Inclusion Pedagogy:
Understanding
Constraints to
Differentiated Instruction
Thomas E. Moran, Ph.D., CAPE
James Madison University
Andrea R. Taliaferro, Ph.D., CAPE
West Virginia University
What are your Unique
Characteristic?
Greatest Characteristic?
Greatest Challenge?
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Make Up of Your Class
You have 20, 30, 40+ students in
your class
What is the make-up of your class?:
– Athletic (Competent or Proficient)
– Individuals with Disabilities (low)
– Middle of the Road? Everybody Else?
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Who is Everybody Else?
Withdrawn or No problem
Single Parent
ESL or Culture
Low SES or At Risk
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Abused
Obese
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5 E’s to Meeting Needs of All Learners
Engage
Educate
Equip
Empower
Evaluate
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Engage
Reflect on this….
Do you have 2 athletes; 3 students
with documented disabilities; and 20
typical students?
OR
Do you have 25 diverse learners?
– All Good Physical Education is Adapted
Physical Education
Claudine Sherrill
JMU PHETE
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Inclusion Pedagogy
We tell our teachers to be inclusive and
introduce them to the concept of inclusion
(the WHAT)
BUT…Who do I reach??
do we teach them the HOW?
– How to understand constraints all learners face?
– How to apply a developmental process to ensure
the needs of all students are met?
– How to implement strategies to create an inclusive
environment?
– How to apply pedagogical skills to situations to
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benefit all learners
Inclusion Pedagogy
Two Part Process
– Newell’s Model of Constraints
– Developmental Differentiation
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Educate
Newell’s Model of Constraints
Learning Process & Learning Styles
Understanding Sensory Needs
Providing Structure & Consistency
Nuts and Bolts of Disability
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Newell’s Model of Constraints
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Name the Individual, Environmental,
and Task Constraints
Think about TENNIS FOREHAND
– Identify the types of constraints
Individual?
Environmental?
Task?
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Equip
Task Analysis of Skill
Purposeful Differentiation = Success
Learner Needs
– Type of Learner/communication, etc.
Management & Delivery
– Instructional Skills
Addressing Sensory Needs
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Learning Style/
Instructional Preference
Listening to Directions
– Auditory learner?; Feedback?
Teach Me!
– Find a Partner
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Management & Delivery
Three Keys to Delivery:
– Task Analysis & Appropriate Progression
– Clear Purpose – Meaningfulness
– Defined Goal – How many times must I do
this task; Setting individual expectation?
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Developmental Differentiation
Understanding that all students are
at different levels
Creating an age appropriate
developmental sequence to help
students master the skill
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Activities
Striking progression
Fielding and Throwing
Juggling Progression
Dribbling Progression
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Constrain Performance
Environment & Equipment can be
your second teacher
– Structured learning/feedback
Choose a component within your skill
& develop an activity to constrain
their performance
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EMPOWERED?
Are you engaged? – have you bought in?
– How many types of learners do you have?
Are you educated? – do you understand
your learner’s needs/constraints as well
as abilities!
Are you equipped? – Can you address
your student’s needs
– Have strategies to help them be successful?
If you answered YES to all – you are
EMPOWERED
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EMPOWERED?
ARE YOU ON THE ROAD
TO POSSESSING the
tools to meet the
needs of 25 diverse
learners?
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Evaluate
What do I still need in my toolbox?
How can I better help my
peer(s)/student(s)?
Can I manipulate the task or the
environment to help my student(s)
be more successful
– Because I CANNOT CHANGE THE
LEARNER!!!
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THANK YOU
"Regardless of your ability or
disability we all face challenges
in life. One can see them as
hurdles or barriers. Barriers are
designed to hold people
back. Hurdles are made to jump
over. The choice is yours JMU PHETE
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Contact Information
Thomas Moran – JMU
– 540-568-4877 or morante@jmu.edu
Andrea Taliaferro – WVU
– 304-293-0852 or
andrea.taliaferro@mail.wvu.edu
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