strategies for success in physical education same age – general physical education class cross...

Strategies for Success in Physical Education

Same Age – General Physical Education class

Cross Age – older student with younger student

Class Wide – all students in the class work in pairs.

Reverse Inclusion – Peers, same age or older, participate with children with disabilities in their Physical Education class

Increased opportunities to practice skills

Develop friendships

Increase frequency of positive feedback

Reinforce directions and cues

Increased acceptance of individual differences

Develop a deeper sense of social justice

Advocate for others

Increase self-esteem

Develop better understanding of how to assist and communicate with students with disabilities.

Provide leadership experience

Disability Awareness

Communication Techniques

Reinforcement Techniques

Teaching Strategies

Model skill. “Watch me.” “Do it like this.” Know when to go to the teacher for help if

the student runs away, hits, refuses to participate or throws equipment.

Help the student transition to another stations. “Follow me.” or “Hold my hand”

Sit next to the student while directions are presented.

Help the student obtain and return equipment.

Catch a ball - Cue: Kevin Hands Up

Throwing a ball – Cue: Kevin Elbow Up

Feedback◦ High Fives◦ Nice Job

◦Use hand over hand if needed.

Teacher assistantsParaprofessionalsTeacher HelpersAides

They are: parents, community members, certified teachers

Gain Administrative Support

Provide Training Session

Clarify Expectations

Provide an “Our class” attitude

Be friendly and positive

Ask for help

Increase practice and feedback

Implement behavior program

Help with bathroom needs

Assist other students in the class

Encourage social interaction

Inform the Physical Education teacher about students needs

Help in the locker room Read posted directions Help with assessments Help students with transitions to and from

class and transitions within the class. Check for safety especially students using

assistive devices, communication devises and wheelchairs or walkers.

Student separation from the rest of the class

Interference with directions and discipline The “not my job” attitude The “no show” syndrome The sit and watch behavior The inappropriate attire for activity Making skill and activity accommodations

Communicate before the lesson about the activity.

Prepare a task card for the activity. Check frequently during class if help is

needed. Provide lots of praise and support for the

help given. Send a thank you note at the end of the

school year. Prepare all the skill and activities

If not, thank you for your attention to today’s lecture.