inclusion pedagogy: understanding constraints to differentiated instruction thomas e. moran, ph.d.,...
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Inclusion Pedagogy: Inclusion Pedagogy: Understanding Understanding Constraints to Constraints to
Differentiated InstructionDifferentiated Instruction
Thomas E. Moran, Ph.D., CAPEThomas E. Moran, Ph.D., CAPE
James Madison UniversityJames Madison University
Andrea R. Taliaferro, Ph.D., Andrea R. Taliaferro, Ph.D., CAPECAPE
West Virginia UniversityWest Virginia University
What are your Unique What are your Unique Characteristic?Characteristic?
Greatest Characteristic?Greatest Characteristic?
Greatest Challenge?Greatest Challenge?
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Make Up of Your ClassMake Up of Your Class
You have 20, 30, 40+ students in You have 20, 30, 40+ students in your classyour class
What is the make-up of your What is the make-up of your class?:class?:– Athletic (Competent or Proficient)Athletic (Competent or Proficient)– Individuals with Disabilities (low)Individuals with Disabilities (low)– Middle of the Road? Everybody Else?Middle of the Road? Everybody Else?
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Who is Everybody Else?Who is Everybody Else?
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Single Parent
Withdrawn or No problem
ESL or Culture Abused
Low SES or At Risk Obese
5 E’s to Meeting Needs of All Learners5 E’s to Meeting Needs of All Learners
EngageEngage
EducateEducate
EquipEquip
EmpowerEmpower
EvaluateEvaluate55
EngageEngage Reflect on this….Reflect on this….
Do you have 2 athletes; 3 students Do you have 2 athletes; 3 students with documented disabilities; with documented disabilities; and 20 and 20 typical studentstypical students? ?
OR OR
Do you have 25 diverse learners?Do you have 25 diverse learners?
–All Good Physical Education is All Good Physical Education is Adapted Physical EducationAdapted Physical Education
Claudine SherrillClaudine SherrillJMU PHETEJMU PHETE 66
Inclusion PedagogyInclusion Pedagogy
We tell our teachers to be inclusive We tell our teachers to be inclusive and introduce them to the concept of and introduce them to the concept of inclusion (the WHAT)inclusion (the WHAT)
BUT…BUT…Who do I reach?? Who do I reach??
do we teach them the HOW?do we teach them the HOW?– How to understand constraints all learners How to understand constraints all learners face?face?
– How to apply a developmental process to How to apply a developmental process to ensure the needs of all students are met? ensure the needs of all students are met?
– How to implement strategies to create an How to implement strategies to create an inclusive environment? inclusive environment?
– How to apply pedagogical skills to How to apply pedagogical skills to situations to benefit all learners situations to benefit all learners
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Inclusion PedagogyInclusion Pedagogy
Two Part ProcessTwo Part Process– Newell’s Model of ConstraintsNewell’s Model of Constraints
– Developmental DifferentiationDevelopmental Differentiation
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EducateEducateNewell’s Model of ConstraintsNewell’s Model of Constraints
Learning Process & Learning Learning Process & Learning StylesStyles
Understanding Sensory NeedsUnderstanding Sensory Needs
Providing Structure & ConsistencyProviding Structure & Consistency
Nuts and Bolts of DisabilityNuts and Bolts of DisabilityJMU PHETEJMU PHETE 99
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Newell’s Model of ConstraintsNewell’s Model of Constraints
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Name the Individual, Environmental, Name the Individual, Environmental, and Task Constraintsand Task Constraints
Think about TENNIS FOREHANDThink about TENNIS FOREHAND
– Identify the types of constraintsIdentify the types of constraints
Individual?Individual?
Environmental?Environmental?
Task?Task?
EquipEquip
Task Analysis of SkillTask Analysis of Skill
Purposeful Differentiation = SuccessPurposeful Differentiation = Success
Learner Needs Learner Needs – Type of Learner/communication, etc.Type of Learner/communication, etc.
Management & DeliveryManagement & Delivery– Instructional SkillsInstructional Skills
Addressing Sensory Needs Addressing Sensory Needs JMU PHETEJMU PHETE 1212
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Learning Style/Learning Style/Instructional PreferenceInstructional Preference
Listening to Directions– Auditory learner?; Feedback?Auditory learner?; Feedback?
Teach Me!Teach Me!– Find a PartnerFind a Partner
Management & DeliveryManagement & Delivery
Three Keys to Delivery:Three Keys to Delivery:– Task Analysis & Appropriate Task Analysis & Appropriate ProgressionProgression
– Clear Purpose – MeaningfulnessClear Purpose – Meaningfulness
– Defined Goal – Defined Goal – How many times must I How many times must I do this task; Setting individual do this task; Setting individual expectation?expectation?
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Developmental DifferentiationDevelopmental Differentiation
Understanding that all students Understanding that all students are at different levelsare at different levels
Creating an age appropriate Creating an age appropriate developmental sequence to help developmental sequence to help students master the skillstudents master the skill
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ActivitiesActivities
Striking progressionStriking progression
Fielding and ThrowingFielding and Throwing
Juggling ProgressionJuggling Progression
Dribbling ProgressionDribbling Progression
Constrain PerformanceConstrain Performance
Environment & Equipment Environment & Equipment can be can be your second teacheryour second teacher– Structured learning/feedbackStructured learning/feedback
Choose a component within your Choose a component within your skill & develop an activity to skill & develop an activity to constrain their performanceconstrain their performance
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EMPOWERED?EMPOWERED?Are you Are you engaged?engaged? – have you bought in? – have you bought in?– How many types of learners do you have?How many types of learners do you have?
Are you Are you educated?educated? – do you understand – do you understand your learner’s needs/constraints as well your learner’s needs/constraints as well as as abilities!abilities!
Are you Are you equippedequipped? – Can you address your ? – Can you address your student’s needs student’s needs – Have strategies to help them be successful?Have strategies to help them be successful?
If you answered YES to all – you are If you answered YES to all – you are EMPOWEREDEMPOWERED
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EMPOWERED?EMPOWERED?
ARE YOU ON THE ROAD ARE YOU ON THE ROAD TO POSSESSING the TO POSSESSING the tools to meet the tools to meet the
needs of 25 diverse needs of 25 diverse learners?learners?
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EvaluateEvaluateWhat do I still need in my What do I still need in my toolbox?toolbox?
How can I better help my How can I better help my peer(s)/student(s)?peer(s)/student(s)?
Can I manipulate the task or the Can I manipulate the task or the environment to help my student(s) environment to help my student(s) be more successfulbe more successful– Because I CANNOT CHANGE THE Because I CANNOT CHANGE THE LEARNER!!!LEARNER!!!
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THANK YOUTHANK YOU
"Regardless of your ability or disability we all face challenges in life. One can see them as hurdles or barriers. Barriers are designed to hold people back. Hurdles are made to jump over. The choice is yours -
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Contact InformationContact Information
Thomas Moran – JMUThomas Moran – JMU– 540-568-4877 or 540-568-4877 or [email protected]
Andrea Taliaferro – WVUAndrea Taliaferro – WVU– 304-293-0852 or 304-293-0852 or [email protected]
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