Action Research of Inclusive Physical Education for Raising the Regular and Special Education Students Participate in Teaching Activities
EDGAR JOEY M. PERALTA
Pidigan Central School, Pidigan, Abra
The purpose of this study was to put into practice an inclusive physical education by adjusting a variety of teaching methods, so self-contained special education students and regular students can also join the general physical education. With the adjustment of teaching, teachers can rethink teaching methods, the use of cooperative teaching approach to students with moderate to severe disabilities in general education more sports programs. Twenty-six regular students and six self-contained special education students were took part in this study ninety minutes per week. The researcher was based on TeeBall to design a series of physical education activities for regular students and multiple disabilities students, including hitting different kinds of balls, ball throwing, running, and et al. Video, photograph and group discussion were carried out to know the educational effects and help improving the educational qualities. The activities or procedure of physical education were adapted based on the responses of the students. In addition, increased and adjusted human resources in special education to help the progress of inclusive adapted physical education at school. Overall, Adaptation of teaching methods can increase the regular class and special education students to participate in activities, and adapted physical education program should not focus only on the participation, but should also consider that student can have opportunity to establish sense of achievement and to obtain confidence. The activities should be interesting enough in order to increase the acceptance by peers for student with multiple disabilities. Finally, the sharing of practical experience through reflection can facilitate the teaching abilities in adapted physical education.
inclusive physical education
2. modify teaching method
3.special education students
In the last a number of decades, several countries have enacted legislation to increased inclusion of individuals with disabilities into classrooms, schools, and communities. There was a key point since 1975 when Public Law 94-142 mandated that students with disabilities be educated in the least restrictive environment, schools have been required to make placement decisions for children with disabilities that are inclusive, educating these children in their home communities with same-age peers whenever possible (Kamens, 2007). Even though the term ‘inclusion’ appears nowhere in federal legislation governing the education of students with disabilities, it has been the subject of endless discussion (Friend, 2011). Friend thinks that inclusion is a belief system shared by every member of a school as a learning community about the responsibility of educating all students so that they reach their potential. That is to say, Inclusive education is not only an important issue and trend for all learners but also for teachers.
In spite of inclusive education movement, there are still a variety of students with moderate to severe physical or intellectual disabilities placed in self-contained classes for their school day (Block, Taliaferro, Campbell, Harris & Tipton, 2011). The researcher is a self-contained class special educator, who teaches in the elementary school, having some inclusion experience with general class. Students in a self-contained class are difficult to study with general students, especially in academic studying such as language, mathematics or science. Although they rarely have opportunities to study in general classes due to cognitive disorders, most of them can participate in physical activities. Physical education offer vast opportunities for students to engage in activities and development at very different...
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