Simple Curricular and Instructional Modifications for Inclusive Physical Education

Inclusion in Physical EducationInclusion in Physical Education 11

Simple Curricular and Instructional Modifications for Inclusive

Physical Education

Simple Curricular and Instructional Modifications for Inclusive

Physical Education

Martin E. Block, Ph.D.Martin E. Block, Ph.D.

University of VirginiaUniversity of Virginia


Part 3Part 3

Curricular and Instructional Curricular and Instructional Modifications to Facilitate InclusionModifications to Facilitate Inclusion


Curricular AdaptationsCurricular Adaptations

** Any modification to Any modification to the regular education the regular education curriculum that curriculum that accommodates the accommodates the needs of individual needs of individual students (Giangreco students (Giangreco and Putnam, 1991).and Putnam, 1991).


Modifications required to:Modifications required to:

• Prevent Prevent mismatchmismatch between student’s skill between student’s skill level and lesson content.level and lesson content.

• Promote student Promote student successsuccess in learning in learning appropriateappropriate skills.skills.

• Make environment Make environment safe safe and and meaningfulmeaningful for for student.student.


Is a Modification Appropriate?Is a Modification Appropriate?

** Allows student with a disability to Allows student with a disability to participate successfully, safely, and participate successfully, safely, and meaningfully?meaningfully?

** Makes the activity/setting unsafe for Makes the activity/setting unsafe for students without disabilities?students without disabilities?

** Does it ruin game/activity so that it is Does it ruin game/activity so that it is not fun for anyone?not fun for anyone?

** Does it cause undue burden on the Does it cause undue burden on the regular physical education teacher?regular physical education teacher?


Types of Curricular ModificationsTypes of Curricular Modifications

• Multilevel Curricular Selection Multilevel Curricular Selection - - Different objectives within same Different objectives within same curricular domain.curricular domain.

• Curricular OverlappingCurricular Overlapping - - Different objectives from Different objectives from different curricular area within different curricular area within same activity.same activity.

• Alternative ActivitiesAlternative Activities - Different - Different activities in different activity. activities in different activity.


Multilevel Curricular SelectionMultilevel Curricular Selection

Extending skill stationsExtending skill stations

Task /equipment modifications Task /equipment modifications

Instructional modificationsInstructional modifications

Classwide peer tutoringClasswide peer tutoring


Extending Skill StationsExtending Skill Stations

1. Hold ball on lap tray1. Hold ball on lap tray

2. Drop ball to floor2. Drop ball to floor

3. Slap ball 3x in a row3. Slap ball 3x in a row

4. Stationary dribble4. Stationary dribble

5. Walk forward and dribble5. Walk forward and dribble

6. Jog forward and dribble6. Jog forward and dribble

7. Dribble between cones7. Dribble between cones

8. Dribble while guarded 8. Dribble while guarded


Task/Equipment ModificationsTask/Equipment Modifications

Limited Strength? Limited Strength?

Limited Speed?Limited Speed?

Limited Endurance?Limited Endurance?

Limited Balance?Limited Balance?

Limited Coordination?Limited Coordination?


Instructional ModificationsInstructional Modifications

Varying the way you present informationVarying the way you present information

• General instructional modificationsGeneral instructional modifications• Cooperative learningCooperative learning• Direction instructionDirection instruction• Strategies intervention modelStrategies intervention model• Movement educationMovement education


General Instructional ModificationsGeneral Instructional Modifications

Teaching styleTeaching style Class formatClass format Instructional cuesInstructional cues Start/stop signalsStart/stop signals Duration of instructionDuration of instruction Duration of participationDuration of participation Instructional settingInstructional setting DistractorsDistractors Level of motivationLevel of motivation


Cooperative LearningCooperative Learning

Group of students with Group of students with different abilities working different abilities working together to accomplish a goal together to accomplish a goal (Johnson & Johnson, 1989).(Johnson & Johnson, 1989).

Examples:Examples: Cooperative push-upsCooperative push-ups Cooperative circle passCooperative circle pass Cooperative basketballCooperative basketball


Direct InstructionDirect Instruction

Careful, systematic Careful, systematic presentation and instruction presentation and instruction of materials (Carnine, 1991).of materials (Carnine, 1991).

Examples:Examples: Direct teachingDirect teaching Applied behavioral analysis Applied behavioral analysis Classwide peer tutoringClasswide peer tutoring


Strategies Intervention ModelStrategies Intervention Model

Teach students how to solve Teach students how to solve problems (Deschler & problems (Deschler & Shumaker, 1986).Shumaker, 1986).

