“In order to fully allow the inclusion of all pupils, there should be sufficient flexibility set into the planned lesson to ensure that all pupils can learn together, as well as offering opportunity’s to progress, so that everyone comes away from the lesson with a real sense of achievement.”
One vital principle when considering inclusion within physical education is that teachers need to be able to be adjustable and flexible within their lessons. This is in order to accommodate for children with certain impairments; such as language barriers or physical or mental special needs. This does not mean that the teacher is lowering standards or watering down provision, as stated by Gray-Fow (2005, p.67), but rather that they are recognising a whole range of issues within the classroom and the lives of their pupils. Furthermore, they are investing time and effort in order to accommodate all pupils, and allow them to be comfortable within their own classroom; as well as giving all pupils equal opportunities.
Regarding the adaption of activities in order to achieve all round inclusion, Hayes & Stidder, (Hayes, S., Stidder, G. 2003, p.56) suggest certain activities in which this adaptation can be incorporated. Such as during hockey; allowing pupils with movement restrictions extra time to play with the ball, and allowing certain individuals different sized or coloured balls as it may make the game easier for them to participate within. However, if a teacher is to utilise such an adaption, it must be explained to the rest of the children within the group in order for them to understand the necessity of bringing these adapted rules into play. This is because, if they are not aware of the reasoning behind the rule enforcement, inclusion within the session may prove to be unsuccessful.
THESARUASIn regards to teachers assisting children within physical education, it is vital that they know their pupils. This is so that they are able to pinpoint any particular difficulties they may have within the lesson. This then allows for teachers to be within the best position to successfully help them develop their weaker areas within physical education as well as strengthening their existing skills. According to Robertson (1999, p. 69), when planning inclusive physical education lessons, the following need to be taken into account;
- Pupil’s existing knowledge and skills;
- Pupil’s hearing and sight;
- Their understanding of language;
- Their emotional needs;
- Any conditions they may have that are potentially associated with movement difficulties, either directly or indirectly.
When these variables are taken into consideration, a simple model of assessment needs is developed, which in turn aids the teacher in assessing their class.
During lessons, teachers should take into consideration the independent physical needs of all students in their classes; this may result in adaption of an activity in order to gain inclusion for all. As stated by Pickup and Price, there are different categories of activities that teachers can use in order to achieve this aim;
- “Open activities; where all children participate in the same activity and differentiation is by outcome;
- Modified activities; where specific adapted features that have been changed to cater for individual needs;
- Separate activities; where children with a particular need take part in alternative provision;
- Disability sport activities; formally recognized versions of sports with specific rules.” (Pickup, I. Price, L. 2007. P173)
All of the above ensure all round inclusion of pupils within lessons. The use of disability sport activities allows all children to take part in sports which they previously may not have participated within, or knew existed. A popular example of this is Inclusive Zone Basketball, which is a four a-side game, developed to enable players who cannot participate in a full game of basketball to enjoy playing the game. The zones used enable players to be matched in their abilities within these zones. (). By including disability sports within physical education in primary schools, this allows all children in the class to gain a better understanding of certain disabilities or needs, as well as allowing them to empathise with some of their fellow classmates.
In relation to this, equipment is a useful way in which to involve children with SEN in physical education, as it allows them to participate within the same lesson as their peers, due to the support of certain pieces of specialist equipment. Examples of such equipment are suggested by Mednick (2002, p.148);
- “Brightly coloured bats and balls/bean bags;
- Swingball – Allows children with motor difficulties to practice their bat and ball skills without the inconvenience of running to fetch the ball;
- Swing football – Follows the same principles as Swingball, but helps children to develop their kicking skills, rather than bat and ball;
- Trampolines with safety handles;
- Bouncy boards to build confidence and prepare children for trampoline work;
- Floatation swimming aids which support children around the neck, waist, legs and arms. Children may also be placed within a large, shaped float if necessary.”
MAKE LIST SHORTER, PARAPHRASE EXPLAIN HOW IT HELPS EG COLOURED WITH SIGHT
Through using these certain pieces of specialist equipment, it further extends the ways that all teachers can create unity between pupils in the class, as well as plan lessons which include the whole class as a cohort, as opposed to having children doing different activities.
Physical education is vital to all pupils with primary school, as without the benefit of exercise within their schooling lives, there are many knock on affects which they will experience both during school and through later life. Bailey & Macfadyan (2000, p. 64) suggest that aside from the well-established risks such as obesity, high blood pressure and weak bones, there are also risks to the child’s potential social relationships with their peers, as well as their self-esteem. In order to avoid these consequences, teachers need to realise the benefits of total inclusion within their physical education lessons, and plan in certain adaptions or factors depending on the needs and abilities of the pupil’s in their class. As suggested by Gray-Fow (2005, p.67);
Davis states that; “Sport is a universal language that is understood, respected and practiced around the world.”(Davis, R. 2002 P.93) Physical education works to bring those with and without special educational needs together to work and progress in unison.
BIBILIOGRAPHY
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Bailey, R. and Macfayden, T. (2000) Teaching Physical Education 5-11. London: Continuum.
- DfES, 2011
- United Kingdom physical education community (cf. Sugden, 1991
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Robertson, C. (2000) the Theory and Practice of Inclusive Physical Education. The School Of Education, University of Birmingham, Birmingham.
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Top Sports Ability: The Inclusion Spectrum incorporating STEP. Youth Sport Trust. ASK CLAIRE FOR REFERENCE
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Gray-Fow, B. (2005) Discovering and Developing Talent in Schools; an Inclusive Approach. London: David Fulton Publishers.
- Teaching Physical Education in the Primary School – a developmental approach Pickup, I. Price, L. Continuum international publishing group: London 2007.
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Davis, R. (2002) Inclusion through Sports. Human Kitetics: Champaign.
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British Wheelchair Basketball; (http://www.gbwba.org.uk/gbwba/index.cfm/wheelchair-basketball/coaching-programme/coaching-in-schools/inclusive-zone-basketball/)
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Hayes, S., Stidder, G. (2003) Equality and Inclusion in Physical Education and Sport.
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Mednick, M. (2002) Supporting Children with Multiple Difficulties. Birmingham: Questions Publishing.