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MAINSTREAMING AND PHYSICAL EDUCATION.
Term Paper ID:29254
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Essay Subject:
Inclusion of disabled students in mainstream physical education classes.... More...
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10 Pages / 2250 Words
12 sources, 24 Citations,
APA Format
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Paper Abstract:
Inclusion of disabled students in mainstream physical education classes. Federal law and the Individuals with Disabilities Education Act (IDEA). Amendments of 1997. New challenges faced by physical educators regarding adapting activities for students with disabilities. Advantages and disadvantages of mainstreaming. Strategies tor creating a physical education program for special needs students.
Paper Introduction:
Mainstreaming and Physical Education
Introduction
Federal educational law in general and the Individuals with Disabilities Education Act (IDEA) Amendments of 1997 mandate that disabled students with physical, learning, or emotional disorders be placed in the least restrictive physical education environment to provide the best opportunity for learning (Jansma & Decker, 1992; Yun, Shapiro, & Kennedy, 2000). Mainstreaming, also known as inclusion, seeks nothing less than the full or most extensive possible integration of special education students into all types of regular education classrooms. For many such students, however, inclusion in mainstream physical education classes is difficult due to limited resources and the lack of an adaptive physical education curriculum.
Background
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Avoidanceof elimination or competitive games, ensuring that disabled children arenot merely sidelined as umpires, judges or scorekeepers, offering a varietyof physical activities of different levels of difficulty and skill,cooperative learning and other group activities, and frequent positivefeedback for disabled and other children are among these strategies.Focusing on fundamental motor skills for younger children with and withoutdisabilities is also valuable in ensuring that the class and its activitiesare truly inclusive. (2 ). A lack of adequate teacher training, insufficientinclusion, lack of personal attention, and limited resources were cited bythe Commission as leading to a system-wide failure to achieve adequateinclusion goals and objectives. (2 2). In the context of NewYork City, the problem may take on special significance as it does in otherurban public school districts. Newguidelines for the construction or modification of these facilities havebeen promulgated, but many schools lack the financial ability to meet suchstandards. There are solutions to these problems in the form ofimproved teacher preparation, more authentic assessment, and thedevelopment of inclusive strategies that give disabled students a greatersense of equity and empowerment. Effective and meaningful participation in inclusive physicaleducation - to the extent that is possible for the individual child andwhich is consistent with his or her needs, abilities, and IEP - is known tofacilitate enhancement of the special needs student's self-esteem,socialization, acceptance by and participation in a peer group, and theelimination of stigma (Rizzo & Lavay, 2 ). Under the IDEA, all students withdisabilities, regardless of the nature of the disability, must have anIndividualized Education Program (IEP) in which annual goals, benchmarks,short-term objectives, and placement decisions along with evaluationcriteria are clearly delineated (Rizzo & Lavay, 2 ). (1999). These researchersconducted a study surveying included and unincluded children withdisabilities and found that the primary perceived benefits of thisexclusionary strategy were gains in terms of socialization, self-actualization, and perceived empowerment. The Journal of Physical Education, Recreation & Dance, 71(8), 33-37+.Webb, D., & Pope, C.C. Only after athorough assessment is made can a truly "adapted" program for physicaleducation be created. Increasing participation of special needs children. Available at www.cqc.state.ny.us/publications/pubsped.htm.Rizzo, T.L., & Lavay, B. (2 ). Unfortunately, many IEP processestend to focus on such assessment as it pertains to academic educationalplacement and to avoid or otherwise skimp on assessment of the child'spotential for placement in the inclusive physical education classroom.Adapted physical education programming - which can be conducted ordelivered in an inclusive environment - must proceed from such a thoroughassessment; next, it becomes necessary for the school and the classroomteacher to ensure that the resources (physical and otherwise) are madeavailable to deliver adapted programming in the inclusive classroom (Block,et al, 1998). For many such students,however, inclusion in mainstream physical education classes is difficultdue to limited resources and the lack of an adaptive physical educationcurriculum.Background Yun, et al (2 ) commented that children with disabilities arebecoming a part of the general physical education class in the UnitedStates public school system. A paddle for the main stream: The mainstreaming profile. In physical education,placement of a disabled student is based on an assessment of the student'smotor, cognitive, social ability, and present level of educationalperformance (Rizzo & Lavay, 2 ). The opportunities focus on creating greater diversity inthe mainstream classroom, enhancing the self-esteem and academic orlearning outcomes of disabled