Strategies to help students with special needs in physical education classes. (Final Draft)

Melinda Becker
EXS 311

Strategies to help students with special needs in physical education classes.

Abstract

Adapted physical education is a direct service, required for every student with a disability. In the past, adapted physical education was a pull-out program for students with severe disabilities. Students with mild disabilities or conditions were often included within the regular physical education setting. Teachers would make modifications to meet each child’s unique needs. The research data provided reasons for being physically active, ways to help student become physically active and strategies for students with special needs.

Introduction

Under federal and state regulations, each child must be given the opportunity to participate in a regular physical education program unless they need a specially designed program. “Increasing the number of individuals with disabilities who are physically active is a public health priority” (United States Department of Health and Human Services, 2001). Providing strategies for students with disabilities is increased by performing tasks which facilitate their future growth through a healthy lifestyle, activity, intrinsic and extrinsic motivation. These processes are fulfilled through activities which promote successful experiences to improve self-confidence in order to increase participation.

Literature Review

Based on research studies, participation providing opportunities and motivation in physical education is an important component for students to have positive learning experiences. Physical activity one time or another has created a failure by coming in last on a relay team, missing the game winning catch in baseball or letting days go by without vigorous exercise. Some people tend to fail more than others and these types of failures tend to affect their lives by taking away some self confidence. Many times these failures lead to name calling or embarrassment. “Peers in physical activity settings tend to tease, ignore, or reject students and professionals are often unsure of how to adapt instructional and environmental variables to facilitate success, foster an active, healthy lifestyle” (Sherrill, 2004). People need to understand the benefits of physical activity while respecting the differences among people in a physical activity setting.

“Adapted physical activity is service delivery, pedagogy, coaching, training or empowering conducted by qualified professionals to enhance physical activity through the achievement of goals of individuals of all ages with movement limitations and/or societal restrictions” (Sherrill, 2004). On the other hand, “Adapted physical education is described by services delivered to school age-individuals from birth through 21 years of age where services are provided whenever they are needed” (Sherrill, 2004). Adapted physical education is a service delivery system, not a placement in a classroom. According to one study, “95% of all school-aged students with disabilities in the United States receive their physical education instruction in general education settings” (Cratty, 2004). This means less than 15% of children with disabilities are enrolled in adapted physical education pull-out programs which, in previous years the number was much higher. This suggests general physical education educators, not specialist, are responsible for creating and accommodating individuals with special needs in their classrooms.

Under the protection of the Individuals with Disabilities Education Act in addition to academic and vocational instruction, physical education must be available to children with disabilities (Stein, 1996). This means each child must be given the opportunity to participate in a regular physical education program unless the child needs a specially designed physical education program. This would only be utilized if the child’s disability prevented them from participating in a regular physical education class. Within the regular physical education classes, studies suggest it may be difficult to get students with disabilities involved in with class activities.

“Studies have shown that motivation within Physical Education classrooms for students with special needs tend to help increase participation” (Okolo and Bahr, 1995). The motivation these student’s receive can be both intrinsic and extrinsic. “Intrinsic motivation takes place when the person performing the task develops internally satisfying consequences during or after the behavior” (Sprick, 1998). Examples of intrinsic motivation are: completing a task, acquiring knowledge of skill and sense of mastery. “Extrinsic motivation takes place when someone engages in a certain behavior to reach satisfying consequences outside of the person during or after the behavior” (Sprick, et al., 1998). Examples of extrinsic rewards are primary objects (i.e. stickers, awards, positive mark on a chart or some type of basic object), social approval and project activities.

“Motivation within the physical education environment is an important component for both students and their physical education teachers, due to the connection with a wide range of positive learning outcomes” (Tjeerdsma-Blankenship, 2008). The positive impact of an accepting social environment is the key for students with special needs. “A component identified as important to the growth and development of quality physical educator is the understanding of motivation and the implementation of teaching strategies to enhance all student motivation” (Block and Zeman, 1996).

Summary

According to research, “Physical Education promotes attention to the whole child, maximum development of the child’s potential and participation in physical fitness activities for leisure and life experiences” (Stein, 1996). Students are given the opportunity to participate by providing instruction which allows for accommodations of their needs through activities that build self-confidence. “Using a positive attitude towards teaching individuals with disabilities can increase motivation towards physical activity participation” (Fulk and Brighman, 2003).
Citied Work

Witzel, Bradley and Mercer, Cecil D. “ Using Rewards to Teach Students with Disabilities.” Remedial & Special Education; Mar/April 2003, Vol. 24 Issue 2, pg 88.

Fulk, Barbara M. and Brigham, Fredrick J. “Motivation and Self-Regulation.” Remedial & Special Education; Sept/Oct 1998, Vol. 19 Issue 5, pg 300.

Block, Martin E. and Zeman, Ron. “Including Students with Disabilities in Regular Physical Education: Effects on Non-disabled Children.” Adapted Physical Activity Quarterly; Jan. 1996, Vol. 13 Issue 1, pg. 38-49.

Okolo, Cynthia M. and Bahr, Christine M. “Increasing achievement motivation of elementary school students with mild disabilities.” Intervention in School & Clinic; May 1995, Vol. 30 Isssue 5, pg. 279.

Cratty, Bryant J. ”Adapted Physical Education: Self-Control and Attention.” Focus on Exceptional Children; November 2004, Vol. 37, Number 3, pg. 1-7.

Stein, Julian U. “Physical Education and Special Education-Likely Partners?” Boston University-Journal of Education; 1996, Vol. 180, Number 2, pgs. 77-92.

Tuli, Uma. “Difficult but Possible.” Education for children with special needs, UN Chronicle; 2006, No. 1, pgs. 31-33.

Sherrill, Claudine. “Adapted Physical Activity, Recreation, and Sport.” Crossdisciplinary and Lifespan; 2004.