UNIVERSIDAD DE MANILA
COLLEGE OF EDUCATION
Week 13-15: Planning Health And Physical
Education Programs
NENITA J. DIMAPILS
Instructor
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Learning Objectives: At the end of the topic the
learner will be able to:
1. Discuss three types of accommodations.
2. Analyze the difference in instruction in a regular class
and students with special needs.
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Activate:
Examine the picture below and try to interpret the message
of the picture.
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KEY CONCEPT:
Ø Special Education may be best described as a
purposeful intervention designed to overcome or
eliminate the obstacles that keep children with
disabilities from learning. In other words, it is about
providing children with disabilities with
individualized plans of instruction to help them
succeed.
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ACQUIRES:
Classroom teachers are the key educators of
students with special education needs. They have a
responsibility to help all students learn, and they work
collaboratively with special education teachers, where
appropriate, to achieve this goal. Classroom teachers
commit to assisting every student to prepare for living
with the highest degree of independence possible.
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cont... ACQUIRES:
Learning for All: A Guide to Effective Assessment and Instruction
for All Students, Kindergarten to Grade 12 (2013) describes a set of beliefs,
based in research, that should guide program planning for students with
special education needs in all subjects and disciplines. Teachers planning
health and physical education courses need to pay particular attention to
these beliefs, which are as follows:
• All students can succeed.
• Each student has his or her own unique patterns of learning.
• Successful instructional practices are founded on evidence-
based research, tempered by experience.
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cont... ACQUIRES:
• Universal design and differentiated instruction are
effective and interconnected means of meeting the
learning or productivity needs of any group of students.
• Classroom teachers are the key educators for a
student’s literacy and numeracy development.
• Classroom teachers need the support of the larger
community to create a learning environment that
supports students with special education needs.
• Fairness is not sameness.
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cont... ACQUIRES:
In any given classroom, students may demonstrate a
wide range of strengths and needs. Teachers plan programs
that recognize this diversity and give students performance
tasks that respect their particular abilities so that all students
can derive the greatest possible benefit from the teaching and
learning process. The use of flexible groupings for instruction
and the provision of ongoing assessment are important
elements of programs that accommodate a diversity of
learning needs.
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cont... ACQUIRES:
In planning health and physical education courses for students with
special education needs, teachers should begin by examining both the curriculum
expectations for the student’s appropriate grade level and the student’s particular
strengths and learning needs to determine which of the following options is
appropriate for the student:
• no accommodations or modified expectations; or
• accommodations only; or
• modified expectations, with the possibility of accommodations; or
• alternative expectations, which are not derived from the
curriculum expectations for a grade and which constitute
alternative programs.
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cont... ACQUIRES:
Students Requiring Accommodations Only
Some students with special education needs are able, with certain
accommodations,to participate in the regular curriculum and to
demonstrate learning independently. Accommodations allow the
student with special education needs to access the curriculum without
any changes to the grade-level expectations. The accommodations
required to facilitate the student’s learning must be identified in his or
her IEP (IEP Standards, 2000, p. 11). A student’s IEP is likely to reflect
the same accommodations for many, or all, subject areas.
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cont... ACQUIRES:
Providing accommodations to students with special education needs
should be the first option considered in program planning. Instruction based
on principles of universal design and differentiated instruction focuses on the
provision of accommodations to meet the diverse needs of learners.
There are three types of accommodations:
1. Instructional Accommodations are changes in teaching strategies,
including styles of presentation, methods of organization, or use of
technology and multimedia. Some examples include the use of graphic
organizers, photocopied notes, adaptive equipment, or assistive software.
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cont... ACQUIRES:
2. Environmental Accommodations are changes that the
student may require in the classroom and/or school
environment, such as preferential seating or special lighting.
3. Assessment Accommodations are changes in assessment
procedures that enable the student to demonstrate his or her
learning, such as allowing additional time to complete tests
orassignments or permitting oral responses to test questions
(see page 29 of the IEP Resource Guide, 2004, for more
examples).
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cont... ACQUIRES:
If a student requires “accommodations only” in health and physical
education courses, assessment and evaluation of his or her achievement will
be based on the regular grade-level curriculum expectations and the
achievement levels outlined in this document.
Guidelines for Meeting Special Needs in Health and Physical
Education
The following general guidelines can help teachers ensure that
students with special education needs are able to participate as fully as
possible in health and physical education activities:
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cont... ACQUIRES:
Ø Focus instruction on what the student is able to do rather than on his
or her disability or special education needs.
Ø Consult with the student about his or her needs and about choosing
strategies that will help him or her feel comfortable and included.
Ø Approach each situation on an individual basis, in consultation with
the special education teacher and/or support systems and agencies,
making individual adaptations in response to the student’s needs,
and requirements outlined in the IEP.
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cont... ACQUIRES:
Ø Make adjustments only when necessary and consider
adjustments to be temporary and fluid. Continue to make
accommodations and modifications as needed.
Ø Break down new skills and focus on building each skill in a
structured progression.
Ø Be fair to all participants and avoid drawing attention to
accommodations or modifications that are provided for
individual students.
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cont... ACQUIRES:
Ø Make sure appropriate equipment is available, and use specialized
equipment, such as balls of appropriate sizes, colors, weights, and/or
textures, when necessary.
Ø Adjust the rules of activities to increase students’ chances of success
while retaining a suitable level of challenge (e.g., by increasing the
number of tries/ attempts allowed, making a target bigger or bringing it
closer, adjusting the size of the playing area, varying the tempo of the
music, lengthening or shortening the playing time).
Ø Give verbal cues or prompts.
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cont... ACQUIRES:
Ø Have a partner provide assistance.
Ø Consider what accommodations, adjustments, or special
guidelines may be required to assist students in
understanding social rules and codes of conduct in a variety
of spaces, and in coping with change room routines,
transitions between activities, and moving to and from the
gymnasium.
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ACTIVITY
List some laws in the Philippines that supports the students
with special needs in the country.
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References:
1. Ontario. Ministère de l’Éducation. (2015). Health and Physical
Education. Ministry of Education.
2. Dudley, D., Telford, A., Stonehouse, C., Peralta, L., & Winslade,
M. (2017). Teaching Quality Health and Physical Education.
Cengage Learning Australia
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