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Inclusive Practices

The Disability Discrimination Act 1992 and Disability Standards for Education 2005 is designed to give students with disability the same rights as other students. This includes being entitled to receive education and training ‘on the same basis’ as the students without a disability. This means that all schools are required to provide quality sport and Physical Education (PE) programs that cater for all abilities. 

DIFFERENCES IN STUDENT ABILITIES

It is likely that within a class of students there will be differences in physical abilities and motor skills, regardless of whether a student has a diagnosed disability. When planning sporting activities, these difference can impact on how well students engage within a movement-based session, for example:

  • how well students move
  • how well they can see or hear
  • how they process and absorb information

Nepean Special School

ADAPTING AND MODIFYING ACTIVITIES

When planning sporting experiences it is important to understand each student’s movement capabilities. Depending on the level of difference, adjustments or modifications may need to be made to ensure all students can be included.

If the activity requires students to throw or kick a ball, and one or more students are unable to perform these skills, you need to think about different ways of passing a ball. These could include:
  • Carrying a ball between two points and releasing it at a set marker
  • Rolling a ball along the floor
  • Sending a ball down a ramp
  • Sending a ball along a table-top
  • Using an object to roll the ball along the floor


If students are unable to catch or stop a moving ball some adaptations might include:

  • Blocking a ball using their body
  • Intercepting a ball using a bat or racquet
  • Blocking a ball using netting held between them and a partner


Students with mobility limitations will require broader thinking when planning locomotor activities that require moving around a space. Locomotion could include:

  • Crawling
  • Rolling
  • Using a wheelchair or assistive device
  • Walking or running with the aid of a partner

Nepean Special School

PLANNING INCLUSIVE SESSIONS

When planning lessons, teachers should decide on the learning intentions of the lesson, and the activities that will be used to achieve these. The following questions should be considered during the activity planning phase:

  • What do I want students to learn in the lesson?
  • What activities will best enable this learning?
  • What type of groups can I use to help all students engage in this learning? (e.g. partners or small groups with more skilled students acting as coaches)
  • What instructions or prompts will I use to assist students learning?
  • How might I need to adapt the movement task, equipment, environment or rules in order to support this learning?
  • How will I know if all students have learnt what I intended? 


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