1. Inclusion Pedagogy: Understanding Constraints to Differentiated Instruction
Thomas E. Moran, Ph.D., CAPE
James Madison University
Andrea R. Taliaferro, Ph.D., CAPE
West Virginia University

2. What are your Unique Characteristic?
Greatest Characteristic?
Greatest Challenge?
JMU PHETE

3. Make Up of Your Class You have 20, 30, 40+ students in your class
What is the make-up of your class?:
Athletic (Competent or Proficient)
Individuals with Disabilities (low)
Middle of the Road? Everybody Else?
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4. Who is Everybody Else? Withdrawn or No problem ESL or Culture Abused
Single Parent
Low SES or At Risk
Obese
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5. 5 E’s to Meeting Needs of All Learners
Engage
Educate
Equip
Empower
Evaluate

6. Do you have 25 diverse learners?
Engage
Reflect on this….
Do you have 2 athletes; 3 students with documented disabilities; and 20 typical students? OR
Do you have 25 diverse learners?
All Good Physical Education is Adapted Physical Education
Claudine Sherrill
JMU PHETE

7. Inclusion Pedagogy BUT…Who do I reach??
We tell our teachers to be inclusive and introduce them to the concept of inclusion (the WHAT)
BUT…Who do I reach??
do we teach them the HOW?
How to understand constraints all learners face?
How to apply a developmental process to ensure the needs of all students are met?
How to implement strategies to create an inclusive environment?
How to apply pedagogical skills to situations to benefit all learners
Knowledge is a good thing, but need to be able to make connections and apply the knowledge (teaching and learning strategies), need strategies on inclusion: HOW to include. Students now know what but not how
Efforts must be undertaken to provide general PE teachers with Inclusion Pedagogy
Pedogogical skills needed for a teacher to include students with disabilities in regular classrooms with enough effectiveness to achieve the psychosocial and psychomotor benefits of the class.

8. Inclusion Pedagogy Two Part Process Newell’s Model of Constraints
Developmental Differentiation

9. Educate Newell’s Model of Constraints
Learning Process & Learning Styles
Understanding Sensory Needs
Providing Structure & Consistency
Nuts and Bolts of Disability
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10. Newell’s Model of Constraints
Exist within the body
Structural constraints: related to the body’s structure
Height
Muscle mass
Functional constraints: related to behavioral function
Attention
Motivation
Exist outside the body (properties of the world around us)
Global, not task specific
Physical
Gravity
Surfaces
Socio-Cultural
Gender roles
External to the body
Related specifically to tasks or skills
Goal of task
Rules guiding task performance
Equipment

11. Name the Individual, Environmental, and Task Constraints
Think about TENNIS FOREHAND
Identify the types of constraints
Individual?
Environmental?
Task?

12. Equip Task Analysis of Skill Learner Needs Management & Delivery
Purposeful Differentiation = Success
Learner Needs
Type of Learner/communication, etc.
Management & Delivery
Instructional Skills
Addressing Sensory Needs
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13. Learning Style/ Instructional Preference
Listening to Directions
Auditory learner?; Feedback?
Teach Me!
Find a Partner
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14. Management & Delivery Three Keys to Delivery:
Task Analysis & Appropriate Progression
Clear Purpose – Meaningfulness
Defined Goal – How many times must I do this task; Setting individual expectation?
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15. Developmental Differentiation
Understanding that all students are at different levels
Creating an age appropriate developmental sequence to help students master the skill

16. Activities Striking progression Fielding and Throwing
Juggling Progression
Dribbling Progression

17. Constrain Performance
Environment & Equipment can be your second teacher
Structured learning/feedback
Choose a component within your skill & develop an activity to constrain their performance

18. EMPOWERED? Are you engaged? – have you bought in?
How many types of learners do you have?
Are you educated? – do you understand your learner’s needs/constraints as well as abilities!
Are you equipped? – Can you address your student’s needs
Have strategies to help them be successful?
If you answered YES to all – you are EMPOWERED
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19. EMPOWERED?
ARE YOU ON THE ROAD TO POSSESSING the tools to meet the needs of 25 diverse learners?
If we address this in classes, now, will they have the tools to meet the needs of 20 diverse learners
JMU PHETE

20. Evaluate What do I still need in my toolbox?
How can I better help my peer(s)/student(s)?
Can I manipulate the task or the environment to help my student(s) be more successful
Because I CANNOT CHANGE THE LEARNER!!!
JMU PHETE

21. THANK YOU
"Regardless of your ability or disability we all face challenges in life.  One can see them as hurdles or barriers.  Barriers are designed to hold people back.  Hurdles are made to jump over.  The choice is yours -
JMU PHETE

22. Contact Information
Thomas Moran – JMU or
Andrea Taliaferro – WVU or
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