Perspectives
Teachers -
Students -
Parents -
School - Environmental modifications have been described in terms of:
Others have further delineated object modifications with regard to:
References:
"Inclusive Physical Activity: a Lifetime of Opportunities," Susan L. Kasser, Rebecca K. Lytle, 2005
"The Effective Teacher's Guide to Sensory and Physical Impairments," Michael Farrell, 2006
- Staff Communication & Collaboration - Collaborating with school staff to share ideas and goals for the coming year, especially regarding inclusive programming in physical education classes. Through a coordinated and collaborative effort, all students would receive physical education and be included in general class activities as much as possible
- Therapy Requirements - Some students' physical needs may require them to attend physical therapy or some form of physical therapy or medication throughout the day. This may mean that they have to be excused from regularly scheduled classes so a peer tutoring or take-home portion of curriculum may need to be set up to keep the student up-to-date and on top of school work. Advice of physical therapists is also important including, ensuring comfortable seating, modifying work surfaces, and modifying objects. Therapy and care involves the teacher working closely with parents and other professionals.
- Capability Shifting - Many of the decisions regarding physical activity participation by individuals with differing abilities have their roots in the belief that disability is primarily a function of the individual. An underlying assumption is that the "disability" follows the individual across tasks and contexts. Consider, though, that capabilities are not based on a label an individual has and are not based on a label an individual has and aren't solely a function of the abilities and skills of the individual.
- Recognize Barriers - Recognize barriers in the access to and accommodation of participants in physical activity programs. Discuss strategies to overcome barriers and promote inclusive physical activity programs.
- Adaptation - Games and rules of games can be adapted, pedagogy is not distinctive but is directed at ensuring participation.
Students -
- Attitudes - The attitudes and perceptions of others are among the most significant factors preventing individuals with diverse abilities from participating in many activity programs. Simulation activities can increase awareness and information about differences in ability, as can exposure to information and through experience.
- Labelling & Language - Terms such as "handicapped" or "crippled" evoke images of inability, pity, or fear and tend to group all people together regardless of their needs, strengths, and individuality. Instead, emphasize the uniqueness of each individual using person-first language and focus on roles and other social labels.
Parents -
- Administrative Support - A teacher might feel positive about having a student with a physical disabilities enter her classroom but not be provided with the supports needed by the administration in order for her to do this effectively. Bringing your own experience and knowledge especially regarding resources and professionals will be a great collaborative start for all members involved - ensuring success for your child.
School - Environmental modifications have been described in terms of:
- location of materials and equipment (for example, a wheelchair backpack or modular stacking trays for storing materials accessible from the pupil's desk)
- work surface modifications (for example, a supine stander with a cut-out tray, a wheelchair with elbow supports, or angled work or viewing surfaces)
Others have further delineated object modifications with regard to:
- object stabilisation (for example, clamping the bases of items to tables)
- boundaries (for example, edges on a wheelchair tray or holders for items)
- grasping aids (for example, magnets on a glove for picking up metal items or enlarging items by wrapping tape around them)
- manipulation aids (for example, long-handled brushes and art materials)
- Community - Making school premises available for various activities such as a parents support group , or having displays of literature or other contacts for services encourages a community of acceptability.
References:
"Inclusive Physical Activity: a Lifetime of Opportunities," Susan L. Kasser, Rebecca K. Lytle, 2005
"The Effective Teacher's Guide to Sensory and Physical Impairments," Michael Farrell, 2006