from Block, M.E. (2000). A teacher's guide to including students with disabilities in regular physical education (2nd ed). Baltimore: Paul H. Brookes. PREPARATION MODEL FOR THE SUCCESSFUL INCLUSION OF STUDENTS WITH DISABILITIES IN REGULAR PHYSICAL EDUCATION 1. DETERMINE WHAT TO TEACH • determine student's present level of performance • prioritize long term goals and short term instructional objectives 2. ANALYZE THE REGULAR PHYSICAL EDUCATION CURRICULUM • what RPE activities match the student's IEP? • what RPE activities do not match the student's IEP but still seem important for the student? • what RPE activities are inappropriate for a particular student? • what is the teaching style of the regular physical educator? 3. DETERMINE MODIFICATIONS NEEDED IN REGULAR PHYSICAL EDUCATION • how often will student receive instruction? • where will student receive instruction? • how will student be prepared for instruction? • what instruction modifications are needed to elicit desired performance? • what curricular adaptions will be used to enhance performance? • how will performance be assessed? 4. DETERMINE HOW MUCH SUPPORT A STUDENT WITH DISABILITIES NEEDS IN RPE • based on type of activities and abilities (cognitive, affective, and psychomotor) of student • utilize the "continuum of support" model (Block & Krebs, in press) 5. PREPARE REGULAR PHYSICAL EDUCATOR • discuss the amount of support that will be provided • discuss the availability of consultation with APE and special education teacher • explain his/her responsibility is for the entire class, not just the special student • explain that his/her work load should not be increased 6. PREPARE REGULAR EDUCATION STUDENTS • talk about children with disabilities in general • role play various types of disabilities • invite guest speakers with disabilities to your class • if special class, allow students to visit special class and meet student • talk specifically about the student who will be coming to RPE (focus on abilities) • discuss ways regular students can help student with disabilities and RPE teacher 7. PREPARE SUPPORT PERSONNEL • discuss specific student they will be working with • discuss the student's physical education IEP • discuss their responsibilities in RPE • discuss who they can go to if they have questions from Block, M.E. (2000). A teacher's guide to including students with disabilities in regular physical education (2nd ed.). Baltimore: Paul H. Brookes. SAMPLE FORM FOR MAKING INITIAL CURRICULAR DECISIONS Directions: List all of the activities preferred or typically engaged in under the following headings. Scan across the list and place activities that are in more than one column under "Targeted Activities." Student preferences Parents preferences Activities in RPE Neighborhood Activities Played by peers _______________ _______________ _______________ _______________ ____________ _______________ _______________ _______________ _______________ ____________ _______________ _______________ _______________ _______________ ____________ _______________ _______________ _______________ _______________ ____________ _______________ _______________ _______________ _______________ ____________ _______________ _______________ _______________ _______________ ____________ Targeted Activities: 1. _______________ 2. _______________ 3._______________ 4. _______________ Community Leisure Activities from Block, M.E. (2000). A teacher's guide to including students with disabilities in regular physical education (2nd ed). Baltimore: Paul H. Brookes. YEAR PLAN FOR 10TH GRADE PHYSICAL EDUCATION September # Tennis October Q Soccer (works on endurance) November - Volleyball (embed softball skills into activities) December # Wrestling (males) Aerobics (females) January Q Basketball (work on tennis or softball off to side with peer) February # Weight Training March - Field Hockey/Lacrosse (can work on striking, fielding, and catching) April Q Track and Field (work on strength and endurance) May # Softball June Q Golf (work on tennis or softball off to side) Sue's Long Term Goals: 1. 2. 3. 4. improve her cardiorespiratory endurance. develop the skills needed to participate in modified and regulation softball in the community or with Special Olympics. Sue will demonstrate the ability to play doubles tennis with peers at a beginner's level. Sue will develop the skills needed to participate in community-based leisure activities in integrated environments. key: # Q - activity directly matches Sue's IEP goals activity does not directly match, but IEP objectives can be overlapped. activity does not match Sue's IEP goals and is inappropriate for Sue from Block, M.E. (2000). A teacher's guide to including students with disabilities in regular physical education (2nd ed). Baltimore: Paul H. Brookes. DAILY LESSON PLAN (VOLLEYBALL) FOR 10TH GRADE PHYSICAL EDUCATION WITH COMMENTS REGARDING SUE 1. Lockerroom (change into physical education uniform) (approximately 5 minutes) (SUE - NEEDS ASSISTANCE FROM PEERS TO OPEN LOCKER AND TIE SHOES) 2. Squads/Attendance (students sit in squads while attendance is taken) (2 minutes) (SUE CAN FIND SQUAD BY HERSELF) 3. Warm-ups (students are lead by teacher in several stretching, strength, and aerobic activities (7-10 minutes) (SUE FOLLOWS ALONG AS BEST SHE CAN - GOAL IS TO GET HEART RATE UP AND TO WORK ON STRENGTH. SHE CAN DO MODIFIED SIT UPS/PUSH UPS). 