children, and maximizing educational resourceallocation (Webb & Pope, 1999). In determining inclusive placement, the principle of the "leastrestrictive environment" (LRE) is applied in order to ensure that thedisabled or special needs student will be as thoroughly integrated intoregular or mainstream classes as is consistent with the student'sindividual needs, abilities, and educational goals. Thompson, Hudson and Bowers(2 2) argue that the very construction and equipment of most play and gymareas in American public schools does not provide meaningful physicalopportunities for disabled children to participate in group activities.IDEA may mandate the creation of "adapted physical education environments,"and access to physical education, regardless of a child's disability or itnature, but schools are charged with providing such environments. (2 2). For this reason, an examination of the advantages and disadvantages ofmainstreaming for this student population is necessary. Research Quarterly for Exercise and Sport, 63(2), 171- 177.Kowalczyk, D.L. Mostsignificant is the fact that despite legal mandates and the common use ofthe IEP to address issues related to inclusion, many disabled childrenremain marginalized and ignored in physical education programs (Beyer,1994; Block, et al, 1998). Further research into strategies forfostering inclusion in physical education needs to be conducted with astrong focus on New York City and New York State. (2 ). Under an IEP, students with special needs may be identified asrequiring what is known as adapted physical education. The literature also suggests that one of the barriers encountered bydisabled children and educators with respect to inclusive educationalprogramming is the lack of adequate access, equipment, and facilities(Thompson, et al, 2 2). As a result, physical educators face newchallenges, including assessing such students and adapting activities tomeet their individual needs. The Journal of Physical Education, Recreation & Dance, 73(2), 37-42.Yun, J., Shapiro, D., & Kennedy, J. Authentic assessment in adaptive physical education. Beyer (1994) believes that the goals of inclusion in physicaleducation are admirable but suggests that many students who do participatein inclusive physical education programs do not receive meaningful physicaleducation. (2 2). Everyone plays! Academic Exchange Quarterly, 6(2), 1 -12.New York State Commission on Quality of Care. Yun, et al (2 ) suggest that it is important to recognizethat students with disabilities may not necessarily benefit from theinclusive physical education program - a factor also worthy ofconsideration. Schools must also become proactive in securing the physical and other(i.e., human) resources that are needed to include special needs childrenin inclusive physical education programs. The Journal of Physical Education, Recreation & Dance, 71(4), 32-35+.Thompson, D., Hudson, S.D., & Bowers, L. Special education in New York State: Parents' perspective. Aging physical infrastructure, coupled with adiverse student population and limited financial resources make inclusionfar more complex than it may otherwise be. This may be an artifact of lingering fears that certainphysically or otherwise disabled students may be at risk for injury in suchenvironments as well as a consequence of insufficient resources and poorteacher preparation. ReferencesAchilles Track Club. These challenges areparticularly important in the physical education setting. Reaching IEP goals in the general physical education class. The Journal of Physical Education, Recreation & Dance, 7 (3), 6 -65.Hutzler, Y., Fliess, O., & Chacham, A. The Journal of Physical Education, Recreation & Dance, 65(3), 12-13.Block, M.E., Lieberman, L.J., & Connor-Kuntz, F. The literature supports the efficacy of suchinclusion, but also suggests that physical education is an area in whichdisabled students are least likely to be included. The individualized education program in physical education: A guide for regular physical educators. Mainstreaming, also known as inclusion, seeks nothing less than thefull or most extensive possible integration of special education studentsinto all types of regular education classrooms. More recently, in New York City, private sector organizations such asAchilles Kids have joined forces with public elementary and secondaryschools to provide supportive physical education programming for disabledstudents (Achilles Track Club, 2 2). (1994). Inclusion's many benefitsinclude providing an environment in which disabled children can interactwith their normally abled peers; for the non-disabled student, inclusionoffers new opportunities to overcome stereotypes regarding disability andto recognize the importance of diversity (Rizzo & Lavay, 2 ). It is likely that New York City schools, like those of other majormetropolitan areas in the United States, are particularly challenged byinclusionary mandates. These results occur only whenthe disabled student is allowed to participate to the degree possible inclassroom activities and not merely "included" through his or her physicalpresence in the classroom.Analysis Several themes specifically emerge in the literature on the inclusionof disabled students in the mainstream physical education classroom. An analysis of least restrictive environment placement variables in physical education. As Kowalczyk (2 2) indicated, there are readilyavailable, cost effective, and inclusive strategies designed to encourageequity for all children in physical education programs. (1992). Kowalczyk (2 2) identified several strategies for creating anadapted physical