Schoonover,+Tiffany+Inclusion+strategies+for+physical+education

Something interesting about me. I grew up here in Ashland, Oregon in the mountains near Howard Prairie Lake. I have been a country girl my whole life. When I was 5 I had a pet chicken named fluffy that used to run up the driveway when the bus dropped me off. I currently have 3 horses, a dog and 3 cats. Someday I hope to have a farm of my own. I graduated high school from Ashland High School; I then attended 4 years at Southern Oregon University getting my undergrad in Health and Physical education with a minor in psychology. I then decided to get my master's in Health and Physical Education so here I am. What brings me joy? Lots of things!! I am an animal person, so I spend a lot of time with my animals. I am currently training my 5 year old quarter horse named H. He is a ball of fire. I also enjoy coaching and playing ice hockey. I have been playing since I was 10 years old, and coaching since I was 14. I am currently coaching South Medford's High School co-ed team. We are rocking' so far this year. Greatest Fear? My greatest fear is getting through this program and having my masters and teaching certificate, and not able to get a job anywhere. I don’t want to live pay check to pay check. Ready to make some money. Difficult to learn? I have not had a lot of trouble learning; I used to have test anxiety really bad and would freeze up during tests. But I slowly over came that in different ways. I know how hard it is to struggle I can’t even imagine for the children with learning differences, I’m sure it could be a similar experience, I believe I have the patience and understanding that I can help children that struggle if needed.What I want to gain from this course? I want to learn the best ways on how to work with children with learning differences, to make my classroom more adaptable for them.

Inclusion Strategies for Physical Education  Introduction:

As a Health and physical educator I feel it is very important for all individuals to learn the importance of stay healthy and physically fit. P.E is a requirement for students to graduate. However there is wide divese population of students that come through the classroom. A teacher needs to understand how to teach to the abilities of the students.

I chose the topic of Inclusion strategies for physical eduction to help me better understand how to teach the students that come into my class. I want all the students to actively participate as much as possible. I know we all have different ahtletic and learning abilities. I wanted to research how I can adapt my classroom to the needs of my students with disabilites. This is a hard to do in a classroom of30- 50+ students. So there is always going to be a challenge not only for the student, but also for me. THis research has helped me better undertsand different way to adapt/modify my lessons to best fit the needs of the students.


 * Top 5 things I learned from doing the project **:


 * 1) There are a lot of resources that help teach students with disabilities. These books help show me the different ways to modify my lessons to help my students be physically active.


 * 1) How to adapt the curriculum:

Larger/lighter batUse of VelcroLarger goal/targetMark positions on playing fieldLower goal/targetScoops for catchingVary balls (size, weight, color, texture)
 * **__Equipment __**:

Demonstrate/model activityPartner assistedDisregard time limitsOral promptmore space between studentsEliminate outs/strike-outsAllow ball to remain stationaryAllow batter to sit in chairPlace student with disability near teacher
 * **__Rules Prompts, Cues: __**

Decrease distanceUse well-defined boundariesSimplify patternsAdapt playing area (smaller, obstacles removed)
 * **__Boundary/Playing Field: __**

Change loco motor patternsModify graspsModify body positionsReduce number of actionsUse different body parts
 * **__<span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Actions: __**

<span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Vary the tempoSlow the activity paceLengthen the timeShorten the timeProvide frequent rest periods
 * **__<span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Time: __**

<span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Simplify/reduce the number of stepsUse two hands instead of oneRemain in stationary positionUse a rampUse a partnerGive continuous verbal cues
 * **__<span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Bowling __**

<span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Use various size balls (size, weight, texture, color)Allow travellingAllow two hand dribble Disregard three second lane violationUse larger/lower goalSlow the pace, especially when first learningIf student uses wheelchair, allow him to hold ball on his lap while pushing wheelchairUse beeper ball, radio under basket for individual with visual impairment
 * **__<span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Basketball __**

<span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Use a club with a larger headUse shorter/lighter clubUse colored/larger ballsPractice without a ballUse tee for all shotsShorten distance to hole
 * **__<span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Golf __**

<span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Use walking instead of runningHave well defined boundariesReduce playing areaPlay six-a-side soccerIf student uses a wheelchair, allow him to hold ball on his lap while pushing the wheelchairUse a deflated ball, nerf ball, beeper ball, brightly colored ballUse a target that makes noise when hit
 * **__<span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Soccer __**

<span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Use Velcro balls and mittsUse larger or smaller batsUse a batting teeReduce the base distancesUse IncrediballsShorten the pitching distanceIf individual is in wheelchair, allow them to push ball off ramp, off lap, or from teeUse beeper ballsProvide a peer to assistPlayers without disabilities play regular depth defense Students without disabilities count to ten before tagging out person with disability
 * **__<span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Softball __**

