Kreuz,+Cameron+Inclusive+stratigies+in+Physical+Education

= Inclusive Strategies in Physical Education =

__**Top 5 things I learned when doing my Wiki research:**__
===1.) In most cases, specific and appropriate resources are needed to develop P.E inclusion strategies for students with disabilities. Usually modifications can be made by slight alterations to the game or material.===

3.) Modifications can be made to just about any sport, and for any disability. This depends on the teachers willingness to adapt and try new things.
===4.) There are many great resources out there to help teachers design their lessons to meet the needs of students with disabilities. In many cases, students with disabilities can adapt to regular P.E. classes with little disruption to the flow of the planned class.=== ===5.) Depending on the disability, different levels of inclusion for specific individuals may be necessary. Just because two students are faced with the same disability does not necessarily mean that their inclusion strategies will be the same.===

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5/5 Rating (Best Resource)
===This is an excellent video source that addresses modifications to P.E activities for students with visual impairments. The video covers realistic approaches to adapting a variety of P.E activities to students with special needs. The video shows students preforming the adapted tasks, and also shows how teacher aids can help students with activities such as running. As a source for a teacher looking for ways to adapt their teaching to meet the needs of a visually impaired student, I would give this source a 5 out of 5 rating. The adaptations discussed in this film require little or no extra teaching materiel which makes the strategies presented much more realistic and useful to the average teacher.===

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5/5 Rating
===This Youtube video is an excellent source for teachers looking for strategies to best adapt their P.E classes for students who are vision impaired. This short film describes realistic methods of including students in variety of common P.E. games with the use of specific modifications. The main focus of this presentations is looking at equipment modifications that make completing the common tasks of P.E. more attainable for a student who is challenged by vision impairment. Overall I think that is is a great resource for P.E. teachers at any grade level. I would rate this source a 5 out of 5 because of appropriate and realistic approaches to adapted P.E. it presents.===

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5/5 Rating
===This YouTube film is a great resource for teachers looking for methods and strategies to incorporate students of a variety of special needs. The above video is only part 1 of 5, but it give a great introduction to the importance of adapted P.E. Following parts of this video go into great depth of specific techniques of the best approaches to work with special needs students given specific circumstances. I would give this video a 5 out of 5 rating because of the thoroughness of the 5 sections and their relevancy to a variety of P.E. settings that require adaptions for students with specific special needs.===

=__ http://blogs.edweek.org/edweek/speced/2011/10/phys_edkids_wdisabilities.html __=

4/5 Rating
===This article by Education Week discussed interesting and valid points regarding the struggles to accommodate students with disabilities in a Physical Education setting. With school funding and resources so limited, this article introduces ideas such as bringing in specialists to work with special needs students, as well as accommodations that regular P.E teachers can make. There is some discussion about how regular IEPs do not include inclusion strategies to meet the needs of constantly changing P.E. class settings. I rated this article a 4 out of 5 because it does a great job discussing the broad issues involving special education students in traditional P.E. class settings. The only weakness is its lacking in specific approaches to make modifications to individual student needs.===

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4.5/5 Rating
===This is a great presentation that shows proven adaptations to physical education classes that meet the needs for special education. This program is an adapted P.E class with specific alterations to best benefit each student. This film also discusses including special education students into the regular classroom and the benefits that it can have for the student as well as the school community. I gave this source a 4.5 out of 5 rating because it did an excellent job of describing how to match the students specific needs with the best learning environment possible. The only reason I did not rate this source a 5 out of 5 was because it would have been more effective if there had been a variety of specific disability examples of inclusion. However, with the message that the creators of this film were trying to display, I think it was thorough and very useful for adaptive P.E. teachers in a variety of settings.===

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3.5/5 Rating
===This video shows a great way to include adapted basketball unit to P.E. It shows a method to include a student who is in a wheel chair into a basketball activity. The inclusion strategy used in this class totally transformed the activity to accommodate to the special needs student. The great thing about this modification was that it put a whole new spin and challenge on the activity for those students who did not have a disability. Overall, the activity included a great approach to involve a student with a disabled student. I gave this film a 3.5 out of 5 rating because it provided an excellent idea for how to adapt a P.E basketball class to a student in a wheelchair. This source did not receive a better rating because it lacked any verbal direction, and only showed one way to adapt one disability to a certain P.E activity.===

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= **http://www.pecentral.org/adapted/adaptedmenu.html** =

