Adapted physical education

Topics: Special education, Resource room, Disability Pages: 19 (4402 words) Published: May 9, 2014
Department of Education and Professional Studies
University of Limerick

Report Cover Sheet

Name (block capitals): Hilary Griffin Student ID:11108991

Module Title: Responding to Diversity in Education

Module Code: EN4016

Module Lecturer(s): Dr. Joanne O’Flaherty and Dr. Jennifer McMahon

Tutorial Leader/ Tutor:Ms. Laura Regan

Essay Title:Case Study ________________________ Word Count: 3773

Declaration:
I declare that this report:

contains references to at least 8 different books or articles 
uses the UL version of the Harvard Referencing system as describe in Cite it Rite 
Has a reference list at the end presented in alphabetical order by author 
Is entirely my own work and does not include unreferenced material written by someone else (this is called plagiarism, is a form of cheating, and is a major disciplinary offence in the University)



Signed: Date:
EN4016 Report

1. Title of the organisation/site
I-PLAY
2. Aim/Goal of the organisation
I-PLAY, stands for Inclusive Play and Leisure Activities for Youth.

The aims of the organization are:
To provide an opportunity for young people with special needs to interact and cooperate with other children their own age. I-PLAY also provides pre-service Physical Education teachers the opportunity to work with and gain experience from children with special needs, through planning and assisting throughout special designed Physical Education lessons. I-PLAY also encourages the families of the children with special needs to network and gain support from one another. (Tindall, 2014)

3. Client Group
The client group of the organisation are children and adults with special needs. The particular client group I am working with are children with various special needs, aged five to nine years of age. 4. Strategies used in order to cater for diverse client needs / Description of activities/strategies used/observed (approximately 800 words) One effective strategy for working with children with special needs which was used in this programme was the provision of one leader (pre-service Physical Education student) to one child with special needs. In some cases, where required, there were two leaders for each child. This ratio of one to one contact was an effective strategy to encorporate, encourage and increase the physical activity time of each child. According to Thurlow et al. (1993), the engagement time for students who have a 1:1 teacher ratio is significantly higher than those who have a higher student teacher relationship. It was also found in this study, that the academic response time was quicker for those with a lower student teacher ratio. I-PLAY, offers children with special needs an incredible opportunity which they may not experiecne anywhere else in their life, that is a 1:1 learning experience. Another effective strategy empolyed by I-PLAY, is the use of visual aids throughout the activty. Visual Aids support the learning environment by enabling the student to focus on the message of the lesson, reducing their anxiety, attracting the students attention and helping the student express his or her thoughts. (Rao, 2006) After each activity is completed all the students come back in and look at the picture sequence of activities. During this time they can catch their breath and look forward to what the next activity. After each activity the picture of the activity is taken down from the wall. Rao (2006) suggest that these visual aids will help children and in particular children with autism, cope with social and academic activities. This strategy can assist greatly with various presuasive developmental disorders, in the I-PLAY setting. I-PLAY uses music to sooth the children and also gain their attention. Favourite music songs of the children are played throughout the session, and occasionaly opportunities for dancing activities are given to the...


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