Explain the role of Occupational Therapists for children with special needs. ���_?����G A defining characteristic of an excellent physical education program is that it includes students with a diverse range of abilities, needs, interests and learning styles in meaningful learning experiences. They reported about their challenges and difficulties and how they approached them. It refers to an education system that accommodates all children regardless of their physical, intellectual, social emotional, linguistic or other conditions. 5.6.7 Learning difficulties and their consequences for good inclusion practice in a classroom context 65 5.6.8 Individual education plan work and its significance when it comes to the development of good inclusion in a classroom context 66 5.6.9 Main factors that characterise good classroom practice and inclusive education 67 5.7 SPAIN 69 0000007137 00000 n <<3C899EE6F204D041B4429958B92E8B51>]>> Specifically, Article 30.5 of the CRPD mandates (a) facilitating participation of individuals with disability in mainstream (inclusive) sport events; (b) ensuring the development, training for and participation in disability-specific sporting and recreational activities; (c) ensuring access of individuals with disability to sport and recreation venues; (d) ensuring that children with disabilities have equal access with other children to participation in play, recreation and leisure, and sporting activities, including those activities in the school system; and (e) ensuring the provision of (mainstream or specific) sport and leisure services to individuals with a disability. The following are two advantages for the imposed link between disciplinary and pedagogical studies: By taking classes in their selected discipline/s and classes in pedagogy across the 4-year program, the students are provided with a unique opportunity to integrate the different types of knowledge emerging from the various classes. When making certain adjustments in the TPPs for those students with disabilities, such as students with physical impairments, vision impairments, or intellectual impairments, two main pedagogical challenges need to be considered: (a) What actions should be taken to prepare the lecturers/instructors to work with these students? In the following part, we describe these and additional pillars and their relevance to inclusion in PE. trailer The TE4I report [27] on challenges and opportunities of inclusive education states that “the vision of a more equitable education system requires teachers equipped with the competences needed to meet diverse needs” (p. 78). H�tWM������S ?%�1dgm�/b!�e�Ȗ��Mw��U.��y�-R3��0I쮏WU�? TPPs are offered by Israel in two types of higher-education institutions—universities and academic colleges of education. �o>||��>�f�O��TZ��l����ף�=����qw�mp>� �a�g�AJ�f�H����Y��$��]5[���o������]J)M��&�8 ��v�.���OF��=�Z���-�l�롑���Ŵ�����d��:���f�����wroa�Q��P�g�[����A�+a���F�h�1!�. 0000000956 00000 n However, following the time they spent with the students with disabilities, they also felt ready to work with adults with disabilities. One way to cope with the uncertainty about curricula and practice created through the inclusion process is to receive supervision or mentoring from experienced professionals. Social inclusion and inclusive education Marsela Robo, PhD Candidate Ministry of Education and Sports, National VET1 Agency, Albania Faculty of Social Sciences, University of Tirana, Albania Abstract The key question addressed in this article is social inclusion, as an opposite concept of social exclusion. The educator must be willing to modify and adapt lessons and activities to ensure that every student learns and achieves success at his own pace and according to his own abilities. In this chapter, we address the inclusion challenge, namely how we have taken up the challenge to modify one existing teacher preparation program (TPP) in physical education (PE) to enable students with disabilities to study at the same level as the other students who are enrolled in the program. In ... physical and mental, and socially generated disadvantages (UNICEF, 1989). Benefits of Inclusive Education. Typically, mentors could be experienced teachers with hands-on experience, who can answer questions, suggest alternatives, and evaluate choices together with the mentee and support his or her reflexive process. In a recent article, Block and associates [50] reviewed and summarized a number of teacher preparation processes, including (a) providing simulations of disability conditions while attempting to perform various physical activities; (b) infusing disability-related contents across core curriculum studies; (c) participating in on-campus and off-campus practicum sessions; (d) obtaining online courses for those who lack the time to attend frontal classes; and (e) confronting participants with decision-making situations while in group settings, rating potential responses, and discussing the choices for reducing bias and facilitating informed decision-making. 0000000016 00000 n In fact, students who choose to study at the academic colleges of education are required to take pedagogical/teaching classes, even though some of them do not have an interest in becoming teachers in the educational system in Israel. However, in the United States it is up to every state—and sometimes even the educational region—to specify the regulations supporting the development of inclusive frameworks and enabling increased participation of youth and adults with a disability in physical activity. Students can use concepts, ideas, and themes learned in the disciplinary classes and apply them in the pedagogical classes. 