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Chapter 5

Chapter 5. Planning for Children with Diverse and Special Needs. Objectives-Chapter 5. Describe strategies that help teachers feel more comfortable and competent in working with students with diverse needs. Express how perceptions and attitudes toward disabilities affect the classroom.

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Chapter 5

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  1. Chapter 5 Planning for Children with Diverse and Special Needs

  2. Objectives-Chapter 5 • Describe strategies that help teachers feel more comfortable and competent in working with students with diverse needs. • Express how perceptions and attitudes toward disabilities affect the classroom. • Cite factors that influence specific disabilities • Express the importance of collaboration

  3. Race Religion Color Disability National Origin Gender Size Age Many Facets of Diversity

  4. Physical Education Supports Diversity • NASPE Standard 6: Students demonstrate understanding and respect for differences among people in physical activity settings. The intent of this standard is to encourage educators to be respectful of individual similarities and differences through promoting positive interaction among participants in physical activity.

  5. Be open and honest about disabilities. Use all of your resources. Make disability a comfortable concept. Provide equal access for typically achieving peers. Explore a variety of differences and similarities among people. Promoting Friendships in the Inclusive Classroom(Calloway, 1999)

  6. Disabilities Require A Deeper Understanding • Walk in their shoes – or ride in their wheelchair. • Breaking norms of culture. • Challenging your attitudes and perspectives.

  7. Reality Tour 1: The Perceptions of an Experienced Professional • Do school personnel make every effort to welcome all students? • Are teacher’s unconditional in their willingness to accept all children? • Field Trips • How accessible are the restaurants in your community?

  8. Understanding and Adapting to Disabilities • Requirements By Law • Education for All Handicapped Children Act (PL 94-142) • Individuals with Disabilities Act (IDEA) • Physical education signed out.

  9. Learning Disabilities • Definition • Common characteristics • Effects on motor proficiency • Suggestions for instructional environment

  10. Mental Disabilities • Definition • Common characteristics • Effects on motor proficiency • Suggestions for instructional environment

  11. Emotional and Behavioral Disturbances • Definition • Common characteristics • Effects on motor proficiency • Suggestions for instructional environment

  12. Sensory Impairments: Visual • Definition • Common characteristics • Effects on motor proficiency • Suggestions for instructional environment

  13. Sensory Impairments: Auditory • Definition • Common characteristics • Effects on motor proficiency • Suggestions for instructional environment

  14. Orthopedic and Physical Impairments • Definition • Common characteristics • Effects on motor proficiency • Suggestions for instructional environment

  15. General Modifications • Delays in Strength, Speed, and Endurance • Delays in Balance • Delays in Coordination and Accuracy

  16. Bicycles Gait trainers and standers Special Olympics-find local organizations Catapults Board Games Adapting Equipment

  17. Classroom Teacher Physical Education Specialist Special Education Teacher School Nurse Physical Therapist Occupational Therapist Assistive Technology Specialist Vision Specialist Orientation and Mobility Specialist Adapted Physical Education Specialist Collaboration

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