By Bailee Holt-Sandsmark, CSCS
In my experience, when a full inclusion Physical Education program is taught properly it can have a massive positive impact on students with special needs.
Physical Education is the only class that all students, regardless of disability, are required to take in middle and high school. In fact, the law explicitly states that, “Each child with a disability must be afforded the opportunity to participate in the regular physical education program available to non-disabled children unless (1) the child is enrolled full time in a separate facility; or (2) the child needs specially designed physical education, as prescribed in the child’s IEP.”
What does this mean for PE teachers today with a growing number of students with special needs as well as class sizes growing? It means that we need to understand the various needs of our students and learn to adapt our lessons so that all students are given equal opportunities to the same excellent education.
Although it is important to know the conditions and special accommodations that certain students may need, I have found that getting to know each student as individuals and allowing them to be “label-free” for a while can heed large dividends. Once I have gotten to know my students, I then review their contracts to ensure that their needs are being met. Now, don’t get me wrong, I look over the contracts ahead of time to make sure that I am aware of their needs, but I don’t allow myself to pre-judge my students. Sometimes we can unexpectedly set limitations on these kids, which can hinder their success.
The Physical Education class is one of the only classrooms where students are allowed to be truly free and express themselves. It is a place that can help students develop confidence and self esteem. The amount of personal and social growth I have seen from all students, not just those with special needs, is what inspires me to teach. Yes, there are some students who are naturally good at sports and physical activities, but there are a lot of students are not. Since these students are all on the same page, learning a new sport, learning new motor skills and piecing together familiar movements, they all learn and most importantly, fail together.
This leveling of the playing field is beneficial for all students. I have found that the students who pick up the skills more quickly, tend to be more helpful with those who struggle. They tend to be much more encouraging and understanding with the students who struggle, and it creates a greater level of respect amongst all students.
It is important to understand that we cannot teach PE as if all our students are going to be professional athletes. Instead, we need to recognize that our lessons should be taught in a way that our future professional athletes, English learners, and students with special needs, can learn and grow physically, mentally, socially, and emotionally.
I will discuss specific methods to reach ALL students in part 2.
Bailee Holt-Sandsmark is a Certified Strength and Conditioning Coach at Fitness Quest 10 in San Diego, CA as well as a middle school PE teacher. She is especially passionate about working with middle and high school aged children and aims to teach and challenge them both mentally and physically.
Craig Valency, MA, CSCS, president and co-founder of SPIDERfit, has been a personal trainer for the last 11 years. He is currently working at Fitness Quest 10 in San Diego, an elite personal training and athletic conditioning facility. He specializes in youth strength and conditioning programs that promote physical literacy, injury prevention and optimal performance. Along with training youths from 6 to 18 years of age for general fitness, Craig has also worked with some of the top junior tennis players in the world. He has been a physical education consultant for the Stevens Point school district in Wisconsin for the last 3 years, helping revamp the district wide programming for the K-12 PE curriculum. Craig earned his bachelor degree from UCLA, and Masters Degree in Kinesiology from San Diego State University.
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