Examples:Examples: ask for helpask for help rehearsal strategiesrehearsal strategies visualizationvisualization goal settinggoal setting


Movement ExplorationMovement Exploration

Student centered approach Student centered approach which allows a variety of which allows a variety of movements to accomplish a movements to accomplish a particular goal (Silverman et particular goal (Silverman et al., 1984).al., 1984).

Examples:Examples: Teaching by invitation Teaching by invitation No legs - locomotor skillsNo legs - locomotor skills child in wheelchair - soccerchild in wheelchair - soccer


Classwide Peer TutoringClasswide Peer Tutoring

Pairs of students working Pairs of students working together and together and taking turnstaking turns in in the role of tutee (practicing the role of tutee (practicing skill) and tutor (providing skill) and tutor (providing cueing) (Block, Bain, & cueing) (Block, Bain, & Oberweiser, 1995)Oberweiser, 1995)


Curricular OverlappingCurricular Overlapping

Different goals within same Different goals within same RPE activityRPE activity

Cooperative learningCooperative learning

Classwide peer tutoringClasswide peer tutoring


Different Goals within Same ActivityDifferent Goals within Same Activity

Locomotor skills:Locomotor skills:• S1 - gallopS1 - gallop• S2 – follow directionsS2 – follow directions• S3 - skip backwardsS3 - skip backwards

Basketball game:Basketball game:• S1 - improve walkingS1 - improve walking• S2 - improve dribblingS2 - improve dribbling• S3 - 3 point shootingS3 - 3 point shooting


Cooperative Learning (Diff. Goals)Cooperative Learning (Diff. Goals)

Goal - Score 100 pointsGoal - Score 100 pointsS1S1 shoot from 3 point areashoot from 3 point area

S2S2 shoot jump shotsshoot jump shots

S3S3 shoot free throwsshoot free throws

S4S4 shoot lay-upsshoot lay-ups

S5S5 hold objecthold object on lap tray, on lap tray, then then push object into push object into box on floorbox on floor


Classwide Peer Tutoring (Diff. Goals)Classwide Peer Tutoring (Diff. Goals)

One child works on one One child works on one skill (e.g., throwing) while skill (e.g., throwing) while other child works on a other child works on a different skill (e.g., pushing different skill (e.g., pushing chair forward).chair forward).


Alternative ActivitiesAlternative Activities

Pocket ReferencePocket Reference

Multiple activity Multiple activity selectionselection

Pulling out from Pulling out from withinwithin


Pocket ReferencePocket Reference

Student’s IEP ObjectivesStudent’s IEP Objectives

A list of activities and A list of activities and instructional arrangements that instructional arrangements that take place in RPE.take place in RPE.

A list of modifications to RPE A list of modifications to RPE activities and instructional activities and instructional arrangements to accommodate arrangements to accommodate student with disabilities.student with disabilities.


Multiple Activity SelectionMultiple Activity Selection

Having two activities instead Having two activities instead of one:of one:

One is designed primarily for One is designed primarily for children without disabilities children without disabilities (e.g., tumbling)(e.g., tumbling)

One is designed primarily for One is designed primarily for child with disabilities (e.g., child with disabilities (e.g., throwing)throwing)


Pulling out from WithinPulling out from Within

Taking child with disabilities Taking child with disabilities (and peer) off to side to work (and peer) off to side to work on different activities.on different activities.

Example:Example: basketball game and child with basketball game and child with

severe disability - child is off severe disability - child is off to side with peers (who rotate to side with peers (who rotate in) working on bowlingin) working on bowling


SummarySummary

Children should have individual goals and objectivesChildren should have individual goals and objectives

These goals and objectives should be embedded within These goals and objectives should be embedded within regular physical education activitiesregular physical education activities

It is OK for a child with a disability to work on It is OK for a child with a disability to work on something different while in regular physical education.something different while in regular physical education.


SummarySummary

Regular Teaching Style Teaching Style

One standard for allOne standard for all

One activity/game for allOne activity/game for all

Same equipment for allSame equipment for all

Games use regulation rulesGames use regulation rules

Inclusive Teaching Style Teaching Style

Multiple standardsMultiple standards

Choices in activitiesChoices in activities

Choices in equipmentChoices in equipment

Games are modifiedGames are modified

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Simple Curricular and Instructional Modifications for Inclusive Physical Education