1. UDL in Health and PHYSICAL EDUCATION
Merging the Principles and Practices into Content
Ivy Hodges -
Nana Donkor -
Possible Intro video on YouTube -

2. Think – Pair - Share
Recall a lesson you delivered to your students that didn’t produce the result you expected?
With a partner, discuss the reasons why you think this lesson was not successful.
Choose one to share with the group.

6. Function of the student
Objective of the Activity
Activity Modification

7. The Challenge
Do your students have different learning needs, abilities, and preferences?
What types of learners are in your classes?
Are the students visual learners? Tactile? Auditory? Shy? How do you accommodate that now?

9. The Need To provide learning opportunities
through instruction that are:
INCLUSIVE and EFFECTIVE
FOR ALL

10. Applying UDL... Starts with: Defining appropriate goals
Assessing learner needs
Evaluating barriers
Defining goals - goals should allow for multiple means of attainment; multiple ways of learning, Ex. reading information about drugs - audio book, digital text, images
Assessing - consider a variety of formative and summative assessments, Include a variety of ways, ex. paper, oral presentation, comic strip
Evaluating barriers that may exist in the current lessons/curriculum

12. A teacher, especially a Health and PE teacher, must operate under certain theoretical constructs in order to use UDL and reap its benefits.

13. Theoretical Concepts
Adaptation Theory: many activities will only be accessible to children with disabilities if adapted
Normalization Theory: children with disabilities should be afforded the same opportunities in life as their same aged peers
Self Determination Theory: individuals with disabilities should be provided with choices, creating autonomy over their own lives
Empowerment Theory: should individuals with disabilities take advantage of the choices given whenever possible, empowerment will become intrinsic

14. Philosophy Behind Adapting Activities
Must consider the class BEFORE planning
Units in the curriculum must be FLUID in their make-up, instruction, implementation and planning.
Plan and prepare to modify equipment, rules and instruction.

15. Pre Planning Questions (helps to address barriers)
What can the student see?
What can the student hear?
Does the student have additional disabilities?
How does the student ambulate?
Are any activities contraindicated (not recommended)
What is the student’s previous experience in physical activity?
What can the student do?
How does the student perform?
What does the student like?

16. Ways to Vary a Lesson in PE & Health
Equipment/Materials
Rules
Environment
Instruction

17. Equipment/Material Modification
Any change that would make the participant more
successful than he or she would be if using the unmodified equipment.
Includes a variety of
materials,media, and
formats
Student Needs:
Limited mobility
Limited grip strength
Lack of vision or hearing
Decreased cognitive function
Inability to attend for long periods

18. Examples of Modifications
In PE:
Use of beeper balls
Guide wires
Velcro mitts
Longer rackets
Softer balls

19. Material Modification in Health
Partially filled in handouts
Using clickers to gather class feedback
Adjusting reading material by Lexile number

20. EQUIPMENT MODIFICATION CASE STUDY
Implications for Planning
and Impact

21. How would you Modify this...
Health PE
Nutrition Unit
John is 9th grader
Reading on a fourth grade level
Tennis Unit
Tamiqua is a 9th grader with spinal cord injury that has resulted in impairment of all 4 of her limbs.

22. Rule Modifications
Any deviation from the original or culturally accepted rules of the game.
The instructor must create an atmosphere of flexibility among all participants.
There are many ways to play a game, and with the wide variety of diversity in classes today, all players must be open-minded and willing to try new things.

23. Examples in PE Slowing the pace of the game Allowing more chances
Taking away rules
Allowing for no defender
Limiting or adding responsibility
Throw a ball instead of striking it
Making sure all players are involved before a team can score

24. Rule Modifications in Health
Providing additional time
Providing varied opportunities for obtaining credit for assignments
Oral presentations
Visual art representations/Drawings
Allowing students to select activities to complete

25. RULE MODIFICATION CASE STUDY
Implications for Planning and Impact

26. How would you modify this….
Health PE
Mental and Emotional Health Unit
Juan is in 7th grade. He has Asperger’s syndrome and limited communication skills.
Softball Unit
Jane is a 5th grader with low-level spina bifida. She can run, but is slower than her peers

27. Environmental Modifications
Often not considered until a problem arises
It’s never too late to increase success
Sometimes, PE teachers simply need access to the set of keys that control the lights on the gym
Closing folding doors
Covering windows that create glare

28. Examples Decreasing distractions Increasing visual clues
Limiting noise
Changing lighting
Increasing accessibility of playing area

29. Environmental Modifications in Health
Rearranging the set up of desks
Allowing students to work in stations
Random/Pre-selected grouping of students to work in areas of the classroom

30. ENVIRONMENTAL MODIFICATION CASE STUDY
Implications for Planning and Impact

31. Examples in Health and PE
Verbal cues
Modeling through actions or pictures
Physical Assistance
Tactile Modeling where student needs to touch the teacher or peer in order to understand
Direct Instruction
Task teaching (stations with cards)
Guided Discovery
Problem Solving

32. How would you modify this...
Health PE
Safety and Injury Prevention unit
Torrie is in 5th grade and has been diagnosed with ADHD. The lesson planned for the day is a jeopardy review game.
Swimming unit
Charlie is a 3rd grader who is new to the school at midyear. He has autism and limited communication skills.

33. Instructional Modification
Before modifying instruction ask yourself:
1. Is the adaptation safe?
2. Does this modification maintain the concept of the game?

35. Instructional Methods Employing UDL
1. Inclusiveness
2. Physical Access
3. Delivery Modes
4. Interaction
5. Feedback
6. Assessment

36. Instructional Methods Employing UDL
1. Inclusiveness. Create a classroom environment that respects and values diversity.
2. Physical Access. Ensure that classrooms, gymnasiums, fields, pools, and courts are accessible to individuals with a wide range of physical abilities and disabilities. In addition, make sure to provide a wide range of options for equipment use (e.g., a variety of racquets, balls, bats, flotation devices, and mats).

37. Instructional Methods Employing UDL
3. Delivery Modes. Use multiple modes to deliver content. Alternate your methods of delivering instruction by using demonstrations, posters, discussions, explanations, videos, and hands-on activities. Make sure that each mode is accessible to students with a wide range of abilities, disabilities, interests, and previous experiences.

38. Instructional Methods Employing UDL
4. Interaction. Encourage various ways for students to interact with each other and with you. Possibilities include class questions and discussions, group work, individual demonstrations, routines, station work, and group dances and demonstrations.
5. Feedback. Provide effective prompting during an activity; also provide feedback after an assignment is complete.

39. Instructional Methods Employing UDL
5. Assessment. Provide multiple ways for students to demonstrate knowledge, understanding, and skills. Besides traditional tests, consider group work, demonstrations, routines, station work, portfolios, and presentations.

41. Action & Expression
Representation
Engagement

42. Benefits of UDL Full access to the content for all
Increased motivation in all learners
Increased active participation by all learners
Increased learning of curricular content
Increased acceptance of students with disabilities by their peers
Reduced time spent in trying to figure out how to accommodate various learners once the unit has started
Reduced frustration for all parties

43. Representation - the WHAT of learning
Expression - the HOW of learning
Engagement - the WHY of learning, everyone is different in how they are motivated

44. Thank you!!!