108 0 obj<>stream For example, a class can be taught by an expert in one of the disciplines, and another experienced teacher can provide the students with real-world instructional examples of how knowledge from the specific learned discipline can be effectively implemented in actual classes taught in school settings. %PDF-1.4 %���� In order to assess how we have addressed the inclusion challenge in our college, we plan to adopt a number of research approaches combining both quantitative and qualitative designs (see [71]). For this purpose, schools are expected to connect with the community and embrace cross-lateral links [43]. By making research easy to access, and puts the academic needs of the researchers before the business interests of publishers. Physical activity is fundamental to health and individual well-being (Kohl et al., 2012; World Health Organization [WHO], 201… The length of the TPP at the academic colleges of education is 4 years, and the integration between the discipline/s and the pedagogical/teaching studies already begins in the first year of the program in most of the colleges or in the second year of the program in others. Physical Education Class 12 Notes Chapter 4 Physical Education and Sports for CWSN – Children with Special Needs : Divyangs 4.1 Concept of Disability and Disorder Disability and disorder are two separate terms that stand for different types of physical and mental conditions. Furthermore, in spite of considerable research and a number of recent systematic reviews on attitudes and perspectives of PE students and teachers toward inclusion [63, 64, 65, 66, 67, 68], “there is a need to bridge the intention/behavior gap that still exists in the research on inclusion of children with disabilities in PE” ([68], p. 330). 0000012131 00000 n Licensee IntechOpen. The development of inclusive education was highlighted by the Salamanca Declaration on Education for Children with Special Needs [5], which asserted that inclusion in regular schools is the most effective means of combating discrimination, supporting education for all, and building an inclusive society. Some use several of these terms interchangeably; others make distinctions. Lecturers in the two types of studies—disciplinary and pedagogical—can together plan some of their classes and provide the students with examples of how information from one class (e.g., a disciplinary class) can be related to elements of information discussed in another class (e.g., a pedagogy class). The decision of the board of the college to apply the Inclusion Law, was made after examining all the pros (e.g., providing the opportunity for students with disabilities to study PE) and cons (e.g., the potential difficulties that would have to be faced, particularly those associated with the performance of the students in the physical skill-oriented classes) in applying the Inclusion Law. Since the academic colleges of education are teaching-oriented, and their main objective is to prepare students to be capable and effective teachers in schools, a great deal of emphasis is placed on the pedagogical studies, and in turn the disciplinary studies may play a secondary role in the TPPs. In addition, examples of physical activities (e.g., ball games, basic gymnastics, and folk dancing) for both “regular” students and students with disabilities were demonstrated. The Paralympic School Day activity or Special Olympics School demonstrations are good examples of such community involvement and were found to have a positive impact on attitudes (see [44, 45]). The success of this case led to changes in interscholastic sports regulations in many regions in the United States [32]. The case of a high school wheelchair athlete, McFadden versus the Howard County (Maryland) Public School System, is an example of a struggle for a human rights supportive policy led by a student with a disability and her mother, requesting that she be entitled to compete against athletes without a disability on the same track and at the same time. 0000010480 00000 n This is common also in the case of PE [50], and therefore pre-service or in-service training is necessary. I - Adapted Physical Activity And Inclusive Physical Education - Maria Dinold Encyclopedia of Life Support Systems (EOLSS) While Downs’ seven pillars may be very helpful for community organizers, club managers, and sport association officers, they are less applicable to the educational framework. The benefits of inclusive education are numerous for both students with and without disabilities. 0000006577 00000 n Sensory stimulation 6. Therefore, the discussions focused mainly on the importance of having students with disabilities in the college but also were centered on how to handle potential reactions—not only among lecturers, particularly those who teach physical activity classes, but also among students. In order to follow the principles of the leading frameworks of inclusion (e.g., [28, 30]), as well as to effectively deal with the pedagogical challenge of inclusion, a number of actions were taken: In accordance with national legislation [70] and the International Convention on Rights of Persons with Disabilities [6], as well as following a number of applications submitted to the college, the board of the college has committed to accepting and enabling students with disabilities to participate in the PE TPP. %%EOF In this modern/postmodern era, we feel that to address such a challenge is a kind of cultural-social mission. One of the main findings of this study revealed a lack of consistency across TPPs within one university and a disconnectedness between the knowledge of inclusion as presented through the university coursework and the students’ real-world field-experience observations of inclusion. For general educators with a limited special education background, this can often be anxiety provoking and stressful. In another study [62], one TPP that prepared both single- and dual-certification master’s students to teach in inclusive classrooms was reviewed. 