<span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Use larger, lighter, softer, bright colored ballsAllow players to catch ball instead of volleyingAllow student to self-toss and set ballLower the netReduce the playing courtStand closer to net on serveAllow ball to bounce firstHold ball and have student hit it
 * **__<span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Volleyball __**

<span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Use larger, lighter ballsUse shorter, lighter racquetsUse larger head racquetsSlow down the ballLower the net or do not use a netUse brightly colored ballsHit ball off teeAllow a drop serveStand closer to net on serveDo not use service courtUse a peer for assistance
 * **__<span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Tennis __**

<span style="color: #333333; font-family: "Tahoma","sans-serif"; font-size: 16px;">1. Consult with parents and specialized support staff.2. Do not require students to do activities they are not capable of.3. Don't have student selections for teams and games that will leave the special <span style="color: #333333; font-family: "Tahoma","sans-serif"; font-size: 16px;">needs child the last to be selected.4. Whenever possible, create tasks that the child with a handicap is <span style="color: #333333; font-family: "Tahoma","sans-serif"; font-size: 16px;">capable of performing, this helps self-respect.5. There are a wealth of resources online and with associations concerned <span style="color: #333333; font-family: "Tahoma","sans-serif"; font-size: 16px;">with exceptional children. Search out these resources. <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Needs: Can cover ½-2/3 of the distance covered during class as his/her peers
 * 1) **<span style="color: #333333; font-family: "Tahoma","sans-serif"; font-size: 16px;">Helpful Suggestions **
 * 1) **<span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Function: **<span style="font-family: "Tahoma","sans-serif"; font-size: 16px;"> Low physical fitness

<span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Approach taken by instructor for all students
 * <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">When the class is running around the cones set on the perimeter of the gym, set a group of 4 cones in a smaller circle inside the gym
 * <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Run/Walk for time and not distance
 * <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Have some students play just offense or just defense in games
 * <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Set up fitness stations with several levels to accommodate all learners.

<span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Needs: Has difficulty during kicking, throwing, or balance activities <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Approach taken by instructor for all students
 * <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Function **<span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">: balance difficulties
 * <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Set up kicking, throwing, or balance beam next to wall
 * <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Allowsome children to throw or kick from sitting
 * <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Work on throwing and balance in the pool

<span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Needs: Difficulty catching objects thrown from 10 feet or more <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Approach taken by instructor for all students
 * <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Function **<span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">: slow hand- eye coordination
 * <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Use balloons or beach balls for catching
 * <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Set up stations incorporating a ball on a string
 * <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Have students catch a ball rolling down a ramp or a chute
 * <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Use bounce pass and say the student’s name first

<span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Needs: Limited ability to bend, stretch and touch toes which inhibits activities such as kicking, jumping or tumbling. <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Approach taken by instructor for all students
 * <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Function **<span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">: Minimal low back flexibility
 * <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Infuse more stretching throughout the classes
 * <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Kick a larger ball
 * <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Jump using a wall or an incline surface
 * <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Tumble on an incline mat


 * 1) **<span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">How to teach the blind: **

<span style="font-family: "Tahoma","sans-serif"; font-size: 16px;"> Go from less difficult to more difficult skills and breakdown skills into their component parts. (Example: Catching a ball: Bounce the student the ball a short distance away. Gradually increase the distance, but eliminate the bounce. Then increase the distance again.) <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;"> Limit playing space-this allows for greater involvement for the impaired child without greatly changing the experience for the sighted participants. <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;"> Slow the action - use a balloon instead of a ball. <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;"> Use larger or smaller playing objects. They can be seen better by the student. Also, targets can moved closer or made larger. <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;"> Use proper lighting and color contrast. A ball can be taped with bright yellow tape to contrast with the floor and walls. Color tape can be used to mark the playing areas on the floor or walls. <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;"> Tag games-use bells on the person who is "It".


 * <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Top Resource: **


 * 1) <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Manross, M. (2011, January 1). //PE central: Adapted physical education//. Retrieved from [|__http://www.pecentral.org/adapted/adaptedactivities.html__]

<span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">This Website helps physical educators find lesson plans for the unit they wish to teach. It does not have lesson for everyday of the unit step by step, but it has activities that can help teachers if they are stumped about a topic or lesson. This is a great resource for any different age levels. This website not only has lesson plans for P.E but also for health.

