherrill, 2004)- ◦ When the interactions between teachers and students are frequent, pleasant, and meaningful, this produces positive attitudes.

23.  Find creative ways to increase the number of African Americans and other ethnic graduate students in the APE setting.  Give undergraduate students from various cultural and ethnic backgrounds early exposure to APE ◦ Building positive attitudes with positive experiences

24.  General and Adapted PE teachers must incorporate more diversity into their curriculum to aid in the learning of culturally diverse students  Through media and stereotypes, many have misled assumptions on who students who with cultural and ethnic diversity learn  Teacher attitudes can have a positive or negative effect in how a student learns in General or Adapted PE

25.  Each student is an individual, embrace it

26. Banks, J.A., & Banks, C.A.M. (2004). Multicultural Education: Issues and Perspectives (5th ed.). York, PA: John Wiley & Sons, Inc. 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. Sherrill, C. (2004). Adapted physical activity, recreation, and sport: Crossdisciplinary and lifespan (6 th ed.). New York: McGraw-Hill.