5/5 Rating
=== This is an excellent source that addresses numerous approaches to adapt physical education to include students with special needs. This website has just about all the information a P.E. teacher could need in developing appropriate methods of inclusion. This site is especially helpful because it has videos that clarify specific accommodations. I gave this source a 5 out of 5 rating because it an extremely useful tool for any P.E teacher. I think that this video has something that almost any teacher could use in there P.E. lessons.===

=SCHOOLTUBE Video:=

4/5 Rating
=== This is a great video source which is part one of a series of videos that discusses strategies to modify P.E classes to meet the needs of specific disabilities. This video interviews an veteran P.E teacher that has developed a wide range of inclusion strategies. This source would be excellent for someone just starting off as a P.E. teacher to begin to develop a knowledge base surrounding how to best accommodate students with specific disabilities. I gave this source a 4 out of 5 rating because of its thoroughness and its excellent relevancy to today's P.E. settings. The main reason I did not give this video a 5 out of 5 was because it only focused on strategies around one model of inclusion.===

= **Disability Community Based Learning Project** =

====For this project I shadowed Ms.Seedborg at Phoenix High School (PHS). The class I shadowed was one of several special needs classes offered at this high school. This opportunity allowed me the chance to observe the classroom setting as well as get insightful information and strategies from the teacher.====

====The class I observed was composed of only six students, half male and half female. The grade level of the students ranged from freshman to senior and all of them had unique needs that the teacher had to try and address. All of these students were on IEP's and many were on track to graduate with a modified diploma. All of the students are full inclusion special needs students and this daily class allows the special education teacher the opportunity to help make sure they are on track.====

====While observing Ms. Seedborg work one on one with a specific student, I observed her strategies to help the student in need. While working with this student, Ms. S read each of the questions aloud that the student was required to answer in her packet. After reading the question alowed to the girl, Ms. S would ask the student what the question was asking. Once the question was clear they would discuss possible answers and finally come to a conclusion and written answer. This process of completing a worksheet was very timely but with out the teacher aid I doubt the student would have been able to complete the assignment to meet expectations.====

====Another students I observer Ms. S working with was developing her reading skills. This student was on one of the computers working through activities to build reading skills to meet their individual reading goals. This student was mostly independent but needed some additional assistance, understanding directions and how to operate certain aspects of the program.====

While talking with Ms. Seedborg over the course of the period we discussed the approaches she used to help reach the students.
====She informed me that their are usually three educational assistants in her classes which give students the one on one attention they need. Many of the students are struggling with writing. The regular teachers have worked with Ms. Seedborg to create reading goals specific to the student and their potential. To help students reach their outlined goals there is a program that they often use called ReadingPlus. This computer program helps students work on building both their reading and writing skills to meet their goals.====

====Another thing that Ms. Seedborg brought up in our conversation was how she felt like she did a lot of social work. PHS has many students that have issues that stem from outside of the classroom. Apparently many students her special needs classes have needs that go beyond academics. The average income per household in phoenix is significantly lower than neighboring towns. A large percentage of students are also on free and reduced lunch. Parent involvement in this school is not a strength, and unfortunately students often don't get the support at home that they need to succeed in school. Factors such as these, in addition to being a special needs students, can make success in school challenging.====

====My experience observing in Ms. Seedborgs special education class provided me with some insight on what special education teachers are responsible for. I have had very little experience in special education classrooms, and never had a sound idea of how they operated. I always kind of pictured special education classes full of students with more severe disabilities then what I observed. Although there is another Special Education class at PHS that caters to students who have little inclusion in the regular classroom, I felt like my experience exposed me to the majority of special needs students. Since all of the kids in the class I observed were full inclusion students, I will most likely have students like these in my class this coming semester. Knowing the resources that are available as a regular classroom teacher is very valuable in developing strategies to reach those students who need extra help.====

====After my observation and discussion with Ms. Seedborg, I realized that I will just about be guaranteed to have a special education student in one of my classes. Although the specific needs of the students I will come in contact with over the course of this coming year will likely not be highly disabled, I will still need to develop strategies to meet the needs of each individual. Maintaining communication with the special education teachers of the students I will have, will be beneficial in making teaching less stressful for myself as well as meet the specific needs of the students.====

====At the end of our discussion Ms. Seedborg invited me to sit in on IEP meetings whenever I would like. I plan on taking her up on this offer sometime this semester to continue my understanding of full inclusion special education students and continue to learn how to meet their needs.====