final-peds-3
Terms
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- competent inclusive PE teachers
- -are organized, flexible, and continuously learning
- Canadian Active Living Challenge
-
4 programs:
a. involvement and fun in physical activity (6-8 yrs)
b. expanding physical activity opportunities (9-11)
c. making choices and setting goals (12-14 yrs)
d. responsibility, empowerment, and leadership (15-18 yrs) - access to participation
- =allow devpt regardless of gender, age, ability, race, religion, or socio-economical status
- conditions needed to implement an inclusive PE program
-
a. role of the teacher
b. supportive administrator
c. cooperative school climate - active living schools concept
- -school programs and curriculum instruction through a quality daily physical education program
- schools instructional program
- -150-300 minutes of PE per week with a balance of activities
- teacher variables that facilitate implementing inclusive PE program
-
a. teacher preparation
b. teacher attitude and expectations
c. amount & quality practice time
d. degree of student success - inclusive PE is based on what premise
- -that all students can be taught, are capable of learning, and will benefit from participating in PE
- intramural program
- -leagues,tournaments, clubs, special days, non-credit instruction, and self-directed activities
- inclusive physical education
- =a program, a process, and a philosophy of teaching that meets the needs of all students regardless of skill level, ability or disability
- interscholastic sport
- -strong philosophic base with a no-cut policy with inclusion and fair play
- active living defn
- =a way of life in which physical activity is valued and integrated into daily living
- range of PE participation
- from full, unrestricted involvement to solely observational
- zero reject principle
- -the program has a goal to meet the needs of all students regardless of the type or severity of disability
- inclusive PE process
-
a. aquiring info on student and their disability
b. consider safety concerns
c. assess present skill level
d. set goals to the IEP
e. select activities
f. modifications
g. evaluating adjustments - continuim of modifications so a child can be included
-
a. minimal
=have little effect on others
b. moderate
=affect the role of the child with the disability
c. considerable
=affect others or the activity - factors that govern the extent of inclusion
-
a. the type, nature, and duration of disability
b. developmental and maturity status
c. skill and fitness level
d. talk to the child themselves - is continuous high-intensity exercise recommended for children?
-
-no, 30-60 min. per day for children
20 min *3 days per week for adolescence - what type of activities are children encouraged to do?
- -high-volume, moderate-intensity activty, accumulated throughout the day
- key elements of QDPE
-
a. planned instructional program
b. high quality intramural program
c. interscholastic sport
d. supportive administration and teachers -
QDPE
quality daily physical education - =planned program of instruction supported by co-curricular activities, on a daily basis, for all students throughout the school year
- supportive administration and teachers
- -qualified, enthusiastic people who believe in the students
- equity
- -right of all the individuals to equal opportunity