INCLUDING DISABLED PUPILS IN PHYSICAL EDUCATION
Around two thirds of all young people who have statements of special educational needs attend mainstream schools. An
increasingly significant number of these pupils will present teachers with challenges when physical activity sessions are
planned and implemented.
Appropriate provision should be made for pupils to enable them to be included and participate in physical education lessons.
The Inclusion Spectrum
In 2007 the Inclusion Spectrum was updated and has been an adopted concept since 1999 within the education field at
primary and secondary levels. This principal can be used to develop a range of games and sporting activities.
The Inclusion Spectrum is an activity-centred approach to the inclusion of pupils who have different abilities in physical
education games programmes. In a games or physical activity context, inclusion can be achieved by changing the
environment of the activity, or the way in which the activity is presented.
The Inclusion Spectrum provides deliverers of PE and sport with options and different methods of delivery. By delivering
activities differently we can balance different needs within the group. This avoids the situation where more able pupils
benefit at the expense of those whose skills are still developing.
Everyone doing the same
Task but with changes to
rules, area or equipment
Everyone doing the
same, without
adaption or
modification
OPEN ACTIVITY
A group of
pupils play
separately,
e.g
preparing
for a
disability
sport
event
SEPARATE
ACTIVITY
MODIFIED ACTIVITY
INCLUSION
SPECTRUM
DISABILITY SPORT
ACTIVITY
“Reverse integration” non
disabled people take part in
disability sport activities
PARRALLEL
ACTIVITY
Everyone
Plays the
same game
but different
groups play
the game in
different
ways and at
different
levels
Open
A simple activity based on what the entire group can do with little or no modifications.
Modified
Everyone does the same activity with adaptations to challenge and support all abilities.
Parallel
Participants are grouped according to ability - each do the same activity but at appropriate levels.
Separate
An individual or group Disability Sport – aspects of physical activity based on disability sport programmes can be included in
all approaches – provides specific opportunities for disabled pupils and a new challenge for non-disabled pupils - ‘reverse
integration’. do a purposefully planned different activity
STEPS
To support the Inclusion Spectrum it is useful to consider the following principals:
Space — Change the space; make it bigger / smaller / lower / higher / zone it
Task — Change the task; faster / slower / roll or bounce / walk / run / pairs / position / rules of the game
Equipment — Change the equipment; size / weight / shape / colour / texture / dry / wet
People — Change the people; size of team/ mixed gender/ mixed ability/ mixed mobility
Safety — Never change the safety issues.
Every child matters
The Government's aim is for every child, whatever their background or circumstance, to have the support they need in
order to:
-
Be healthy
Stay safe
Enjoy and achieve
Make a positive contribution
Achieve economic well-being
This means that organisations involved with providing services to children, whether hospitals, schools, the police or
voluntary groups will be teaming up in new ways, sharing information and working together.
By using this resource children can learn new ways to stay healthy and achieve sporting excellence, whatever their level of
ability. Working through the activities will help young people to make a positive contribution to society and build towards a
better tomorrow.
http://www.everychildmatters.gov.uk/
Gifted and Talented
Playground to Podium
Go to
www.youthsporttrust.org
OPEN ACTIVITIES
Open Activities are possible when everyone in the group is able to participate with minimal adaptation or modification.
For example:



Warm ups
Individual skill development
Cool downs.
PROS
A great way to introduce sport
CONS
Skills not extended for some pupils
Everybody is participating
Too easy if used too often
No differences highlighted
Fun, fast and easy to organise
The following examples illustrate inclusive warm ups, although modifications to promote inclusion are also given.
Example: Warm up/Travelling
Preparing children for a practical session/different approaches to travelling and moving
Run, Jump, Hop – Number Game
Aim: to explore alternative ways of travelling and moving in movement warm up.
Ask the group to move around the playing area in a way they like( walk or move slowly, jog or move quickly)., Then ask them
to try and move in as many different ways as they can eg. More slowly, more quickly, change direction, move sideways etc.
Most pupils will be able to express themselves through movement. However many children may have restricted movement
vocabulary.
Ask them to move round the room whenever they like. Tell them that they will have to perform a simple movement skill
whenever they hear a certain number.
Choose a different activity for numbers 1 to 5.
The movements chosen must be able to have modifications for pupils with a disability i.e. a movement involving lower limbs
may also be performed in a similar way arms. Pupils in wheelchairs may use equipment to perform balance skills
Game: Beep – Beep warm up
Aim: to help children to recognize the boundaries o playing area, and make them aware of the movement capabilities of
others in the group.
