Chapter 9 Pages173-187 KIN 579: Inclusion in Adapted Physical Education By: Gretchen Colwell YouTube...
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Transcript of Chapter 9 Pages173-187 KIN 579: Inclusion in Adapted Physical Education By: Gretchen Colwell YouTube...
![Page 1: Chapter 9 Pages173-187 KIN 579: Inclusion in Adapted Physical Education By: Gretchen Colwell YouTube Video.](https://reader036.fdocuments.net/reader036/viewer/2022062517/56649e755503460f94b77126/html5/thumbnails/1.jpg)
FACILITATING SOCIAL ACCEPTANCE & INCLUSION
Chapter 9Pages173-187
KIN 579: Inclusion in Adapted Physical EducationBy: Gretchen ColwellYouTube Video
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Identify positive behaviors that ensure a healthy inclusive setting
Understand how to remove barriers and increase social acceptance
Foster interactions between students with and without disabilities
Explain the roles to classmates without disabilities
Objectives
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BEHAVIORS THAT FACILITATE SOCIAL
INCLUSION
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Apprehensiveness is common, but the first step is to be willing to try when working with individuals with disabilities. Don’t fall victim to:
- Misconceptions- Misunderstandings - preconceptions
Have a Positive Attitude
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Give inclusion your best shot:
- Learn about the child- Use resources available- Experiment with different ways to include
the child
Positive Attitude continued…
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YOU are the teacher! Own it!
- Do not entrust the education of one of your students to someone who is probably under qualified.
- Aids are there to help, not make decisions about curriculum, how the activity should be performed, or necessary adaptations.
Take Responsibility for Teaching All Students in Your Class
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Welcome the child with disabilities Model friendly behavior through actions &
words Greet & hold conversations Pats on the back High Fives Choose the child first Recognize them during activities
Model Appropriate Behaviors
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- Try to limit the amount of “different” activities you do with a child with disabilities
- Not working them into the general class as much as possible could lead to:- Social Isolation- Loss of learning
Include the Student in as Many Activities as Possible
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- ALL students have individual needs, not just students with disabilities
- Use a larger array of teaching strategies- Set high expectations, but make sure they
are reasonable based on your knowledge of the child
Individualize the Curriculum & Instruction
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Use peers as much as possible◦ Partner activities encourages friendship◦ Team activities encourages cooperation
Have peers assist with a difficult task
AVOID:- “mothering”- Teasing or negative interactions
Reinforce Positive Interactions
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Medical and health information How to communicate Behavioral problems Activities the child really enjoys
Knowing more about the child with disabilities needs, will also help the educator to explain to peers WHY certain adaptations to rules or equipment are made.
Be Knowledgeable About the Students
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PREPARING CLASSMATES WITHOUT DISABILITIES FOR
SOCIAL ACCEPTANCE & INCLUSION
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“A systematic way of identifying and outlining all of the friends, acquaintances, and key people in one’s life.”
1. Circle of intimacy2. Circle of friendship3. Circle of participation4. Circle of exchange
Circle of Friends
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Invite speakers with disabilities or sport organization representatives to speak with classes
Examples:- United States Association for Blind Athletes- National Wheelchair Sports Association- Special Olympics
Guest Speakers
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Facilitate a day of playing sports while role playing a disability [see table 9.3 for role-playing ideas] & conclude with a discussion.
Discussion topics:- Feelings while playing- Advantages/Disadvantages
Role Playing
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Modifications
Handicapping
*Involve all students in the process of adapting rules to accommodate others.
Sports Rules Discussion
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Look at a variety of contrasts, not just disabilities.
Examples:- hair color- birth place- siblings
Discussions on Differences & Similarities
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Why might people have a disability?
What are prior experiences with individuals with a disability?
See figures 9.2 & 9.3
Discussion on Disabilities
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- Lead a discussion- Show photo’s- Show performances
*Explain that the individuals you are observing are recognized for their talents, not their disability [Appendix B]
Famous People who have Disabilities
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Table 9.4 has movie examples of each of the following:- Cognitive disability/Down syndrome- Autism- Schizophrenia/mental illness- Cerebral palsy- Dwarfism- Deafness- Blindness
Use Movies to Dispel Stereotypes
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Peers should understand:
How to talk to the child
How to include the child in activities
Specific ways to befriend the child
How to Interact with Specific Children
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Peers should: Talk to the student with disabilities Provide feedback & positive reinforcement Ask the student if they need assistance
Provide Ongoing Information, Encouragement, & Support for Acceptance
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COMMON BARRIERS TO SOCIAL
INCLUSION IN GENERAL PHYSICAL
EDUCATION AND POSSIBLE
SOLUTIONS
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Scenario #1
Problem: Teacher assistants trying too hard
Solution: Awareness training for teacher assistants
Know a lot about the student, but very little about physical activity
Compelled to assist the student as much as possible
May prevent the student from learning appropriate social skills
Peers may not want to interfere with the instruction
Explain the need for interactions between student with disabilities and peers
Have the teacher assistant work in a group
Provide the teacher assistant with specific ideas to promote interactions between peers
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Scenario #2
Problem: Student cannot participate in the general activity
Solution: Utilize peers without disabilities
Health or safety issue
Separation from peers encourages isolation
Prevents social interactions
Have peers rotate into the student with disabilities alternate activity
Keep the theme of the main task
Add more stations/activities
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Scenario #3Problem: Peers are tutors, but not friends
Solution: Utilize reciprocal rather than one-way peer tutoring
Imbalance promotes a feeling that students with disabilities always need help
Have students with disabilities serve as tutors
As tutee: learn to listen & accept feedback
As tutor: observe others & provide feedback
Use peers as friends as well as tutors
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Scenario #4Problem: Students with disabilities are grouped together
Solution: Teacher-mediated interaction
Students with disabilities tend to try and maintain their group identity rather than interact with the rest of the class
Principle of Natural Proportions
Divide the class into small groups
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Quality physical education promotes motor, cognitive and social development for students with & without disabilities.
Conclusion