Designing physical activities for every child

Inclusion in Preschool

Source: http://inclusionstrategies.wikispaces.com/file/view/inclusion_symbol.gif/240150517/800x387/inclusion_symbol.gif
What is Inclusion?
Inclusion: believing all children are different (including in their physical development) and
should not be excluded from education based on any differences

Accepting, destigmatizing and celebrating differences

Inclusion for teachers: addressing and responding to the diversity of needs of learners
through enabling participation in learning, cultures, and communities and removing
barriers to enable each learner to achieve the maximum benefit from his/her
attendance at school (National Council for Special Education, Ireland)
Aims of Inclusive Physical Education (IPE)
Everyone participates fully and everyone benefits
The goal is to have students participate in activities where all students can
learn and be successful. (PE Central)

Children with disabilities are often excluded from physical activities

Physical activity is 4.5 times lower for children and youth with disabilities
compared to their peers without disabilities. (President's Council on
Fitness, Sports and Nutrition)
Early childhood development preparing for LIFE
the major purpose of physical education is to help students become
active, efficient, and healthy movers. (Block, 2000)
Adapting for Differences
In order to include we must adapt
Adapted Physical Activity means modifying the instructions, rules, curriculum,
environment and equipment with the aim of full inclusion and participation
Inclusion not dependent on childrens abilities but our ability to adapt activities!

"You can modify any game to include anyone, accommodating a wide spectrum of
abilities, interests, needs, and resources." Morris and Stiehl, Changing Kids'
Games, 1999, 1

Children with disabilities need to be full participants (not bystanders and

scorekeepers)
Why?
Inclusion is linked to having a
child-centred pedagogy
(UNESCO, 1994, p.7)
Involves moving away from one
size fits all to a holistic,
developmentally appropriate
approach
Curriculum adapted to ALL
childrens natural learning pace UNESCO Chair for
and needs, ensuring higher levels Adaptive Physical
Activity
of achievement for ALL children
How?
Removing barriers
attitudinal, social and
physical access barriers
(National Disabilities
Association Ireland)
Teamwork (Collaboration
and cooperation with
stakeholders)
Differentiation
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T.R.E.E. Model

Physical disabilities
Teaching style Autism spectrum disorders
Hearing impairments
Rules (of the game) Visual impairments
Learning difficulties
Equipment Intellectual difficulties

Environment Brain injuries

Teaching Style
A teacher that is prepared to think outside the box and make
adaptions for their physical activity learning while also understanding
the students needs will result in a more enthusiastic student who
wants to and believes they can participate (Neilson, 2005)

Short+Sweet Instruction
Position Visual Aids
Instructions Checking

Hands-on
Demonstrations Buddy System
Practice
Rules
(http://inclusivesportdesign.com/resources/how-to-adapt-and-modify-your-sport-activities-to-include-all/)

allow for more bounces, steps or hits

reduce the number of players on a team to increase the chances of
getting involved
increase the number of players on a team to decrease the amount of
activity required by each player
more frequent substitutions
modify the distances
reduce or remove competitive elements such as scoring
 Sitting Volleyball

Source: http://www.volleyballbc.org/wp-content/uploads/2015/03/Sitting-vball-women2-photo-Derek-Stevens.jpg
Environment
(http://inclusivesportdesign.com/resources/how-to-adapt-and-modify-your-sport-activities-to-include-all/)

reducing or increasing the size of the playing area

implement zones within the playing area
reduce net, hoop or goal height and width
using a smooth surface such as an indoor court
limit distractions in the surrounding area such as loud music,
unnecessary equipment or other activities
Equipment
(http://inclusivesportdesign.com/resources/how-to-adapt-and-modify-your-sport-activities-to-include-all/)

change the size

change the weight
change the colour
change the length
change the way you use it
use balls that bounce less or
float more
use equipment that contrasts
with the area of play
Adapting throwing and catching games
Focus on one skill at a time
Stationary vs. locomotive
Children who have difficulty catching can use a scoop
Hearing impairment: all children stand in a circle. The child
holding the ball makes eye contact before throwing the ball
to another child
Physical impairment: children sit or stand in two rows facing
each other and throw ball back and forth between partners,
increasing the distance gradually
Visual impairment: use a large ball in a contrasting colour
Children lie down on the ground, throwing and catching a
bean bag
Summary
Focus on what children can do
Accommodate a wide range of abilities
Plan options/adaptations i.e. varying levels of difficulty
Ensure that each child is able to grow/develop/learn at his/her own pace
and is appropriately challenged
Encourage children to interact with and learn from one another
Plan how you will demonstrate activities and skills. Allow children time to
practice skills
Be intentional about the set-up and environment. Minimise distractions
?
Modifications
(http://www.sparkpe.org/blog/how-to-make-your-physical-education-class-more-inclusive/)

Let partners/peers assist

Eliminate time limits
Allow balls to be stationary
Modify the purpose of the activity
Use models to show the activity
Reduce number of players per team
Slow the pace of the activity
Provide rest periods as needed
Define boundaries clearly
Modify the activity area
Use a variety of sizes, weights, densities of
toss/catchables
Make lower/larger goals
Use lighter equipment
Provide balance support
General Adaptations
(Stopka, 1996)

Equipment: Rules Prompts, Cues:

Larger/lighter bat Demonstrate/model activity
Use of velcro Partner assisted
Larger goal/target Disregard time limits
Mark positions on playing field Oral prompt
Lower goal/target More space between students
Scoops for catching Eliminate outs/strike-outs
Vary balls (size, weight, color, texture) Allow ball to remain stationary
Allow batter to sit in chair
Place student with disability near teacher
Boundary/Playing Field: Actions:
Decrease distance Change locomotor patterns
Use well-defined boundaries Modify grasps
Simplify patterns Modify body positions
Adapt playing area (smaller, obstacles removed) Reduce number of actions
Use different body parts
Time:
Vary the tempo
Slow the activity pace
Lengthen the time
Shorten the time
Provide frequent rest periods