0000015247 00000 n School assessment typically includes both quantitative and norm-referenced data, which are not helpful in the case of inclusive education, where individualized motor patterns of the students with disabilities are not expected to conform to the quality criteria expected in the normative population. In the third section, we describe a number of actions taken in one college that enabled students with disabilities to enroll in a PE TPP. ), and then take part in the pedagogical/teaching program for an additional 1 or 2 years of study. Therefore, teachers are challenged with the task of developing individualized baseline-referenced tools which can be utilized for students with and without disabilities, as well as for teachers. A simple explanation of the view is that the teacher is the final authority and source of knowledge.The problem for many teachers is transition of teaching in manner than accommodate the use of technology. In most of these meetings the student volunteers attended as well, so that they would be informed and could continue working with these students on the relevant learning material. Disability and education: the historical perspective. Isn’t it better to separate children who need specialized attention? Since there is more than one relevant answer to each of these questions, it was important for us to discuss them with key figures from the Ministry of Education. With this support of international governing bodies, and the formation of a theoretical knowledge base (e.g., [12, 13, 14]) and practical guidelines (e.g., [15, 16]), the trend toward inclusive education has increasingly been advocated by educators and scholars worldwide (e.g., [17]). It appears that they appreciated being given the opportunity to work with the students with disabilities. The international supportive policies with regard to inclusive physical activity have been discussed earlier. Available from: International Perspectives of Distance Learning in Higher Education, Theoretical background and practical frameworks of an inclusive pedagogy. Explain the aim and objectives of adaptive Physical Education. We are a community of more than 103,000 authors and editors from 3,291 institutions spanning 160 countries, including Nobel Prize winners and some of the world’s most-cited researchers. Although the activities may be modified or adapted, students with disabilities learn the same concepts, skills, and content as all other students in the class. 0000003932 00000 n This has been suggested as reflecting the lack of administrative and societal support for inclusion prior to the reform. 0000003508 00000 n Inclusion is crucial because it ensures equality and non-discrimination on the basis of disability and allows students to receive a “free, appropriate public education.” Indeed, they were trained in their PE TPP to work with children with disabilities. or a Bachelor of Science (B.Sc. Social inclusion, however, is an end in itself as participation and respect are intrinsically valuable, while ... it is important to narrow down the concept a bit further. In addition, in a number of classes a co-teaching model can be used. Indeed, even if teachers demonstrate good intentions, they often feel inadequately trained to meet the demands of an inclusive classroom. The idea behind inclusive education is that students with special needs will be placed in the same classroom environment as other students their age who do not have special needs. Health: physical education is the entry-point for lifelong participation in physical activity. Built by scientists, for scientists. The Concept of Inclusive Education and Understanding Children with Special Needs. Every inclusion process should be carefully evaluated to determine whether its educational objectives are being achieved. In these meetings, the students provided a verbal report of their experiences helping the students with disabilities. Inclusive education is when all students, regardless of any challenges they may have, are placed in age-appropriate general education classes that are in their own neighborhood schools to receive high-quality instruction, interventions, and supports that enable them to meet success in the core curriculum (Bui, Quirk, Almazan, & Valenti, 2010; Alquraini & Gut, 2012). The school physical education is a proposed activity geared towards the overall development of the students, in their physical, psychological, emotional and cognitive. A content analysis of the literature on inclusion processes of students with special needs in TPPs indicated that most studies have focused mainly on two aspects—attitudes toward inclusion and the changes/modifications required in TPPs so that the special needs of the students are considered. The close connection between the disciplinary studies and the pedagogical studies at the colleges of education has a number of advantages but also one major limitation. Inclusive education is the most effective way to give all children a fair chance to go to school, learn and develop the skills they need to thrive. The paper concludes by with an analysis of the major impacts that disabled learners self-concept has on participation in physical education activities. A possible contributor to the positive experience of the volunteer students might be the knowledge and skills they acquired during their adapted physical activity training as part of the PE TPP. Including Students with Disabilities in a Physical Education Teacher Preparation Program: An Institutional Perspective, Teacher Education in the 21st Century, Reginald Botshabeng Monyai, IntechOpen, DOI: 10.5772/intechopen.85268. Benefits of Inclusion for Students With Disabilities. We discussed a number of procedures necessary for the successful implementation of such a TPP. Inclusion