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DIFFERENTIATIONS AND ACCOMMODATIONS
Transcript of DIFFERENTIATIONS AND ACCOMMODATIONS
KIN 205 ASSIGNMENT 2 4/23/2015
Grades 6-8 UNIT on Tennis
By Sarah Hunsberger
Tennis and Students with Autism:
Student has difficulty with focusing, impulsivity, and overload of sensory information.
Tennis and Students with Blindness:
Student cannot see light, shadows, or color.
Tennis and Students with Down Syndrome:
Student has difficulty understanding directions, poor memory and poor perceptual skills.
Tennis and Students with Spina Bifida:
Student has myelomeningocele, uses a manual wheelchair, has no sensation/movement below the waist.
Tennis and Students with Cerebral Palsy:
Student has spastic hemiplegia with contractures in right wrist and slow ambulation with poor balance, and visual perception issues.
Introduce skills by connecting them to familiar movements to increase memory retention (USTA, 2000)
Provide pictures of skills and connections for student review.
Scratch your back on a serve
PECentral suggests to slow down the ball by using foam tennis balls.
Use bright colored equipment to enhance their perceptual skills.
The foam balls are lighter and easier to hit back over the net.
Oversized junior tennis racket (Gopher Sports.
Larger head racket allows student to have a better chance of contacting the ball (PECentral).
Low compression balls/bigger balls will make it easier for the student to hit with their limited range of motion and perception issues.
Feed balls slowly and carefully to the students (USTA, 2000).
A special glove that fastens the hand to the racket with Velcro, can help the student increase their ability to use their right hand to hit the ball over the net (PELinks4u.org).
Accommodate students with contractures by securing the racket to their hand.
Different sized courts based on everyone's abilities.
Not singled out and accommodate for hemiplegia/"scissors gait."
Will cover less space and be able to return the ball.
When hitting the ball, instruct student to use their strengths: Forehand Stroke
Easier to wheel
Allow the student to hit the ball after more than one bounce to return the ball to the opponent (www.twu.edu).
Teach the three basic stages: React, Negotiate and Recover with a point in the court called “the-hub” (five feet behind the base line). Increases time to move toward the ball (disabledsportsusa.gov).
Allow the student to choose if they would like to play doubles or singles.
Use extended head tennis rackets (Flaghouse) in order to increase reach length.
Rackets need to have a smaller grip for the student to be able to push wheelchair and hold racket at the same time.
Use a portable net that is adjustable in order to lower the net (Flaghouse)
Lower net allows for the student to improve their skills since they are lower to the ground.
Walk the student around the boundaries of the tennis court at the start of each lesson (USTA, 2000).
Increase sense of surroundings and comfort level.
Instruct the student to choose a buddy to work with for each class period
Buddy plays doubles with the student and informs him/her of their position on the court.
When giving directions outside (many distractions), provide a poly spot for the student to sit/stand on.
Help improve their focus.
Color of the poly spot matches the color of their equipment.
Check for understanding by having the students hold their tennis racket in the air when he/she needs more explanation of the directions
Use probes to see how the student is doing throughout unit.
Modifications for Games and Sports. (n.d.). Retrieved April 21, 2015, from http://www.twu.edu/inspire/modifications.asp
Part 3: Teaching Students with Disabilities. (2000). In USA school tennis curriculum: A step-by-step guide to teaching tennis in schools (8th ed.). White Plains, NY: United States Tennis Association.
PE Central: Adapted Physical Education Web Sites. (n.d.). Retrieved April 21, 2015, from http://www.pecentral.org/adapted/adaptedactivities.html
PELINKS4U - Promoting Active & Healthy Lifestyles. (n.d.). Retrieved April 21, 2015, from http://www.pelinks4u.org/articles/gagnon1209.htm
Tennis. (n.d.). Retrieved April 21, 2015, from http://www.disabledsportsusa.org/tennis/?gclid=CjwKEAjwx9KpBRCAiZ_tgYKWvhQSJABQjGW-5BsKEW1a6vifZyIUTrEhSP83v4g_xRJwQtUvo5LdVhoC2E3w_wcB
Winnick, J. (2000). Adapted PE and sport (3rd ed.). Champaign, Ill.: Human Kinetics.
Oversized rainbow tennis rackets from Gopher Sports for activity.
Use bright colored equipment for students with Autism to help maintain a routine where students are assigned a specific color for the unit.
Bright tape works too!
Sensory overload from an activity may cause stress.
Provide a personal space where the student can voluntarily go and practice hitting/serving the tennis ball against the wall alone (USTA, 2000).
Decrease impulsivity and he/she can rejoin the group when calmed down.
Help the student create their own stroke motion where they are able to hit the ball the best way they can with their limited range in motion (USTA, 2000).
When going over these swings, the student will know that he/she has their own unique swing.
Rainbow poly spots from Gopher Sports.
Include them in instructions to help student focus and stay on task.
Include them during lessons and activities where student is assigned a color and knows where he/she is supposed to be at.
Set up a portable tennis net (Flaghouse) sideways to create a shorter tennis court.
Student can travel to the ball quicker and cover less space.
Decrease feeling of disorientation.
Buy/Make a beeper tennis ball for the student to hear the ball.
Using a foam ball will slow down the speed of the ball.