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)