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Inclusive Physical Education
Transcript of Inclusive Physical Education
The integration of students with disabilities into the regular physical education program
155,000 Canadian children face difficulties in physical education class
Does not include assigning students with disabilities the role of scorekeeper or referee. The Law and Inclusive Physical Education
Each child with a disability must be granted the opportunity to participate in the regular physical education program
The public agency that the child is enrolled in must ensure that he/she receives appropriate physical education services, including but not limited to individual education plans and transportation where necessary. Muscular Dystrophy
• Generic name for neuromuscular (nervous and muscle system) disorders that are characterized by the progressive weakening and wasting of an individual’s voluntary muscles.
• The muscle is replaced by fatty and connective tissue
• Victims may lose the ability to walk, speak, and ultimately breathe. Unfortunately, there is no cure. Duchenne
Symptoms = 2-6 years of age.
Eventually involves all muscles.
Survival beyond 20 years of age is rare. Becker
Symptoms = two to sixteen years
Closely resemble Duchenne’s
However, less severe and life expectancy is usually into the fifties or sixties Congenital
Symptoms = birth.
Muscle weakness and possibly joint deformities.
Progresses slowly and generally shortens lifespan.
Emeiry-Dreifuss is very similar except cardiac arrest may occur causing death. PEIT (Physical Education Integration Team) Identification Formal and informal observations based on:
motor skills and abilities
perceptual/sensory motor skills
overall student behaviour The PEIT also makes observations
reports from consultant staff and outside agencies
recent and relevant medical information
performance records Instructional modifications
changes in the way that content is taught Modified curriculum
different learning outcomes to suit special needs Two approaches to modified programming Ecological Approach
focuses on the skills and abilities the student will need to be successful in envisioned future environment Developmental Approach:
lower level developmental skills are prerequsites for the development of higher level skills Important considerations:
changes are challenging yet allow students to participate successfully
should not effect the learning of other students too much
should not pose a danger for other students
should not cause "undue burden" on the GPE teacher Basic principles for modifying games:
"Games are not sacred; kids are"
not all games are for everyone
games can be modified to include anyone
when possible, include student with disability when making decisions
get input from classmates without disabilites before creating and implementing modifications
physical assisistance is acceptable
try to play multiple games simultaneously with some games following regulation rules and others having modifications Remedies/adaptation ideas for general physical education teachers Benefits of Inclusive Physical Education
Allows increased opportunity to make friends and find companionship with other students
Stereotypes are eliminated as both groups of students continuously interact with each other, dispelling the notion the students with disabilities are special/ different and thus people that should be "pitied, teased or feared."
Boost their self-esteem and confidence as they realize that they are very capable and simply students with different abilities. Prosthesis
Loss of limbs from illness, birth deformities or injuries/ accidents Cerebral Palsy
Caused by damage to the brain which controls movement during early stages of development.
Can also result from near drowning, head injury or shaken baby syndrome
Result in muscle weakness/ tightness, spasms and difficulties with posture, balance, coordination, etcetera. Spina bifida
Results from an underdeveloped spinal cord during pregnancy
Can result in paralysis
Bone and joint deformities Paralysis
The loss of the ability to move certain parts of the body
Results from illness, birth deformities or injuries/ accidents. placing student with disability near teacher
provide oral prompts
cooperative learning Different levels of modification
mild disability: meeting regular curriculum objectives but at a lower level. (I.e. standing closer to target)
moderate disability: embedding unique objectives within general curriculum (I.e. learning wheelchair operating skills within the regular transport skills unit)
severe disabilities: student works seperately; inclusion is initiated by having students without disabilites take turns to participate in the alternative activity Active living alliance for Canadians with a disability. (1994). Moving to inclusion. Active living through physical education: Maximizing oppurtunities for students with a disability. Retrieved Feb. 20, 2010, from Active living alliance for Canadians with a disability: http://www.ala.ca/Images/PDFs/MTIintro_e.pdf
Armstrong, D. (2010, February 25). Inclusive Physical Education. (B. Hofer, Interviewer)
Adapted physical education. (n.d.). Retrieved Feb. 14, 2010, from PE central: The premeir website for health and physical education: http://www.pecentral.org/adapted/adaptedmenu.html
Block, M. E. (1994). A Teacher's Guide to Including Students with Disabilities in Regular Physical Education. Baltimore, Maryland: Paul H. Brookes Publishing Co.
Block, M. E. (2007). A teacher's guide to including students with disabilites in general physical education (Third ed.). Baltimore, Maryland: Paul H. Brookes Publishing Co.
Cratty, B. J. (1969). Developmental games for physically handicapped children. Palo Alto, Cal.: Peek Publications.
Crowe, W. C., Arnheim, D. D., & Auxter, D. (1977). Labratory manual in adapted physical education and recreation: Experiments, activities and assignments. Saint Louis, Miss.: The C.V. Mosby Company.
Muscular Dystrophy Canada. (2010). About Muscular Dystrophy. Retrieved February 25, 2010, from Muscular Dystrophy: http://www.muscle.ca/western-canada/muscular-dystrophy.html
Statistics Canada. (2008, 12 1). Education Matters: Insights on Education, Learning and Training in Canada. Retrieved February 25, 2010, from Children with Disabilities and the Educational System: A Provincial Perspective: http://www.statcan.gc.ca/pub/81-004-x/2007001/9631-eng.htm
Teaching, responding, and communicating inclusive physical education. (n.d.). Retrieved Feb. 16, 2010, from ncpe4me: http://www.ncpe4me.com/pdf_files/inclusive_pe.pdf
The adaptive dimension. (2001, Jan. 30). The adaptive dimension_Frequently asked questions. Retrieved Feb. 22, 2010, from Sasketchewan schools and school divisions: http://www.saskschools.ca/curr_content/adapthandbook/faq/faq.html
University of Maryland Medicine. (2003, May 14). Types of Muscular Dystrophy and Neuromuscular Diseases. Retrieved February 25, 2010, from University of Maryland Website: http://www.umm.edu/nervous/musctype.htm References A Professional's Opinion
"What makes an inclusive physical education class is that no matter what your ability, you take part in some way shape or form, whether you have modifications or partner the student, they are always part of the class."
"On the most part you find a lot of compassion, patience and understanding. You also find out who needs to work on these qualities very quickly. Normally they are very patient and allow for lee way and understamd the rules can be " bent " for certain individuals."