4. Skill focus (volleyball stations) (20-25 minutes) a. b. c. d. e. bumping back and forth with a partner (SUE WORKS IN THROWING AND CATCHING SOFTBALL W/ PARTNER) serving (SUE WORKS ON TRACKING AND CATCHING SERVED BALLS) setting as many times as possible against wall (SUE TOSSES BALL TO WALL AND TRIES TO PICK IT UP - WORKS ON FIELDING) spike and bump with a partner (SUES HITS V-BALL OFF TEE TO PARTNER WHO TRIES TO BUMP IT BEFORE IT HITS GROUND) team keep it up using bump and set techniques (SUES SKIPS THIS STATION) 5. Lockerroom (shower, grooming, put on street clothes) (approximately 10 minutes) (SUE'S TEACHER ASSISTANT COMES DOWN AND ASSISTS SUE IN ACTIVITIES OF DAILY LIVING) * Sue has a paper she carries with her to each station that explains what she is to do. When she goes to a station she needs to ask a peer to help her with her skills. Peers should work with her for a few minutes at each station and then switch with another peer so that peers do not miss out on their skill work. from Block, M.E., & Vogler, E.W. (1994). Including children with disabilities in regular physical education: The research base. JOPERD, 65(1), 40-44. Curricular Modifications Multilevel Curricular Selection: def. Different objectives within same curricular area within same activity. ex. a. extending traditional skill stations b. task and/or equipment modifications c. instructional modifications d. classwide peer tutoring Curricular Overlapping: def. Different objectives from different curricular areas in same activity. ex. a. different goals within same activity b. cooperative learning c. classwide peer tutoring Alternative Activity: def. Different objectives from different curricular area in different activity. ex. a. pocket reference b. multiple activity selection c. pulling out from within from Block, M.E. (2000). A teacher's guide to including students with disabilities in regular physical education (2nd ed.). Baltimore: Paul H. Brookes. *Checklist to Determine Curricular Adaptations to Accommodate Individuals with Specific Limitations Does the Student have Limited Strength? Things to Consider shorten distance to move or project object use lighter equipment (e.g., balls, bats) use shorter striking implements Allow student to sit or lie down while playing Use deflated balls or suspended balls change requirements (a few jumps, then run) Selected Modifications (if any) and Comments ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ Does the Student have Limited Speed? Things to Consider Shorten distance (or make it longer for others) change locomotor pattern (running v. walking) make safe areas in tag games Selected Modifications (if any) and Comments ________________________________________ ________________________________________ ________________________________________ Does the Student have Limited Endurance? Things to Consider shorten distance shorten playing field allow "safe" areas in tag games decrease activity time for student allow more rest periods for student allow student to sit while playing Selected Modifications (if any) and Comments ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ Does the Student have Limited Balance? Things to Consider provide chair/bar for support Teach balance techniques (widen base, extend arms) Increase width of beams to be walked Use carpeted rather than slick surfaces Teach students how to fall Allow student to sit during activity Place student near wall for support Allow student to hold peer's hand Selected Modifications (if any) and Comments ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ Does Student have Limited Coordination and Accuracy? Things to Consider Use stationary balls for kicking/striking Decrease distance for throwing, kicking, shooting Make targets and goals larger Use larger balls for kicking and striking Increase surface of the striking implements Use backstop Use softer, slower balls for striking and catching In bowling-type games, use lighter, less stable pins What can you do to optimize safety * Selected Modifications (if any) and Comments ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ remember, you can implement some or all of these modifications. Also, these modifications can be implemented for one child, for several children, or for the entire class to make the activity more challenging and success-oriented. from Block, M.E. (2000). A teacher's guide to including students with disabilities in regular physical education (2nd ed.). Baltimore: Paul H. Brookes. *†Checklist to Determine Modifications to Group Games and Sports Things to Consider Selected Modifications (if any) and Comments Can you vary the purpose/goal of the game? (e.g., some students play to learn complex strategies, others play to work on simple motor skills) _______________________________________________ Can you vary number of players? (e.g., play small games such as 2 v. 2 basketball) _______________________________________________ Can you vary movement requirements (e.g., some students walk, others run; some hit a ball off a tee, others hit pitched ball; skilled students use more complex movements, less skilled use simpler movements) _______________________________________________ Can you vary the field of play? (e.g., special zones for students with less mobility; make the field narrower or wider as needed; shorten the distance for students with movement problems) _______________________________________________ Can you vary objects used? (e.g., some students use lighter bats/larger balls ; some use a lower net/basket) _______________________________________________ Can you vary the level of organization? (vary typical organizational patterns; vary where certain students stand; vary the level of structure for certain