2. Inclusive Physical Education Inclusive Physical Education - Students with disabilities and the adaptive dimension (presentation, handouts and discussion) http://video.google.ca/videoplay?docid=2576936076554370161 &q=basketball

3. What is inclusive physical education? An inclusive physical education environment is one which provides the opportunity for students of all abilities and interests to participate in physical education. Inclusive physical education recognizes the inherent value of each student; the right to take risks and make mistakes; the need for independence and self- determination; and the right to choice. A student with a disability benefits from a quality physical education program as much as any other student.

4. Inclusive physical education: Is a step-by-step process Includes all students Has a range of activities and supports Is based upon the needs and interests of the students In an inclusive program: Activities are modified and individualized as necessary Expectations are realistic yet challenging Assistance is provided only to the degree required Dignity of risk and availability of choices are respected and fostered

5. Benefits of inclusive physical education The goals and learning outcomes of a balanced physical education program are no different for students with a disability than for their classmates. All will benefit from a well-planned physical education program which addresses motor skill development, fitness and social skills, and leads to an increased knowledge of an active lifestyle.

6. Additional Benefits Students without a disability can learn about the talents and abilities of classmates with a disability. They learn to appreciate that individual differences exist between people, and they learn that participating in an activity in a different way does not lessen its value. Through such methods as role-modeling, observation, discussion and volunteerism, contact and friendships with students with a disability can be an enriching experience. Inclusion recognizes the inherent value, dignity and worth of each student, and reduces perceived differences among students.

7. Appropriate Terminology Words can be a powerful tool towards fostering dignity for all. Many different words and expressions have been used to describe a person with a disability. Don’t let words erect barriers! Use appropriate terminology to shift focus from the disability to the student. Ask the student and parent/guardian for their advice

8. Planning an inclusive program When teachers are initially given the challenge and opportunity of planning physical education for a student with a disability, feelings of uncertainty are to be expected. These feelings may be due to a lack of information and experience that will change as you become more familiar with your students.

9. Developing an inclusive program The process of developing an inclusive program will involve the following steps: Obtaining information on the disability Benefiting from a team-approach Determining safety concerns Assessing present skill level Contributing to the Individual Education Plan (IEP) Setting realistic expectations Determining program modifications and implementing program evaluation.

10. Obtaining Information In planning an inclusive program, the following factors will influence the nature of the student’s participation and the supports required: Type and severity of the disability Age and development level Skill and fitness level Past physical activity experiences Parent/guardian support Attitude toward physical activity

11. Tip to Remember Students with the same disability may well have different needs depending upon their abilities, skill level, past experience, and attitude toward physical activity.

12. Program Modifications When you modify activities, only do so: When necessary To the extent necessary Without jeopardizing the integrity of the activity Minimal modifications have little effect on the other participants or the integrity of the activity. For example, students wear brightly colored pinnies to help a student with a visual impairment identify team members; a student with cerebral palsy serves the volleyball from an identified mark inside the court; a start flag is used to signal to a runner who is deaf that a race is beginning.

13. Check out this print resource which deals with inclusive physical education from the perspective of students with physical disabilities: Goodwin, D. L., & Watkinson, E. J. (2000) Adapted physical activity quarterly, 17, 144-160. Block, M. E. (1999, Summer). Did we jump on the wrong bandwagon? Problems with inclusion in physical education. Palaestra, 15 (3). Retrieved on January 30, 2008, from the Google database. Books for your library: Lieberman, L. J. Houston-Wilson, C. (2002) Strategies for Inclusion. A handbook for physical educators. CAHPERD resource entitled. Moving to Inclusion.

14. This is a really good site about inclusion in Canadian schools: http://www.edu.uwo.ca/Inclusive_Education/inclusion.asp The following site has some information about Sledge Hockey: http://www.hockeycanada.ca/index.cfm/ci_id/18800/l a_id/1.htm Special Olympics ad Paralympics sites: http://www.paralympic.ca http://www.paralympics.com/ http://www.specialolympics.ca/

15. Paired activity: 1.Read and respond to the information card that you are given. 2.Discuss your response with your partner and be prepared to share your insights and feelings in a 2-3 minute time frame. 3.Feel free to make assumptions in order to frame your response as clearly as possible.

16. Next Class We will be focusing on culture and ethnicity in physical education. Please bring an activity, dance, or game from another culture and be willing to share the specifics of it.