Ch. 1: What is Physical Education?Ch. 2: What is Inclusion?

Margaret McGoughWest Chester University

Kin 579

P.E. Inclusion

Define quality P.E. & discuss standards (NASPE)

Provide teaching strategies Discuss and interpret health

benefits of P.E. Identify areas defined in P.E. What are the curricular

models? Status – reflect on your

program and programs you have been apart of

Define A.P.E.

History of inclusion Discuss and reflect on stats Define and analyze inclusion Discuss and interpret benefits

of inclusion NCLB What research has been done

on inclusion?

Ch.1 & Ch. 2 (Block)

Objectives

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Link to presentation

Quality P.E.

Structure curriculum around NASPE national standards

“What should physically educated students know and be able to do?”

HAS learned skills necessary to perform a variety of physical activitiesDOES participate in regular physical activityIS physically fitKNOWS the implications of and benefits from involvement in physical activitiesVALUES physical activity and its contributions to a healthful lifestyle

Quality P.E. cont’d

Moving into the Future: National Standards for Physical Education (2004)Recognized as an essential tool for developing, implementing, evaluating K-12 P.E. programs

6 National Content Standards Grouped K-2, 3-5, 6-8, 9-12

THE GOAL OF P.E . IS TO “DEVELOP PHYSICALLY EDUCATED INDIVIDUALS WHO

HAVE THE KNOWLEDGE, SKILLS, AND CONFIDENCE TO ENJOY A LIFETIME OF

HEALTHFUL PHYSICAL ACTIVITY”

According to NASPE…

Teaching Strategies

All students – opportunity to learn by ensuring they are kept active

Meaningful content (aligned with standards – state/national)

Delivering appropriate instruction – variety of activities that can be individualized

Benefits of Quality P.E.

Health and quality of life

People who can maintain a regular regimen of activity that is of longer duration are likely to derive greater benefit

Reduces risk of disease

Improves mental health, muscle, bone, joint health

Understanding and appreciation of human body and how it can move

Confidence to engage in physical activity

Support from others, positive beliefs

Enhances psychological wellbeing

Development of:motor skills, lifetime leisure skills, improved understanding of importance of healthy lifestyle

Legal Definition of P.E.

Amount of P.E. varies between states, school districts, and sometimes schools within a school district

No federal laws that mandate that P.E. be taught in public schools to children without disabilities

States and school districts are required to provide P.E. to students with special needs

Legal Definition of P.E. cont’d

P.E. required for students with special needs since Education for Handicapped Children Act of 1975Only curricular area that lawmakers placed in definition of special education

Many parents, professionals, administrators are unfamiliar with physical education requirements in the law…

IDEA: reinforces ALL children with disabilities must receive P.E.

Many have placed P.E. on IEP formsIf after assessment, determined child needs special P.E., individual goals /objectives should be created by IEP team – DOES NOT MEAN THEY ARE PULLED OUT (APE)

P.E. is a direct service Related Services cannot be substituted for P.E.

DO YOU KNOW THE DEFINITION OF P.E.?

Components

Curricular Models/Status of P.E.

Numerous curricular models have been adopted by districts/schools Movement Ed Health Related P.E. Academic Integration Social Development Adventure Education Movement: “New P.E.” – creating more engaging and developmentally

appropriate programs

P.E.Inconsistent30 min/wk required in some states, while others require 150 minAs students get older, time decreases

What is A.P.E.

School based program for 3-21 Same objectives, adjustments are made to meet the needs of

students Various adaptations to be safe & successful – need extra

support or need special P.E. – qualify

17 states have developed specific requirements and/or licensure for professionals who provide P.E. services to students with disabilities (30 yrs later)

Many states: G.P.E. teacher, special ed. Teacher, General classroom teacher Many of these “qualified” professionals do not have training, knowledge,

experience

Graduate courses(Adapted), APENS exam

What is Inclusion?