students) _______________________________________________ Can you vary the limits/expectations (vary the number of turns each student receives; vary the rules regarding how far a student can run, hit, etc...; vary how much you will enforce certain rules for certain players) _______________________________________________ * use these suggestions to modify rules for both students with and without disabilities to make the game challenging, safe, and success-oriented. † adapted from Morris, G.S.D., & Stiehl, J. (1999). Changing kids games (2nd ed.). Champaign, IL Human Kinetics. from Block, M.E. (2000). A teacher's guide to including students with disabilities in regular physical education (2nd ed.). Baltimore: Paul H. Brookes. Checklist to Determine Instructional Modifications to Accommodate Students with Disabilities Student: ____________________________ Who will implement modifications? (circle one) P.E. Teacher: ____________________________ RPE teacher APE teacher classmates peer tutor TA specialist Instructional Component Things to Consider Selected Modifications (if any) and Comments Teaching Style command, problem solving, discovery _____________________________________________ Class format and size of group small/large group; stations/whole class inst. ____________________________________________ Level of methodology verbal cues, demonstrations, physical assist. _____________________________________________ Starting/stopping signals whistle, hand signals, physical assistance _____________________________________________ Time of day early a.m., late a.m., early p.m., late p.m. _____________________________________________ Duration of instruction how long will student listen to instruction _____________________________________________ Duration of expected participation how long will student stay on task _____________________________________________ Order of learning what order will you present instruction _________________________________________ Instructional setting indoors/outdoors; part of gym/whole gym _____________________________________________ Eliminate distractors lighting, temperature, extra equipment _____________________________________________ Provide structure set organization of instruction each day _____________________________________________ Level of difficulty complexity of instructions/organization _____________________________________________ Levels of motivation make setting and activities more motivating _____________________________________________ from Block, M.E. (2000). A teacher's guide to including students with disabilities in regular physical education (2nd ed.). Baltimore: Paul H. Brookes. Changing Task Complexity: Balance Factors _____________________________________________________________________________________________________________________ TC Size of Support Base Center of Gravity Speed Time _____________________________________________________________________________________________________________________ Easy eight body parts directly over and close to base of support slow 8 sec. four body parts slightly off center and above base of support fast medium 18 sec. Difficult one body part moderately off center and far above base of support faster 30 sec. _____________________________________________________________________________________________________________________ from Block, M.E. (2000). A teacher's guide to including students with disabilities in regular physical education (2nd ed.). Baltimore: Paul H. Brookes. HOW DOES ONE DETERMINE IF A MODIFICATION IS APPROPRIATE? Any changes that are made to accommodate a student with a disability in a game/ activity should be viewed cautiously. Use the following four criteria to determine if a proposed modification is appropriate: Does the change allow the student with disabilities to participate successfully in the game/activity yet still be challenged at his/her level? Does the modification make the activity/setting unsafe for the student with a disability or for students without disabilities? Does the change affect the game/activity so much that it is not fun for children without disabilities? Does the change cause an undue burden on the regular physical education teacher/leader? Modified from: Block, M.E., Provis, S., & Nelson, E. (1994). Accommodating students with special needs in regular physical education: Extending traditional skill stations. Palaestra, 10(1), 32-38. Badminton Station #1 Forehand Strike Mark with “” if Done Correctly 1. Shows side orientation and proper grip 2. Extends arm back to get ready to swing 3. Steps forward when swinging racquet 4. hits birdie when birdies is slightly in front of body 5. follow through with racquet across body 6. Shows proper technique (1 through 5 above) when hitting a suspended birdie 7. Shows proper technique (1 through 5 above) when hitting a birdie tossed directly to racquet from 5' away 8. Shows proper technique (1 through 5 above) when hitting a birdie tossed directly to racquet from 10' away 9. Shows proper technique (1 through 5 above) when hitting a birdie tossed to side of racquet from 10' away 10. Shows proper technique (1 through 5 above) when birdie is hit to you across net 11. Shows proper technique (1 through 5 above) when hitting birdie back and forth in game setting from Block, M.E. (2000). A teacher's guide to including students with disabilities in regular physical education (2 nd ed.). Baltimore: Paul H. Brookes. Cooperative Learning Skill: Leap Grade: 1st grade Teacher: Date: MBlock 9/15/2002 Take off on one foot Reach w/ opposite arm land on lead foot smooth integration comments Kelly x x x 0 a little stiff Phillip x x 0 0 lands on two feet Doug x x x x distance 36" Miki x 0 0 0 balance problems Joe 0 0 0 0 steps, no leap Linda x x x x distance 42" Jamal x x x x distance 36" William x 0 x 0 does not use arms 1. Divide class into groups of 4-6 students. Try and mix up skill levels. 