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Disability Awareness Stations For Physical Educators

Simulating Impairment Conditions:. Disability Awareness Stations For Physical Educators. 2014 DPS Inclusive Physical Education Workshop David Martinez, M.A., CAPE, CDSS Amy Aenchbacher , Ed.S ., CAPE, CDSS.

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Disability Awareness Stations For Physical Educators

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  1. Simulating Impairment Conditions: Disability Awareness StationsFor Physical Educators 2014 DPS Inclusive Physical Education Workshop David Martinez, M.A., CAPE, CDSS Amy Aenchbacher, Ed.S., CAPE, CDSS

  2. They are our partners in planning and implementing the physical education program Knowledge of student Insight into disability Insight into student's general status (e.g., health and family). Paraeducators roles and responsibilities

  3. Communication is crucial

  4. Students with disabilities need smaller ratios for learning One-to-one learning increases academic learning time Peer tutors learn skills better than they would have if not teaching them Peer tutoring stimulates socialization among peers and positive relationships Benefits of a peer tutor program

  5. Interest in tutoring • Well behaved and reliable • Enthusiastic and positive • Patience • Average or above average skill performance • Experience in working with students with disabilities Characteristics of a Good peer tutor

  6. A disability is one type of human difference • All human beings are people first, regardless of differences • Don’t always assume a person with a disability needs help (it’s always a good idea to ask the person first). • Remember, a disability is one type of human difference; a disability becomes a handicap when social barriers prevent individuals with disabilities from fully participating in daily activities. Training peer tutors ~Respect for individual differences Encourage class discussions following the disability awareness stations.

  7. PEER TUTORS

  8. Peer Helpers

  9. Discuss the proposed program with students with disabilities in the class to ensure their comfort with and understanding of the activities. Always use person-first terminology when discussing individuals with disabilities. Do not promote pity. Individuals with disabilities do not want pity; they want people to understand who they are and what they can do as people. Promote the idea of ability over disability. Disability and ability awareness activities should not be a 1-day class. Awareness activities should be ongoing. This will show students that disabilities do not go away, that they are lifelong and need to be considered in every unit and in every place they go. Empathy not Sympathy From Lauren J. Lieberman and Cathy Houston-Wilson, 2009, Strategies for Inclusion, Second Edition CD-ROM (Champaign, IL: Human Kinetics). Basic Principals of Disability awareness

  10. Cerebral palsy

  11. Communication Disorders

  12. Perceptual motor disability

  13. Prosthetic hands

  14. Deafness

  15. Learning disability

  16. Physical disability

  17. Visual impairment

  18. blindness

  19. Adapted physical education Resources: www.APENS.org Eligibility Criteria for Adapted Physical Education Services www.aahperd.org/aapar/news/positionpapers/index.cfm References: Lauren J. Lieberman and Cathy Houston Wilson, 2009, Strategies for Inclusion, Second Edition CD-ROM (Champaign, IL: Human Kinetics). Adapted Physical Education: EveryBODY Wins (EDEX 174)

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