FACILITATING SOCIAL ACCEPTANCE & INCLUSION

Chapter 9Pages173-187

KIN 579: Inclusion in Adapted Physical EducationBy: Gretchen ColwellYouTube Video

Identify positive behaviors that ensure a healthy inclusive setting

Understand how to remove barriers and increase social acceptance

Foster interactions between students with and without disabilities

Explain the roles to classmates without disabilities

Objectives

BEHAVIORS THAT FACILITATE SOCIAL

INCLUSION

Apprehensiveness is common, but the first step is to be willing to try when working with individuals with disabilities. Don’t fall victim to:

- Misconceptions- Misunderstandings - preconceptions

Have a Positive Attitude

Give inclusion your best shot:

- Learn about the child- Use resources available- Experiment with different ways to include

the child

Positive Attitude continued…

YOU are the teacher! Own it!

- Do not entrust the education of one of your students to someone who is probably under qualified.

- Aids are there to help, not make decisions about curriculum, how the activity should be performed, or necessary adaptations.

Take Responsibility for Teaching All Students in Your Class

Welcome the child with disabilities Model friendly behavior through actions &

words Greet & hold conversations Pats on the back High Fives Choose the child first Recognize them during activities

Model Appropriate Behaviors

- Try to limit the amount of “different” activities you do with a child with disabilities

- Not working them into the general class as much as possible could lead to:- Social Isolation- Loss of learning

Include the Student in as Many Activities as Possible

- ALL students have individual needs, not just students with disabilities

- Use a larger array of teaching strategies- Set high expectations, but make sure they

are reasonable based on your knowledge of the child

Individualize the Curriculum & Instruction

Use peers as much as possible◦ Partner activities encourages friendship◦ Team activities encourages cooperation

Have peers assist with a difficult task

AVOID:- “mothering”- Teasing or negative interactions

Reinforce Positive Interactions

Medical and health information How to communicate Behavioral problems Activities the child really enjoys

Knowing more about the child with disabilities needs, will also help the educator to explain to peers WHY certain adaptations to rules or equipment are made.

Be Knowledgeable About the Students

PREPARING CLASSMATES WITHOUT DISABILITIES FOR

SOCIAL ACCEPTANCE & INCLUSION

“A systematic way of identifying and outlining all of the friends, acquaintances, and key people in one’s life.”

1. Circle of intimacy2. Circle of friendship3. Circle of participation4. Circle of exchange

Circle of Friends

Invite speakers with disabilities or sport organization representatives to speak with classes

Examples:- United States Association for Blind Athletes- National Wheelchair Sports Association- Special Olympics

Guest Speakers

Facilitate a day of playing sports while role playing a disability [see table 9.3 for role-playing ideas] & conclude with a discussion.

Discussion topics:- Feelings while playing- Advantages/Disadvantages

Role Playing

Modifications

Handicapping

*Involve all students in the process of adapting rules to accommodate others.

Sports Rules Discussion

Look at a variety of contrasts, not just disabilities.

Examples:- hair color- birth place- siblings

Discussions on Differences & Similarities

Why might people have a disability?

What are prior experiences with individuals with a disability?

See figures 9.2 & 9.3

Discussion on Disabilities

- Lead a discussion- Show photo’s- Show performances

*Explain that the individuals you are observing are recognized for their talents, not their disability [Appendix B]

Famous People who have Disabilities

Table 9.4 has movie examples of each of the following:- Cognitive disability/Down syndrome- Autism- Schizophrenia/mental illness- Cerebral palsy- Dwarfism- Deafness- Blindness

Use Movies to Dispel Stereotypes

Peers should understand:

How to talk to the child

How to include the child in activities

Specific ways to befriend the child

How to Interact with Specific Children

Peers should: Talk to the student with disabilities Provide feedback & positive reinforcement Ask the student if they need assistance

Provide Ongoing Information, Encouragement, & Support for Acceptance

COMMON BARRIERS TO SOCIAL

INCLUSION IN GENERAL PHYSICAL

EDUCATION AND POSSIBLE

SOLUTIONS

Scenario #1

Problem: Teacher assistants trying too hard

Solution: Awareness training for teacher assistants

Know a lot about the student, but very little about physical activity

Compelled to assist the student as much as possible

May prevent the student from learning appropriate social skills

Peers may not want to interfere with the instruction

Explain the need for interactions between student with disabilities and peers

Have the teacher assistant work in a group

Provide the teacher assistant with specific ideas to promote interactions between peers

Scenario #2

Problem: Student cannot participate in the general activity

Solution: Utilize peers without disabilities

Health or safety issue

Separation from peers encourages isolation

Prevents social interactions

Have peers rotate into the student with disabilities alternate activity

Keep the theme of the main task

Add more stations/activities

Scenario #3Problem: Peers are tutors, but not friends

Solution: Utilize reciprocal rather than one-way peer tutoring

Imbalance promotes a feeling that students with disabilities always need help

Have students with disabilities serve as tutors

As tutee: learn to listen & accept feedback

As tutor: observe others & provide feedback

Use peers as friends as well as tutors

Scenario #4Problem: Students with disabilities are grouped together

Solution: Teacher-mediated interaction

Students with disabilities tend to try and maintain their group identity rather than interact with the rest of the class

Principle of Natural Proportions

Divide the class into small groups

Quality physical education promotes motor, cognitive and social development for students with & without disabilities.

Conclusion