education program for special needs students. Including within an inclusive context: Going beyond labels and categories. Available at www.achillestrackclub.org/who/programs_kids.html.Beyer, B. Adapted physicaleducations in turn requires the use of special tools, teaching methods,techniques, exercises, and so forth which may or may not be readilyavailable in a community school (Houston-Wilson & Lieberman, 1999). (199 ). Rizzo and Lavay(2 ) believe that disabled children are less likely to participate ininclusive physical education programs than in academic inclusiveclassrooms. Block, et al (1998) have stated that prior to inclusive placement ofa special needs child in the general physical education class or program, athorough assessment of the child's physical, psychological, social, andcognitive skills and deficits is needed. (1998). (1999). Nevertheless, by including physical education teachers in the formalIEP (or at least requiring informal assessments after an IEP placement hasbeen made to the inclusive environment) it becomes possible for schools tocreate effective adapted physical education programs and individualizededucational strategies (Houston-Wilson & Lieberman, 1999). Research Quarterly for Exercise and Sport, 71(1), A-1 8.Jansma, P., & Decker, J.T. Play areas and the ADA: Providing access and opportunities for all children. The Journal of Physical Education, Recreation & Dance, 69(3), 48-56.Houston-Wilson, C., & Lieberman, L.J. The challenges include providing adequateresources and programming for children with a wide range and variety ofpresenting problems in an era that is troubled by cost and other resourceconstraints (Block, Lieberman, & Connor-Kuntz, 1998). However, Hutzler, Fliess, and Chacham (2 ) maintain that inadequateattention has been given to the effect of inclusion in physical educationprograms on the perceptions of disabled students. These programs have been created inresponse to the recognition that many older public schools in New York Citylack the resources to provide adapted physical education classrooms orequipment for a growing and underserved population of disabled youth. Supporting and limiting factors for inclusion and empowerment of children with physical disabilities in physical education: An intraindividual perspective. At issue are thephysical, socio-emotional, and educational effects of inclusive physicaleducation for special needs students.Development The goal of IDEA and the earlier PL 94-142 (Education for AllHandicapped Children Act) is to ensure that all children, regardless of anydisabling conditions, are provided with a free and appropriate publiceducation in the least restrictive educational environment (Webb & Pope,1999). Moving from thechild's IEP - which should include a set of goals, objectives, and outcomemeasures for physical as well as academic education - to the classroomsetting requires creating an adaptive program that addresses individualneeds (Rizzo & Lavay, 2 ). While disabled students can gain significantly interms of physical skills, self-esteem, and self-efficacy by theirparticipation in the inclusive physical education process, this occurs onlyto the extent that the environment is modified and programming structuredto address students' skill levels and needs. These issues continue to occupy center stage in the literature onstudents with special needs and their participation in physical educationprogramming. Overall, the literature emphasizes administrative and legal supportas well as parental approval of inclusion in this context. The Journal of Physical Education, Recreation & Dance, 7 (7), 41-47+. Mainstreaming and Physical EducationIntroduction Federal educational law in general and the Individuals withDisabilities Education Act (IDEA) Amendments of 1997 mandate that disabledstudents with physical, learning, or emotional disorders be placed in theleast restrictive physical education environment to provide the bestopportunity for learning (Jansma & Decker, 1992; Yun, Shapiro, & Kennedy,2 ). Merely placing the child in the inclusive physical education classroomdoes not address the provision of meaningful physical activities suited tospecial needs children. Who we are. Offeringmainstream physical educators targeted in-service programs or otherlearning opportunities can help these key actors in designing anddelivering effective programs to special needs students. For educators and policymakers - and particularly for classroomteachers in the inclusive setting - this has presented both opportunitiesand challenges. It is clear that much moreneeds to be done in this particular area for New York City schools toprovide appropriate physical education in the least restricted environmentto special needs students.Conclusion This brief study has examined issues related to the mainstreaming ofphysically, learning, and emotionally disabled students into inclusivephysical education classes. Inclusion: Why the confusion? Ultimately, as Yun, et al (2 ) contend, the IEP is themechanism that needs to be strengthened in order to ensure that thedisabled child is appropriately placed in the least restrictive educationalenvironment and the environment (regardless of subject) in which he or sheis most likely to learn and prosper.Application In New York State and New York City, slightly more than a decade ago,a state-sponsored Commission on Quality of Care (199 ) surveyed publicschools and found that New York was the most "segregated" state, separatingout the highest percentage of children with handicapped conditions fromother children.
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