Parents of Rafael Oberti fought through the courts to have their son included in a regular classroom with support to help him learn

This is an landmark case that paved the way for schools to consider the best LRE.

http://www.pilcop.org/oberti-v-board-of-education-of-the-borough-of-clementon/

Your opportunity!!!!

Inclusion is about creating a classroom in which all children feel welcomed, valued and respected.

Difference is viewed as an asset not a liability.

Students are comfortable with differences.

Awareness of interconnectedness Everyone is an active contributing

member of the class.

“Inclusion is not a favor we do for students with disabilities.”

“Inclusion is a gift we give ourselves; the gift of understanding, the gift of knowing that we are all members of the human race and that joy comes in building genuine relationships with a wide range of other people.”

Sapon-Shevin, M. (2008) Learning in an Inclusive Community. Educational Leadership (50).

Inclusion in Physical Education means that students with disabilities participate in all activities equally with typical students.

Students with disabilities learn the same curriculum content, with the same lesson objectives, in the same space, with the same assessments as all other students. Modifications are applied when needed.

Being a scorekeeper

An observer

Working only on the sidelines on a different skill.

Being only a follower and not a leader

Being viewed as low skilled or unable.

Increase social skills, making friends

Feeling of belonging and being valued (critical to being motivated to learn).

Increase motor skills

Participate in age appropriate activities

Experience success with peers

Increased knowledge and acceptance based on the “Contact Theory.” Through frequent, meaningful and pleasant interactions, changes in attitude can occur.

Opportunity to experience adaptations

Gain respect for a range of abilities

Go beyond tolerance to acceptance and advocacy

Increase friendships

No budget to purchase equipment

No support by other educators or the administration

Large class sizes (dumping ground effect)

Severity of the disability

No support personnel

Safety for the student with the disability and for others

Adapting activities that may not be accepted by the typical students.

Activities simplified so no one has fun or is challenged

“I was made fun of”“I didn’t know what to do”“No one gave me the ball”

Lonely Worthless

Invisible Hurt

Unwanted Inferior

Unaccepted Different

Ashamed Isolated

“I make a goal for the team” Everyone high fived me”

Comfortable Liked

Recognized Accepted

Happy Normal

Cared about Important

Segregated Inclusion Whole class dumping Social isolation Overbearing teacher assistant Ineffective teacher assistant Content too difficult Content too easy Peers only as tutors No adaptations made Teacher attitude or lack of strategies

Share your philosophy of acceptance of differences

Understand the student’s characteristics

Meet with the student before and after class

Communicate with other professionals

Use cooperative and team activities

Organize all students into partners and small groups

Use inclusive language and person first language

Model acceptance

Peer Buddies

Offer levels of game play and choice

Making accommodations helpful to all

Ramps, automatic doors, flip handles, wall posters, multi level baskets, different size balls

Differentiated Instruction (Individualized)

The “Slanty Rope” theory (Muska Mosston)

Everyone is offered choices