Merging special and general education ALL children are educated within the same environment Every child’s needs are met Everyone

Belongs Is accepted Supports Is supported by peers and other members of school community

Interaction – learning, forming friends with peersgeneral and special education staff

History

First part of 20th century – biggest hurdle – children with disabilities to receive any special education No special services/trained specialists If issues, child sent home & excluded from public schools (*exception: schools for deaf or blind)

1950-70 – educating children with disabilities was done in special schools Basements of churches – parents = teachers ARC led public schools to develop special schools/classes - “disturbed” schools or wing of school* fault: viewed as different, excluding, placing children without determining whether they could benefit from G.E.

Brown v Board of Ed & Civil Rights Act of 1964 Separate but equal is unequal Lawsuits in PA & District of Columbia – free and appropriate education

Federal Gov’t enacted the Education for All Handicapped Children Act in 1975 which guaranteed the right of all students with disabilities a free and appropriate education and the opportunity to be placed in the general education in the LRE

NOW KNOWN AS IDEA

NO CHILD LEFT BEHIND(ELE. & SEC. EDUCATION ACT OF 1965

AMENDED)“ENSURE THAT ALL CHILDREN HAVE A FAIR, EQUAL, AND SIGNIFICANT OPPORTUNITY TO

OBTAIN A HIGH-QUALITY EDUCATION AND REACH, AT MINIMUM, PROFICIENCY ON

CHALLENGING STATE ACADEMIC ACHIEVEMENT STANDARDS AND STATE ACADEMIC

ASSESSMENTS”

In 2001:

Teaching & Inclusion

Use of various co-teaching arrangements A.P.E. specialist with General P.E. teacher WORKING TOGETHER

(Not just the special education teacher anymore)

Para EducatorsPeer TutorsClasswide Peer Tutoring

Benefits of Inclusion

Students with disabilities: Social skills More stimulating Motivating environment Age appropriate role models School activity participation Friendships Teachers – higher

expectations learn what is

appropriate

Students without disabilities: Appreciate individual

differences Perspective Knowledge base Less prejudice Friendships

For You To Research…

Visit aahperd.org Look up your state’s standards1. Does your state have its own

standards for P.E.?2. What is the name of the state

standards publication?3. When was it last revised?4. Is there a “●” in all 6 areas? If not,

which area is missing?5. Is there anything written in the

“other areas” section?6. Look up another state in which you

see something written in the “other areas” section and list it.

Look at your curriculum offered to you for P.E. at your school (if you do not have a school at the moment, view your student teaching or previous school’s info)

1. Strictly based upon the information and content, (not what you bring to the table personally) does your school or district offer a “quality P.E. program?” Why/Why not?

2. Does your school have a qualified APE teacher? If yes, what is their responsibility and what is your responsibility? If no, what accommodations does your school provide?

3. How could your school or district improve upon quality P.E. and inclusion programs?

4. List one strategy, tool, and resource that you think YOU could improve upon/utilize more efficiently in your P.E. program

*Complete this assignment in a word document. Send as an attachment to: MM791601@wcupa.edu

Research on Inclusion

Support: peer tutors, teacher assistants, APE Specialists

Attitudes of students without disabilities: positive overall, willing to allow modifications in order for students to be successful in GPE activities(mixed research on this topic)

Lack of training and negative attitudes of GPE teachers: some accommodate successfullyFail if left on own or lack sufficient training, lack of equipment, etc.

Social isolation: often isolated and not socially included even though they may be physically present

NASPE National Standards: A physically educated person:

Standard 1:Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Standard 2:Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

Standard 3:Participates regularly in physical activity.

Standard 4:Achieves and maintains a health-enhancing level of physical fitness.

Standard 5:Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Standard 6:Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

References

Block, M.E. (2007). A Teacher’s Guide to Including Students with Disabilities in

General Physical Education. Baltimore, MD: Paul H. Brooks Publishing

Co.Lieberman, L., Houston-Wilson, C. (2009). Strategies for Inclusion. Champaign, Il: Human Kinetics Publishers.National Association for Sport and Physical Education

http://www.aahperd.org/naspe/