Modifying a sports program for children with special needs

Modifying a Program – More and more students with disabilities are being included in general physical education. In order to facilitate the safe, successful, and meaningful inclusion of these students, you will be required to modify (a) how you present information, (b) the equipment you use, and (c) the content you present. For this assignment, chose a student you currently work with or have worked with/observed in the past who has a developmental disability (e.g., MR, autism, ED, LD, ADHD) and complete the following:

Outline a unit plan for elementary, middle or high school (pretend you are doing a 3-4 week unit on throwing, or soccer, or fitness – whatever you want). Follow the guidelines on page 57 of the book. Then describe a child (e.g., a child with Down syndrome, a child with autism, or a child with OCD – whatever). Then list possible accommodations you would anticipate needing in your unit plan. Then do an outline of a lesson plan noting the accommodations you might need to make in each section. Use the following format:

Students enter the gymnasium

needed accommodation for the child with disabilities…

Warm-ups (list briefly what you might do such as stretching, running laps, tag game, etc… not a lot of detail needed). List needed accommodation for the child with disabilities.

Skill focus (list briefly what you might do such as instruction on the throw followed by stations, or group direct instruction on the components of the throw, or partner work – again not a lot of detail needed). List needed accommodations for the child with disabilities….

b. Reinforcing Game (briefly describe a game such as 3 v 3 line basketball, or dribble keep-away, or regulation game of V-ball). list needed accommodations for the child with disabilities ……

*Use the form provided titled “Curricular Adaptations to Accommodate Individuals with Specific Limitations” to help you determine accommodations you might make for warm-ups, skill focus, and the reinforcing game. For example, if you are doing a volleyball unit and strength is an issue, note that you would allow this child to stand closer to the net to serve. So, I will assume you are making modifications to match your unit and lesson plan from part 1 above. Make at least two modifications for each category (limited strength, limited speed, limited endurance, limited balance, and limited accuracy).

*Use the form titled: “Checklist to Determine Instructional Modifications…,” , to help you determine accommodations throughout your lesson plan when instruction is going to occur. For example, under starting/stopping signals, you might note that you will clap your hands two times then raise one hand to provide both a visual and verbal cue). For level of methodology, you might note that the child needs demonstrations rather than just verbal cues to understand what to do. Pick at least 6 of the 13 instructional components to show modifications for your child.

Use the form titled: Checklist to Determine Curricular Modifications to Group Games and Sports”), to help you determine accommodations in your reinforcing game. For example, under the heading “Can You Vary the Field of Play,” you might suggest having zones for all players keeping the child with a disability in a zone with a peer who is not that strong in soccer rather than allowing all the players to move all over the field. This way when the ball is in the zone where this child is placed, only the child with disabilities and the other child in that zone can get the ball. Choose at least 4 of the 7 “adaptations to consider” for your game modification.

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