The children move around using all available space within the grid. Whenever they reach a boundary o the area, they shout
Beep – Beep and change direction. Gradually reduce size of grid. Introduce markers to go around possibly simulating driving
a car.
Game – Revisiting Parachute Activities
Example of a parachute game:
Mushroom

All together on signal, raise arms, walk forward 2 paces as parachute flies in the shape of a mushroom
This section deals with small games and fun games that are inclusive in nature. These games are good for promoting inclusion
and show some generic teaching points when beginning to work with a widely different group of people. These games work
with most groups.
Game 1
Equipment:
Cone Knock Down
Lots of Cones
Divide the group into 2 teams – with wheelchair users (especially electric wheelchair users) all in 1 team. Spread the cones
around the playing area. Stand up half of the cones at random, leave the others down. The wheelchair/ less mobile group
have to knock down as many cones as they can in 1/2/3 minutes while 2nd group around putting them back up! Winners are
declared by counting up after whistle. Plastic markers can be used if everyone can reach the floor.
Game 2
Equipment
Snowball Fight
A net and lots of soft balls
Split the group in half on each side of the net with 2/3 balls each. On the whistle everybody sends the balls over side of the
net and keeps going for a set period of time (1-3 minutes). When the whistle blows again, whichever side has the least
amount of balls wins.




Use chute if throwing action s difficult. Chute can go under the net.
Vary method of throwing action
Consider size of paying area
Play without a net – use a throwing line or each team. Count up balls behind each throwing line at the whistle.
Game 3 Trap it
All the players dribble a ball (with hand, foot or castor/front wheels) a designated distance eg between 2 lines towards the
teacher. Each time the teacher shouts 1,2,3 they turn round and face the group who have to be still (similar to “What time
is it Mr wolf”) If anyone continues to move, or fails to control the ball, they are sent to the start.
Game 4 Fruit Basket
The group is divided into 2 equal teams with each player having an opposite number who has similar mobility/ability
Each pair has a number, letter, name of a chocalate bar or the name of a fruit.
Rules & Procedures
The teams can stand in line facing each other, in single file relay formation. Team A opposes Team B and each player always
competes in a race against their opposite player by racing to the top of the line behind all their players and back up the line
to their original place.
The race can consist of anything.
No Equipment
running/pushing
Slalom in and out of players
Slapping each other on the hand (High 5) as they pass
5 star jump/to touches by each player
Sport Specific
eg Basketball
Holding ball: dribbling ball; passing ball to each player
Obstacle
Carrying a bean bag on the head
Knock ball of cone at the end
Knock over 6 cones – rolling ball etc
Tips
This game allows the teacher to offer a one to one competitive situation to everyone regardless of level of ability
Some Practical Tips for Open Activities
Warming up – use general instructions that the whole group can respond to at their own level. The use of inclusive language
itself can open up an activity.
Continuous Activity
Where activity is continuous individual differences are much less noticeable and often not apparent
1 V 1 Competition
If competition between 2 pupils who are similar ability it becomes fairer and extends individuals.
Exercise Tolerance
Begin by alternating ‘active’ and ‘passive’ activities until the exercise tolerance of individuals is assessed.
Groupings
Gradually increase interaction eg pupils working on their own (individual skills): working with a partner eg sending and
receiving: small groups for co-operation and competition. Use ability groups. Adjust numbers in groups to balance outcomes.
Safety and Confidence Explore including rather than excluding on spurious medical grounds, initially by consulting with
parents and carers, medical and physiotherapy staff and importantly with disabled pupils themselves. REMEMBER MOST
PUPILS WILL BE ABLE TO DO MOST THINGS, MOST OF THE TIME.
MODIFIED ACTIVITIES
If an activity is modified then more players can be included and participate at a level appropriate to their ability.
Some of the Modification principles:
EQUIPMENT
SPACE
RULES
SPEED
INTERACTION
POSITION
Modified Activities are used when changes are made to the game or activity to promote inclusion.
Modifying Activities
Equipment
size: weight: texture: shape: colour: length of handle
Space
level (height): adaptation of playing area eg more space gives more reaction time: length / height of barrier:
distance travelled: use of zone playing area.
Rules
Simplify game: rotate roles: allocate specific roles: change rule to aid inclusion: allow more lives for some pupils:
flexibility: try different ways of playing.