<span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Rating: 5 of 5


 * <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Other Resources **

//<span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Inclusion in Physical Education // <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;"> is a practical, easy-to-use guide filled with inclusion strategies that focus on developing the physical and social skills and fitness of students with disabilities. And these strategies do not involve extended planning or setup time or extra equipment. <span style="color: #000000; font-family: "Tahoma","sans-serif"; font-size: 16px;"> //Inclusion in Physical Education// is divided into chapters according to specific disabilities, thus helping you immediately find the information you need as well as the basic characteristics and expected behaviors of children with each type of disability. Rouse offers chapters on inclusion for students with these conditions: <span style="color: #000000; font-family: "Tahoma","sans-serif"; font-size: 16px;">Rating: 5 of 5
 * 1) <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Rouse, P. (2009). //Inclusion in Physical Education//. New York: Human Kinetics.
 * <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Autism disorder
 * <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Limited use of limbs, requiring wheelchair use
 * <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Intellectual disabilities
 * <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Cerebral palsy and other orthopedic impairments
 * <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Visual and hearing impairments

//<span style="color: #000000; font-family: "Tahoma","sans-serif";">Physical Activities for Young People With Severe Disabilities //<span style="color: #000000; font-family: "Tahoma","sans-serif";">will help you provide high-quality physical education for students with cerebral palsy, spina bifida, and other orthopedic impairments that inhibit their ability to function physically. This compact book benefits physical activity for people with disabilities and that you can use to support your adapted program, and safety tips and teaching strategies for working with students with disabilities. The activities are easy to set up and conduct in a variety of environments, from the gym to the classroom to the outdoors. Activities are organized by the primary area of skill or fitness to help students with the following: balance and flexibility, muscular strength and cardiorespiratory endurance, coordination, and moving in space. <span style="color: #000000; font-family: "Tahoma","sans-serif";">Rating: 5 of 5 <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">This book //Teaching disability sport-2nd edition: A guide for physical educators// allows teachers to have access to 150 different games for 7 disability sports. This helps the teacher implement high and low levels of functioning students with disabilities, into physical education. This book is useful because the games are implemented to include students with and without disabilities, and still have fun enjoying the game. <span style="color: #000000; font-family: "Tahoma","sans-serif"; font-size: 16px;">Rating: 5 of 5
 * 1) <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Canalas, L., & Lytle, R. (2011). //Physical activities for young people with severe disabilities.// New York: Human Kinetics.
 * 1) <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Davis, R. (2010). //Teaching disability sport-2nd edition: A guide for physical educators//. New York: Human Kinetics


 * 1) <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Watson, S. (2004). //Physical education for special need students//. Retrieved from [|__http://specialed.about.com/od/teacherstrategies/a/phe.htm__]

<span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">This website has good general information on how to talk to students with disabilities in the classroom, and what the best ways to integrate them into the classroom activities so they are learning and having a good time with their peers. This has lots of helpful suggestions for teachers to modify the activities.

<span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Rating: 5 of 5


 * 1) <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Ellis, K., Lieberman, L., & LeRoux, D. (2009, November 04). //Using differentiated instruction in physical education//. Retrieved from http://www.aph.org/pe/art_ellis.html

<span style="color: #000000; font-family: "Tahoma","sans-serif"; font-size: 16px;">The purpose of this website is for Inclusion on-line resource is to provide physical activity leaders with a tool that will help them include individuals with disabilities in a wide variety of physical activity and sport programs. The primary focus of this resource is to identify general concepts, strategies and practical approaches that can be useful in planning and leading inclusive physical activity situations. Talks about knowing the learners, assessing the learner, in aspects of following the no child left behind act.

<span style="color: #000000; font-family: "Tahoma","sans-serif"; font-size: 16px;">Rating: 4 of 5


 * 1) <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Watson, S. (2012,). //Physically handicapped students//. Retrieved from [|__http://specialed.about.com/od/physicaldisabilities/a/physical.htm__]

<span style="color: #333333; font-family: "Tahoma","sans-serif"; font-size: 16px;">Physically handicapped children want to succeed and participate as much as they can and this needs to be encouraged and fostered by the teacher. The focus needs to be on what the child CAN do - not can't do. This site helps make suggestions on how to work with these students.

<span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Rating: 3 of 5


 * 1) <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Scott, P. (2012). //Instructional strategies//. Retrieved from [|__http://www.perkins.org/resources/scout/education/phys-ed-and-sports/instructional-strategies.html__]

<span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">This section offers practical information on physical education for students who are blind and visually impaired, including instructional strategies, suggested activities, adaptations, and general considerations.

<span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Rating: 3 of 5


 * 1) <span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Letcher, K. (2010). //Adapted physical education for the blind and visually impaired//. Retrieved from [|__http://www.obs.org/page.php?ITEM=39__]

<span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">This is an article that talks about the process that a blind person experiences. This also discusses the information needed to help teach physical education to the blind easily. There is lots of good information about what different techniques can be made in different types of lesson, so the blind students can participate in the activity.

<span style="font-family: "Tahoma","sans-serif"; font-size: 16px;">Rating: 3 of 5

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