2. Remind children what components they should be working on (based on previous day’s pre-test - big “0" on chart). Students who have mastered all components should work on improving their distance. 3. Tell group that they are working towards a common goal of 100 points. 4. Points are scored as follows: 1 point for working on your targeted component; 1 point for helping peer work on proper leap; 1 point for giving positive feedback (e.g., high five, saying nice job, cheering as a team). 5. Procedures: take turns doing the leap over lines on the floor. Each child should say what component they are working on before they try the leap. If the child demonstrates that component, he/she get 1 point for the team. If a teammate helps the child do that component, the team gets another point. If teammates then give positive feedback, then team gets another point (possible to get 3 points for each turn taken). Task and Criteria Sheets Class Wide Peer Tutoring Skill: Kicking Keeps eyes on ball ----------------- Steps forward with non-kicking foot ----------------- Bring kicking foot back ----------------- Follow-through --------------------- if you have mastered all the components, see if you can chip the ball into the air ----- if you can chip the ball into the air, see if you can do all the components with opposite foot Curricular Overlapping Definition: A. Different Objectives from different curricular areas within same activity. Different Goals within Same Activity Activity 1: basketball dribbling activity within basketball unit Student w/ disability: working on learning how to push ball down ramp for bowling Example: Student with disability practices pushing playground ball off ramp toward bowling pins 20' away. Student without disabilities stands near pins, picks up ball, dribbles back to student with disability, places ball back on bowling ramp, then walks back to pins. Activity 2: badminton game within badminton unit Student w/ disability: works on pushing manual or electric wheelchair Example: B. Student in wheelchair has a badminton racquet with velcro on the handle as well as velcro on the birdie. The child has to move his/her wheelchair around practice area to retrieve birdie that hits the ground and then return birdie to correct team member. Could have more than one birdie, and could have peer assist child in wheelchair. Cooperative Learning Activity 1: cooperative basketball (goal is to improve shooting skills) Student w/disability: child with autism has goal of picking up objects and handing them to peers (goal for this child is to interact with peers and follow directions) Example: a team of 5 students including the child with autism has decided that they can accumulate 150 points in 10 minutes of shooting baskets. The distance from which they shoot is up to them. Each team member can only score a maximum of 40 points and a minimum of 15 points. Students that are not shooting have to retrieve balls as well as clap twice for every basket made. For this group size and their ability, two balls are sufficient. The child with autism earns points for his team by following directions given by a peer (e.g., retrieving ball and passing it to teammate). Activity 2: cooperative push-ups Student w/disability: child with severe spastic cerebral palsy has a goal of keeping head up Example: a team of 5 students decide they can do more than 104 pushups as a team (which beats their record from the day before by 5 pushups). The student with CP is given 1 point every 5 seconds her head remains looking up when help by teacher assistant on prone position over wedge. The other students are encouraged to do as many pushups as possible (can do modified or regular pushups). from Block, M.E., & Etz, K. (1995). The pocket reference: A tool for fostering inclusion. JOPERD, 66(3), 47-53. Sample Pocket Reference for Katie in Regular Elementary Physical Education Katie's Goals (Katie will ...) Walk with walker for greater distances (walk) Demonstrate improved Upperbody strength (UBS) Ride Trike for greater distances (Trike) Stay on Task for longer periods of time (ST) Regular Physical Education Activities Katie's Objectives Warm-ups Activities finding personal space stretches push-ups jumping jacks walk; trike (TA help with safety and turning) ST (with verbal cues) UBS (modified and with assist from TA) UBS (in standing); ST Elementary Games dancing jumping rope tag relay races dodgeball walk; trike, ST UBS (turn rope); walk (over rope) walk; trike (TA help with safety and turning) walk; trike (TA help with safety and turning) walk; trike (TA help with safety and turning); UBS (throwing ball) Fundamental Ball Skills striking throwing catching kicking rolling dribbling (soccer) shooting (basketball) dribbling (basketball) UBS (off tee lighter bat and assistance) UBS UBS; ST walk UBS walk UBS (lighter ball and shorter basket) UBS (standing with support or sitting down and bouncing ball as hard as possible) Fundamental Locomotor Patterns running jumping galloping hopping skipping walk; trike (TA help with safety and turning) walk; trike (TA help with safety and turning) walk; trike (TA help with safety and turning) walk; trike (TA help with safety and turning) walk; trike (TA help with safety and turning)