Speed
Vary speed (slower / faster) eg roll or bounce ball instead of throw: make ball still (use a tee)
Interaction
Paring / grouping according to ability: vary team members
PROS
Each pupil stretched in skills
CONS
Can present organisational problems
Each pupil gains a level of success
May need a lot of equipment
Differences acknowledged not ignored
Differences highlighted
PARALLEL ACTIVITIES
Parallel activities happen when everyone plays the same game, but “in their own way” e.g.



Standing or seated
In ability groupings
Playing a specific role within a game, eg feeder, shooter.
Example: Badminton
Using a balloon, balloon ball, or slow moving beach ball, players strike the ball back to the feeder with flat hand, bat or
racket, or glove-bat if required.
Feeder
SKILL CONTINUUM
Every sill or game can be placed in a ladder of continuum, which gives the coach a variety of ways of enabling people at
different levels. The bowling and striking of a ball have many different access points.
BAT
BALL
ACTION
Baseball bat
Softball
Overarm (bounce)
Softball bat
Rounders Ball
Underarm (bounce)
Rounders Bat
Tennis Ball
Roll
Flat rounders bat
Airflow ball
Static (off a tee)
Kwik Cricket bat
Foam Ball
Static (on the ground)
Tennis racket
Wind ball
Overarm (fast)
Short Tennis racket
Pink volleyball
Underarm (fast)
Padda bat
Foam ball (large)
Hand zone/glove bat
Beach Ball
Hand or foot
Baseball
Ball with belt
A parallel approach is an extension of modification and presents different activities at different levels. but with a common
theme. For example there may be 3 invasion games happening in the area simultaneously:
1.
5 V 5 traditional game
2.
5 V 5 simple rules, easier equipment
3.
5 V 5 static invasion game e.g seated hockey.
OR
Pupils may access the same game in different ways. e.g Some players playing volleyball from a seated position while others
from a standing position.
PROS
Pupils can access a game at an appropriate level.
CONS
Supervision may be difficult.
Progression available for pupils within games
Disabled pupils could be grouped together and may
need a lot of equipment.
Can include recognised disability sports
DISABILITY SPORT ACIVITIES
When a group of non- disabled pupils take part in an activity that has a disability sport focus, this ‘reverse integration’ as an
included activity.
Examples of disability Sports are:
Boccia - Bowls type game.
Table Cricket
Poly Bat
Seated volleyball
Goalball
Table Hockey
Floor Lacrosse
Zone Hockey
See TOP SPORTABILITY – RESOURCE CARDS
resource
Please contact
crylander@khs.rac.sch.uk
for this
A group of non disabled pupils are introduced to an activity which focuses on a specific sport played by disabled people. E.g.
everyone plays either seated volleyball, boccia or goalball
PROS
Raises profile of sports played by disabled pupils.
CONS
May fail to extend some pupils.
Interesting and new experience.
Can highlight differences.
Can enable disabled pupils to shine in their sport.
No exit routes for non-disabled pupils
Legitimises sport played by disabled people in the
eyes of non disabled pupils
SEPARATE ACTIVITIES
Separate Activities is a disabled pupils participating in meaningful preparation. practice for a competitive activity.
Or
when it is more appropriate that the young disabled pupil work individually on a more appropriate activity to the rest of the
group. E.g. Rest of the group playing Rugby outside in inclement weather.
A pupil or group, are taught seperately from the rest of the class. Either in a different place or on a different
sport/activity.
PROS
May remove a pupil from an appropriate activity
CONS
Used as ‘cop out’ by staff.
Used to build pupil’s confidence
Disabled pupils feel excluded
Increases options
Disabled pupi;s feel les valued
If the pupil is very different in ability may be able
to increase pace of the rest of the group.
May not be a line with National Curriculum
Opportunity to train for a disability sport event.
FOR PRACTICAL FOR INCLUDING DISABLED PUPILS IN PHYSICAL
EDUCATION IN PRIMARY AND SECONDARY SCHOOLS PLEASE CONTACT
Carolyn Rylander
Inclusion SSCo
Redcar and Eston SSP
crylander@khs.rac.sch.uk or tel 01642 483009
Other useful contacts are:
English Federation of Disability Sport - www.efds.co.uk
Youth Sport Trust – www.youthsporttrust.org and www.youthsportdirect.org for resources
www.preprimary.co.uk
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