PROVIDING STUDENTS WITH A SAFE, INCLUSIVE, & DEVELOPMENTALLY APPROPRIATE HEALTH & PHYSICAL EDUCATION
In order for a quality physical education program to exist, all students need to participate. For all students to participate, the teachers are responsible for providing the students with a safe environment, with activities that are developmentally appropriate for all students, and with activities that include the needs of all students. It is important to remember that Health & Physical Education is important for all students, so you need to provide a program that benefits every single individual.
Universal Design
Universal design "means that the physical, social, and learning environments are designed so that diverse learners are supported through powerful possibilities for teaching and learning" (Lieberman & Houston-Wilson, 2009, p.67).
INSTRUCTIONAL METHODS THAT EMPLOY THE PRINCIPLES OF UNIVERSAL DESIGN
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https://www.interaction-design.org/ux-daily/47/the-seven-principles-of-universal-design
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Modifications & Accommodations in Physical Education
"Even with universal design, some modifications or accommodations may need to be made for specific learning needs, particularly physical needs in Health and Physical Education context. Just as in general teaching situations, differentiation can happen at a number of stages and contexts" (Mueller, 2011).
http://www.mansionschools.com/sportime-classroom-ball-pack-401054-physical-education-ball-bags-carts.html
The photo above is an example of the equipment that can be modified. Different balls that can be used in a variety of activities to meet the needs of each individual student.
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MODIFICATIONS
"Modifications are changes made in the age-appropriate grade-level expectations for a subject or course in order to meet a student’s learning need" (IEP, 2004, p. 25). HPE can be modified in: > Equipment
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ACCOMMODATIONS
"The term accommodations is used to refer to the special teaching and assessment strategies, human supports, and/or individualized equipment required to enable a student to learn and to demonstrate learning. Accommodations do not alter the provincial curriculum expectations for the grade" (IEP, 2004, p.25). HPE can be accommodated in: > Instructions
(HPE Ontario Curriculum, 2015, p. 59)
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The following video is an example of accommodating your instructions. Instead of only providing students with verbal instructions, some students may need a visual component to the instructions as well.
When I taught Physical Education in my second practicum, we would always watch a video of the activity, and then head down to the gym and begin as soon as everyone was ready. Throughout the game, I would modify or clarify any rules of the games. |
The following chart describes modifications that specific disabilities or conditions may need and also includes examples of the modifications:
(Pangrazi & Gibbons, 2009)
Consider the Following Questions
(Lieberman & Houston-Wilson, 2009, p.66)
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http://www.efds.co.uk/resources/sainsbury_s_active_kids_for_all
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GUIDELINES FOR MEETING SPECIAL NEEDS IN HPE
- Focus instruction on what the student is able to do rather than on his or her disability or special education needs.
- Consult with the student about his or her needs and about choosing strategies that will help him or her feel comfortable and included.
- Approach each situation on an individual basis, in consultation with the special education teacher and/or support systems and agencies, making individual adaptations in response to the student’s needs, and requirements outlined in the IEP.
- Make adjustments only when necessary and consider adjustments to be temporary and fluid. Continue to make accommodations and modifications as needed.
- Break down new skills and focus on building each skill in a structured progression.
- Be fair to all participants and avoid drawing attention to accommodations or modifications that are provided for individual students.
- Make sure appropriate equipment is available, and use specialized equipment, such as balls of appropriate sizes, colours, weights, and/or textures, when necessary.
- Adjust the rules of activities to increase students’ chances of success while retaining a suitable level of challenge (e.g., by increasing the number of tries/ attempts allowed, making a target bigger or bringing it closer, adjusting the size of the playing area, varying the tempo of the music, lengthening or shortening the playing time).
- Give verbal cues or prompts.
- Have a partner provide assistance.
- Consider what accommodations, adjustments, or special guidelines may be required to assist students in understanding social rules and codes of conduct in a variety of spaces, and in coping with change room routines, transitions between activities, and moving to and from the gymnasium.
(HPE Ontario Curriculum, 2015, p. 60-61).
From (Daily Physical Activities in Schools, 2006, p.15)
Resources for an Inclusive HPE
OPHEA - Creating Positive Learning Environments
http://teachingtools.ophea.net/activities/opheas-early-learning-resource/creating-positive-learning-environments
OPHEA - Instructional Approaches and Differentiated Instruction
http://teachingtools.ophea.net/activities/opheas-early-learning-resource/instructional-approaches-and-differentiated-instruction
OPHEA - Providing Inclusive Environments
http://teachingtools.ophea.net/activities/opheas-early-learning-resource/providing-inclusive-environments
The Individual Education Plan - A Resource guide
http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/iepresguid.pdf
http://teachingtools.ophea.net/activities/opheas-early-learning-resource/creating-positive-learning-environments
OPHEA - Instructional Approaches and Differentiated Instruction
http://teachingtools.ophea.net/activities/opheas-early-learning-resource/instructional-approaches-and-differentiated-instruction
OPHEA - Providing Inclusive Environments
http://teachingtools.ophea.net/activities/opheas-early-learning-resource/providing-inclusive-environments
The Individual Education Plan - A Resource guide
http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/iepresguid.pdf
REFERENCES
Lieberman, L. J., & Houston-Wilson, C. (2009). Strategies for inclusion. Windsor, ON: Human Kinetics.
Mueller, J. (2011). Inclusive health and physical education instruction. EU423. Lecture conducted from , Waterloo.
Ontario Ministry of Education and Training. (2006). Daily physical activity in schools grades 4-6. ON: Queen’s Printer http://www.edugov.on.cs/eng/teachers/dpa4-6.pdf
Ontario Ministry of Education (2004). The Individual Education Plan (IEP): A Resource Guide. Available at: http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/iepresguid.pdf
Ontario Ministry of Education and Training. The Ontario Curriculum, Grades 1-8: Health and Physical Education, 2015 (revised). ON: Queen’s Printer.
Pangrazi, R. P., & Gibbons, S. L. (2009). Dynamic physical education for elementary school children. Toronto: Pearson Allyn & Bacon.
Lieberman, L. J., & Houston-Wilson, C. (2009). Strategies for inclusion. Windsor, ON: Human Kinetics.
Mueller, J. (2011). Inclusive health and physical education instruction. EU423. Lecture conducted from , Waterloo.
Ontario Ministry of Education and Training. (2006). Daily physical activity in schools grades 4-6. ON: Queen’s Printer http://www.edugov.on.cs/eng/teachers/dpa4-6.pdf
Ontario Ministry of Education (2004). The Individual Education Plan (IEP): A Resource Guide. Available at: http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/iepresguid.pdf
Ontario Ministry of Education and Training. The Ontario Curriculum, Grades 1-8: Health and Physical Education, 2015 (revised). ON: Queen’s Printer.
Pangrazi, R. P., & Gibbons, S. L. (2009). Dynamic physical education for elementary school children. Toronto: Pearson Allyn & Bacon.