3.  Parents of Rafael Oberti fought through the courts to have their son included in a regular classroom with support to help him learn  This is an landmark case that paved the way for schools to consider the best LRE.  http://www.pilcop.org/oberti-v-board-of- education-of-the-borough-of-clementon/ http://www.pilcop.org/oberti-v-board-of- education-of-the-borough-of-clementon/  Your opportunity!!!!

4.  Inclusion is about creating a classroom in which all children feel welcomed, valued and respected.  Difference is viewed as an asset not a liability.  Students are comfortable with differences.  Awareness of interconnectedness  Everyone is an active contributing member of the class.

5.  “Inclusion is not a favor we do for students with disabilities.”  “Inclusion is a gift we give ourselves; the gift of understanding, the gift of knowing that we are all members of the human race and that joy comes in building genuine relationships with a wide range of other people.”  Sapon-Shevin, M. (2008) Learning in an Inclusive Community. Educational Leadership (50).

6.  Inclusion in Physical Education means that students with disabilities participate in all activities equally with typical students.  Students with disabilities learn the same curriculum content, with the same lesson objectives, in the same space, with the same assessments as all other students. Modifications are applied when needed.

7.  Being a scorekeeper  An observer  Working only on the sidelines on a different skill.  Being only a follower and not a leader  Being viewed as low skilled or unable.

8.  Increase social skills, making friends  Feeling of belonging and being valued (critical to being motivated to learn).  Increase motor skills  Participate in age appropriate activities  Experience success with peers

9.  Increased knowledge and acceptance based on the “Contact Theory.” Through frequent, meaningful and pleasant interactions, changes in attitude can occur.  Opportunity to experience adaptations  Gain respect for a range of abilities  Go beyond tolerance to acceptance and advocacy  Increase friendships

11.  No budget to purchase equipment  No support by other educators or the administration  Large class sizes (dumping ground effect)  Severity of the disability

12.  No support personnel  Safety for the student with the disability and for others  Adapting activities that may not be accepted by the typical students.  Activities simplified so no one has fun or is challenged

13.  “I was made fun of” “I didn’t know what to do” “No one gave me the ball”  LonelyWorthless  InvisibleHurt  UnwantedInferior  UnacceptedDifferent  AshamedIsolated

14.  “I make a goal for the team”  Everyone high fived me”  ComfortableLiked  RecognizedAccepted  HappyNormal  Cared aboutImportant

15.  Segregated Inclusion  Whole class dumping  Social isolation  Overbearing teacher assistant  Ineffective teacher assistant  Content too difficult  Content too easy  Peers only as tutors  No adaptations made  Teacher attitude or lack of strategies

16.  Share your philosophy of acceptance of differences  Understand the student’s characteristics  Meet with the student before and after class  Communicate with other professionals  Use cooperative and team activities

17.  Organize all students into partners and small groups  Use inclusive language and person first language  Model acceptance  Peer Buddies  Offer levels of game play and choice

18.  Making accommodations helpful to all  Ramps, automatic doors, flip handles, wall posters, multi level baskets, different size balls  Differentiated Instruction (Individualized)  The “Slanty Rope” theory (Muska Mosston)  Everyone is offered choices