Inclusion Pedagogy: Inclusion Pedagogy: Understanding Understanding Constraints to Constraints to

Differentiated InstructionDifferentiated Instruction

Thomas E. Moran, Ph.D., CAPEThomas E. Moran, Ph.D., CAPE

James Madison UniversityJames Madison University

Andrea R. Taliaferro, Ph.D., Andrea R. Taliaferro, Ph.D., CAPECAPE

West Virginia UniversityWest Virginia University

What are your Unique What are your Unique Characteristic?Characteristic?

Greatest Characteristic?Greatest Characteristic?

Greatest Challenge?Greatest Challenge?

JMU PHETEJMU PHETE 22

Make Up of Your ClassMake Up of Your Class

You have 20, 30, 40+ students in You have 20, 30, 40+ students in your classyour class

What is the make-up of your What is the make-up of your class?:class?:– Athletic (Competent or Proficient)Athletic (Competent or Proficient)– Individuals with Disabilities (low)Individuals with Disabilities (low)– Middle of the Road? Everybody Else?Middle of the Road? Everybody Else?

JMU PHETEJMU PHETE 33

Who is Everybody Else?Who is Everybody Else?

JMU PHETEJMU PHETE 44

Single Parent

Withdrawn or No problem

ESL or Culture Abused

Low SES or At Risk Obese

5 E’s to Meeting Needs of All Learners5 E’s to Meeting Needs of All Learners

EngageEngage

EducateEducate

EquipEquip

EmpowerEmpower

EvaluateEvaluate55

EngageEngage Reflect on this….Reflect on this….

Do you have 2 athletes; 3 students Do you have 2 athletes; 3 students with documented disabilities; with documented disabilities; and 20 and 20 typical studentstypical students? ?

OR OR

Do you have 25 diverse learners?Do you have 25 diverse learners?

–All Good Physical Education is All Good Physical Education is Adapted Physical EducationAdapted Physical Education

Claudine SherrillClaudine SherrillJMU PHETEJMU PHETE 66

Inclusion PedagogyInclusion Pedagogy

We tell our teachers to be inclusive We tell our teachers to be inclusive and introduce them to the concept of and introduce them to the concept of inclusion (the WHAT)inclusion (the WHAT)

BUT…BUT…Who do I reach?? Who do I reach??

do we teach them the HOW?do we teach them the HOW?– How to understand constraints all learners How to understand constraints all learners face?face?

– How to apply a developmental process to How to apply a developmental process to ensure the needs of all students are met? ensure the needs of all students are met?

– How to implement strategies to create an How to implement strategies to create an inclusive environment? inclusive environment?

– How to apply pedagogical skills to How to apply pedagogical skills to situations to benefit all learners situations to benefit all learners

77

Inclusion PedagogyInclusion Pedagogy

Two Part ProcessTwo Part Process– Newell’s Model of ConstraintsNewell’s Model of Constraints

– Developmental DifferentiationDevelopmental Differentiation

88

EducateEducateNewell’s Model of ConstraintsNewell’s Model of Constraints

Learning Process & Learning Learning Process & Learning StylesStyles

Understanding Sensory NeedsUnderstanding Sensory Needs

Providing Structure & ConsistencyProviding Structure & Consistency

Nuts and Bolts of DisabilityNuts and Bolts of DisabilityJMU PHETEJMU PHETE 99

1010

Newell’s Model of ConstraintsNewell’s Model of Constraints

1111

Name the Individual, Environmental, Name the Individual, Environmental, and Task Constraintsand Task Constraints

Think about TENNIS FOREHANDThink about TENNIS FOREHAND

– Identify the types of constraintsIdentify the types of constraints

Individual?Individual?

Environmental?Environmental?

Task?Task?

EquipEquip

Task Analysis of SkillTask Analysis of Skill

Purposeful Differentiation = SuccessPurposeful Differentiation = Success

Learner Needs Learner Needs – Type of Learner/communication, etc.Type of Learner/communication, etc.

Management & DeliveryManagement & Delivery– Instructional SkillsInstructional Skills

Addressing Sensory Needs Addressing Sensory Needs JMU PHETEJMU PHETE 1212

JMU PHETEJMU PHETE 1313

Learning Style/Learning Style/Instructional PreferenceInstructional Preference

Listening to Directions– Auditory learner?; Feedback?Auditory learner?; Feedback?

Teach Me!Teach Me!– Find a PartnerFind a Partner

Management & DeliveryManagement & Delivery

Three Keys to Delivery:Three Keys to Delivery:– Task Analysis & Appropriate Task Analysis & Appropriate ProgressionProgression

– Clear Purpose – MeaningfulnessClear Purpose – Meaningfulness

– Defined Goal – Defined Goal – How many times must I How many times must I do this task; Setting individual do this task; Setting individual expectation?expectation?

JMU PHETEJMU PHETE 1414

Developmental DifferentiationDevelopmental Differentiation

Understanding that all students Understanding that all students are at different levelsare at different levels

Creating an age appropriate Creating an age appropriate developmental sequence to help developmental sequence to help students master the skillstudents master the skill

1515

1616

ActivitiesActivities

Striking progressionStriking progression

Fielding and ThrowingFielding and Throwing

Juggling ProgressionJuggling Progression

Dribbling ProgressionDribbling Progression

Constrain PerformanceConstrain Performance

Environment & Equipment Environment & Equipment can be can be your second teacheryour second teacher– Structured learning/feedbackStructured learning/feedback

Choose a component within your Choose a component within your skill & develop an activity to skill & develop an activity to constrain their performanceconstrain their performance

1717

EMPOWERED?EMPOWERED?Are you Are you engaged?engaged? – have you bought in? – have you bought in?– How many types of learners do you have?How many types of learners do you have?

Are you Are you educated?educated? – do you understand – do you understand your learner’s needs/constraints as well your learner’s needs/constraints as well as as abilities!abilities!

Are you Are you equippedequipped? – Can you address your ? – Can you address your student’s needs student’s needs – Have strategies to help them be successful?Have strategies to help them be successful?

If you answered YES to all – you are If you answered YES to all – you are EMPOWEREDEMPOWERED

JMU PHETEJMU PHETE 1818

EMPOWERED?EMPOWERED?

ARE YOU ON THE ROAD ARE YOU ON THE ROAD TO POSSESSING the TO POSSESSING the tools to meet the tools to meet the

needs of 25 diverse needs of 25 diverse learners?learners?

JMU PHETEJMU PHETE 1919

EvaluateEvaluateWhat do I still need in my What do I still need in my toolbox?toolbox?

How can I better help my How can I better help my peer(s)/student(s)?peer(s)/student(s)?

Can I manipulate the task or the Can I manipulate the task or the environment to help my student(s) environment to help my student(s) be more successfulbe more successful– Because I CANNOT CHANGE THE Because I CANNOT CHANGE THE LEARNER!!!LEARNER!!!

JMU PHETEJMU PHETE 2020

THANK YOUTHANK YOU

"Regardless of your ability or disability we all face challenges in life.  One can see them as hurdles or barriers.  Barriers are designed to hold people back.  Hurdles are made to jump over.  The choice is yours -

JMU PHETEJMU PHETE 2121

Contact InformationContact Information

Thomas Moran – JMUThomas Moran – JMU– 540-568-4877 or 540-568-4877 or morante@jmu.edu

Andrea Taliaferro – WVUAndrea Taliaferro – WVU– 304-293-0852 or 304-293-0852 or andrea.taliaferro@mail.wvu.edu

JMU PHETEJMU PHETE 2222