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Chapter 6

Chapter 6. Teaching Children with Special Needs. Chapter 6 Key Points. Public Law 94-142 (1975) and Individuals with Disabilities Act (IDEA) of 1990 guaranteed all children (3-22 years) a free appropriate education, including Physical Education, in the least restrictive environment

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Chapter 6

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  1. Chapter 6 Teaching Children with Special Needs

  2. Chapter 6 Key Points • Public Law 94-142 (1975) and Individuals with Disabilities Act (IDEA) of 1990 guaranteed all children (3-22 years) a free appropriate education, including Physical Education, in the least restrictive environment • Inclusion philosophy • Recognizes children’s desire to learn • Identifies abilities and nurtures child’s strengths and weaknesses • Requires teachers to be willing to accept all children and their differences and be dedicated to enabling success for all children

  3. Chapter 6 Key Points • Inclusive physical education programs have goal of meeting the needs of every child through provision of a developmentally sound and sequential program. • Multi-disciplinary Team (M-Team): • Comprises personnel involved in education of child with special needs • Determines appropriate placement and curriculum • As part of the M-Team, physical education teachers provide input regarding how identified disability will affect performance in the existing program

  4. Chapter 6Key Points • Individualized Education Program (IEP): • Is developed for each child identified as one with special needs • Identifies short and long term goals needed for meaningful participation in • Physical education • Physical activity at recess • After-school play/recreation opportunities

  5. Chapter 6 Key Points • Physical Education for children with disabilities: • Focuses on development of motor skills to enable successful recreational participation • Involves designing instruction and modifying both teaching and curriculum to meets needs of student • Modifications often required for children with visual and hearing impairments, physical disabilities, health-related impairments, emotional/behavior disorders and mental delays/disorders.

  6. Steps to Planning for Inclusion Implementing the IEP Step 1: Determine the critical skills needed by the child to be successful in the present (What the child chooses in recess and other recreational settings; skills needed for physical education class) Step 2: Analyze the existing physical education program to match the student’s IEP (What modifications are needed in instruction? In curriculum?) Step 3: Design modifications in teaching and curriculum in order to meet the needs of the child with disabilities (Plan for the child so that he or she is part of a developmentally appropriate physical education program)

  7. Chapter 6 Key Points • Inclusion will be successful when Physical Education teachers are: • Willing to accept all children and their differences • Dedicated to helping children learn and experience success

  8. Tips for Teachers for Successful Inclusion • Study the literature—Be informed! • Meet and work with the student’s parents • Be an active participant of the multidisciplinary team • Ask for assistance if needed • Find a support group

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