has set a philosophical argument that any children with mental, physical, or emotional handicaps are entitled to access to education within the mainstream of public education. HeadquartersIntechOpen Limited5 Princes Gate Court,London, SW7 2QJ,UNITED KINGDOM. We were not sure how to help the students with the disabilities to benefit most from their practical work in the schools. The analogy of “pillars” has been selected to reflect different contributing factors, which are interdependent and essential, for securing effective inclusive education. Over the years, the concept of inclusive education has replaced the term integrated and Special education. TPPs in PE were established in the mid-1940s as a 1-year program and gradually developed into a 4-year preparation program. Utilizing such a systematic reflective tool has been found to reduce the likelihood of the biased intuitive decision-making often utilized by teachers and administrators to reduce complexity during the inclusion practice [48]. The modified drills were developed in cooperation with experts in adapted physical activity who were staff members at the college. This is an excerpt from Inclusive Physical Activity-2nd Edition by Susan Kasser & Rebecca Lytle. Inclusive Physical Education: Students with disabilities in PE/SportThis video gives a brief introduction into what is inclusive physical education. Key words: Inclusive Education,Children with special needs, Disabilities, Inclusion Scholarly Research Journal's is licensed Based on … Bringing the inclusion policy to the forefront: in a number of meetings with other faculty members, the senior faculty members (e.g., heads of schools/departments at the college) explained the policy of the college to “open the gates” for students with disabilities. Or, should they serve only as assistants to the PE teacher who works at the school? Diversity refers to the range of identities that exist in a group of people. With the increased implementation of inclusive education, teacher educators have also been challenged to make changes in their programs in order to prepare students to educate diverse learners. Upon completion of the pedagogical/teaching program, the students are awarded a teaching certificate, which enables them to teach their discipline/s in high schools. All students learn differently. 0000003244 00000 n When education is more inclusive, so are concepts of civic participation, employment, and community life. 0000013700 00000 n Submitted: January 29th 2019Reviewed: February 18th 2019Published: March 19th 2019, Home > Books > Teacher Education in the 21st Century. 0000023639 00000 n The Systematic Ecological Modification Approach (SEMA; [34]) is a task-analytical teacher’s reflection tool, providing guidance throughout the journey of inclusive practice. Inclusion: quality physical education is a platform for inclusion in wider society, particularly in terms of challenging stigma and overcoming stereotypes. What is the need of inclusive education? The assumption of the members of the board was that after a number of students with disabilities were accepted to the PE TPP, the word would spread that The Academic College at Wingate accepts students with disabilities to its TPP program. 0000019811 00000 n The benefits of inclusive education are numerous for both students with and without disabilities. The students typically complete their undergraduate disciplinary studies in 3 years, earning a Bachelor of Arts (B.A.) In the fourth section, we conclude our discussion and provide a number of ideas for future research, in order to strengthen the understanding of how to integrate students with disabilities in PE TPP. Contemporary educational institutions have been criticized for presenting too much teacher-centered instruction and for striving to demonstrate norm-referenced “outcomes” rather than educational processes [38]. Many of those classrooms are what’s known as inclusive (or inclusion) classrooms. Globally, many of the major causes of death connect to non-communicable diseases 0000010109 00000 n How? Support of inclusive physical activity often varies across contexts and participant groups. For example, in the year 2002, the Israel Knesset (the unicameral national legislature of Israel) approved the Integration Law (see [70]). 0 0000008240 00000 n The practice of inclusion in public schools is based on the legal concept of Least Restrictive Environment (LRE) When Congress passed PL94-142, the Education for All Handicapped Children Act, it was in response to the findings of the U.S. Supreme Court in 1971 in PARC (Pennsylvania Association of Retarded Citizens) vs. the Commonwealth of Pennsylvania. In addition to the students with these specific disabilities who had applied, the objective of the board was to enable individuals with a larger spectrum of disabilities to apply for the PE TPP. The term “special education” was replaced by the term “special needs,” but another gap had yet to be bridged—that is, of the philosophical change from welfare to human rights-centered services [4]. No specific frameworks for promoting inclusive education within the PE domain have been proposed, but the general principles for teachers’ empowerment proposed by the European Agency for Special Needs and Inclusive Education [26], and based on a multinational European Union’s Teacher Education for Inclusion (TE4I) project, provide good starting points. 0000004013 00000 n In TPPs offered by the universities, students are required to study at least one major discipline (but no more than two) and only then complete their teaching certification studies. and (b) What actions should be taken with the students at large who are required to be part of a learning group that is composed of students with different needs? 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