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Inclusive Physical Education (The Inclusion Spectrum as a Tool for…
Inclusive Physical Education
What is inclusivity?
More than just supporting children with additional physical needs.
Other additional needs should be considered e.g. hearing-impaired, visually-impaired, wheelchair users, sensory issues, ADHD, autism and speech and language.
How does physical education offer opportunities for all children?
Extra-curricular clubs - before, during or after school.
Clubs to engage less active learners e.g. Change for Life & Youth Sports Trust.
2 hours of curriculum lesson time per week.
Competitions and inclusive festivals e.g. School Games & sports day.
STTEP Model - Pickup and Price (2007)
T -
Task - consider how the requirements for each task can be altered.
E -
Equipment - consider how equipment can be varied to help certain children access the task e.g. using coloured cones and bibs may help children with visual impairments to see where they are supposed to be performing or practicing their skill.
T -
Time - consider how slowly or quickly a skill can be performed. The time is takes to perform a skill can also be increased/decreased to apply pressure.
P -
People - adding or taking away numbers of people completing a task can make the activity more or less complex.
S -
Space - consider how the working space can be adapted to suit the different abilities of children.
The Inclusion Spectrum as a Tool for Differentiation - Haydn-Davies and Coleman (2010:24)
Consider what small modifications can be made to the equipment in order to help the child achieve the learning outcomes.
Consider how the complexity of the activity can be lowered in order to allow the child to access the learning.
Consider whether the child is able to achieve the learning outcomes through the same learning experience, activity or task as the rest of the class.
Consider the deployment of additional adults and whether allowing the child to work 1:1 with an adult will help them to achieve the learning outcomes.
Open Activity -
all children and young people carry out the same task without adaption or modification.
Modified Activity -
all children and young people carry out the same task but with varying rules, areas or equipment (STTEP).
Disability Sport Activity -
non-disabled children and young people experience disability physical/sport activity.
Parallel Activity -
everyone plays the same game, but with different levels of complexity.
Separate Activity -
A group of children and young people play separately.
Additional Learning Needs
Autism
May struggle with communicating in groups.
Strong visual understanding
May find certain repetitive movements calming.
Often finds it difficult to understand something from another's point of view.
Often struggles to read non-verbal communication such as body language.
Can find transitions difficult
Visual Impairment
May have difficulty observing and imitating their peers.
May need support in developing social skills.
Particular consideration needs to be made regarding their safety in the learning environment.
Can struggle with confidence and self-esteem.
They may experience greater feelings of failure, particularly in relation to sport and exercise.
Dyspraxia
Gross/fine motor coordination -
ability to coordinate body for larger and smaller movements.
Hand-eye coordination -
vision guiding body to the object e.g. catching a ball.
Spatial relationships -
ability to perceive two or more objects in relation to the self and one another.
ADHD
A behavioural disorder which includes symptoms such as inattentiveness, hyperactivity and impulsiveness and can include anxiety.
Often finds routines and clear boundaries helpful.
Can find it difficult listening to and carrying out instructions therefore needs instructions to be precise and clear.
May need adults to be watchful for early warning signs of becoming frustrated or over-stimulated and about to lose control.
Likely to get distracted.
Physical activity can help to release excess energy.