Modifying Curricula for Students with Disabilities

1. Modifying Curricula for Students with Disabilities An application for General and Adapted P.E.

2. What is curriculum? • Curriculum can simply be defined as all the courses or areas of study offered by an educational institution or discipline. • physical education curriculum has an obvious scope and sequence based on goal and objectives that are appropriate for all children.

3. What is needed? • Curriculum models often include goals and objectives. • Most curriculum models include 1.) Assessment 2.) Instructional components

4. Teachers can create their own curriculum based on existing models and original ideas from experience

5. Preventing mismatch (Student’s skill level and lesson content) Promote success (opposite of mismatch) What to keep in mind

6. CAUTION! • Modifying an entire group? • Provide choices regarding movement form and equipment

7. Purpose of Curriculum Modifications • Accommodating students • Disabled/less skilled • Organized in three sections

8. Modification Methods • 1. General modifications • 2. Specific functional impairments • 3. Specific types of disabilities

9. Determining whether a curriculum accommodation is appropriate

10. Four things to ask whendetermining • Participating successfully yet still be challenged • Environmental safety • Affecting non-disabled students • Undue burdens for teachers

11. General Categories of Curriculum Modifications • Multilevel curriculum selection –mild disabilities • Curricular overlapping – including goals and objectives • Alternative activities – peers assisting student(s)

12. A variety of task and environmental factors influence motor performance. Modify them to make activities easier or more challenging GTA and/or STA? Task Analysis

13. Task analysis involves outlining all of the task and environmental factors that influence the movements of students in general categories • List them hierarchically in terms of levels of difficulty from simplest to most complex

14. GTA-striking

15. STA-striking (tennis ball with plastic bat)

16. Accommodations for Students with Specific Functional Impairments or Particular Disabilities* • Difficulties with endurance or accuracy • Specific types of disabilities • Various adaptations for students with different needs or conditions *handouts

17. Endurance and accuracy • Distances can be reduced so students with disabilities can be successful in those tasks • allow a particular student to play in just half the field • reducing weight and/or size of striking implements, balls, or projectiles will be helpful.

18. Students with Challenges with Coordination and Accuracy • For catching and striking activities, use larger, lighter, softer balls. • Decrease distance ball is thrown and reduce speed. • For throwing activities, use smaller balls. • In striking and kicking, use a stationary ball before trying a moving ball. • Increase the surface of the striking implement. • Use a backstop. • Increase size of target. • In bowling-type games, use lighter, less-stable pins. • Optimize safety:

19. Accommodations for Students with Particular Disabilities • Your handouts will also help you with: • how to accommodate students having 1) physical disabilities, 2) mental retardation, 3) hearing impairments, 4) visual impairments, 5) emotional disturbances or autism, and 6) health disorders • Modifying group games and sport