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Facilitating Social Inclusion

Discuss ways in which general physical educators can remove barriers to social acceptance and interactions

Discuss ways general physical educators can foster more interactions between students with and without disabilities.

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Importance of Social Inclusion

Students with disabilities never should be placed in general physical education solely for social development (NASPE, 1995).

Yet, one of the greatest benefits of inclusion is the opportunity for social acceptance and interactions between students with and without disabilities.

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What Social Factors Inclusion Promotes

Learning how to interact with peers Playing cooperatively Taking turns Dealing with anger Following directions Listening quietly, staying on task Generally behaving appropriately.

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Children with Autism or Behavior Disorders

For some children (e.g., some children with autism or behavior problems), social development can be as important as motor and cognitive development in physical education, and in such cases social goals should be addressed in the child’s IEP (including IEP for physical education).

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Benefits of Social Interactions to Peers without Disabilities

Learn that classmates who seem different from them on the outside might share similar interests, pleasures, problems, and concerns.

Opportunity for true acceptance, appreciation, and even friendships between peers with and without disabilities becomes possible

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Problems Facilitating Social Inclusion

Simply placing a child with a disability into general physical education does not ensure appropriate and meaningful social interactions and acceptance.

Such interactions and acceptance have to be carefully planned and facilitated.

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Problems Facilitating Social Inclusion (continued)

Furthermore, physical educators and teacher assistants often unwittingly create barriers to social interactions and acceptance.

Examples

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Listening to Children with Disabilities in Physical Education “I (participated in PE) once, but I was

just a line judge” I just sat there and cheered on did all

that.” I just sit and watch them and clap and

stuff.”

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Listening to Children (cont.)

“My teacher that I had then, didn’t have nothing for me to do. I’d sit up on the stage from when I first got there until the end of class every day.”

“I felt different, like uh, there was something wrong with me at first, but then I realized that it was just the way some people are and that was how I was to I had to live with it.”

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Listening to Children (cont.)

“My freshman year I had to take one year of PE in order to graduate and I pretty much showed up the first day, and the instructor told me to leave because I was a liability. So I sat in the library for an hour every day, like having a study hall, and I got an A in PE.”

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Listening to Children (cont.)

When asked if he liked physical education:

“Well, not that much because, about every time I get embarrassed. Because I can’t walk well, I can’t run well, I can’t do volleyball that well, I can’t do any kind of sport well and this here PE class I always get embarrassed.”

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Problems Facilitating Social Inclusion (continued)

Placing children with disabilities into GPE done poorly can lead to feelings such as: “why is HE in my class,” “why is SHE making all those weird noises,” “why does HE get to run around and not follow

directions,” “why does SHE have to be on my team,” and “HE will ruin the game for everyone.

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Things a GPE Teacher can do to Facilitate Social Inclusion

Have a positive attitude Be the teacher for all students in your

general education classes Model appropriate behavior Include the child in as many activities

possible Reinforce positive interactions Be knowledgeable about the child

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Preparing Peers for Social Interactions and

Acceptance Circle of friends Guest speakers with disabilities Role playing Discuss the concept of rules and “handicapping” Lead a discussion on disabilities Talk about famous people who have disabilities Discuss the specific child who will be included Explain how to interact with specific children Provide on-going information and

encouragement

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Why do kids tease kids?

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Common Problems Effecting Social Inclusion

Teacher assistant trying “too hard.”

Peers do not know what to do

Activity inappropriate for child with disabilities

Peers assigned as tutors, not friends

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Barriers to Social Inclusion

Attitudes of Peers Without Disabilities

Attitudes of General Physical Educators

Attitudes of Paraprofessionals

Attitudes of Administrators

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Preparing GPE Teachers Invite guest lecturers who have disabilities Visit special education classes and get to know the

students better Watch videotapes on athletes w/ disabilities Participate in role playing activities Brainstorm with team members about

modifications for specific units Visit schools that successfully include students with

disabilities in GPE Team teach with APE teacher before trying

inclusion yourself.

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Preparing Paraprofessionals Provide information regarding their role Provide information regarding your

philosophy and your general goals Provide resources and key personnel

who they can go to if they need help Provide detailed description of student Present specific information regarding

safety/emergency procedures

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Preparing Paraprofessionals (continued)

Provide specific information regarding what typically happens in physical education

Provide general suggestions for modifying activities

Provide several alternative activities when general program activities are deemed inappropriate

Provide several suggestions for facilitating interactions with peers without disabilities

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What Administrators Can Do

Try and understand what we do Providing release time Providing flexible scheduling Providing access to training Providing necessary personnel Providing necessary equipment Being supportive of program