Universal Design for Learning in Physical Education

The Lieberman Brian Inclusion Scale for Physical Education was created with the philosophy of Universal Design for Learning. This tool can assist teachers with the planning and instruction of their classes to ensure all students are taking part in the lesson. Although this does not ensure the feeling of being included for students with disabilities, it helps teachers be inclusive as possible in the execution of all lessons. The rating scale can be used in professional preparation classes, as an intervention to improve teaching, and a training protocol for reflective practice. We hope this will be helpful on your journey to include all students. When the general physical education teacher welcomes children into the gym all of the kids in the class are together. Children with disabilities are sitting or standing with their peers and included in the instructions during introduction. Have the class do the warm-up together with everyone working at their own pace. Vary speed of play based on the performance of all children to avoid leaving anyone behind. Provide instructions that allow all students to succeed and benefit within the program by accommodating different learning styles. Be sure the lesson provides a variety of choices to execute skills. Give students opportunities to make decisions on their individual learning. Make sure proper support and accommodations are available options to the class. For demonstrations use different members of the class to show skills. Work with support staff to assist children in learning as needed. Provide the lessons to a paraeducator before class and explain their role throughout the activities. When using partners, make sure that students with disabilities have chances to partner with same-aged peers when appropriate. Not just the paraeducator. The paraeducator should encourage social interactions with peers when possible. Plan ahead to organize and manage partners effectively and ensure that children with disabilities have a partner. Do not allow students to pick teams. Avoid elimination games. Avoid students waiting in line to maximize physical activity during the class. Distribute as much equipment as possible to provide more opportunities to respond. Maximize engagement time in opportunities to respond by modifying the organization and rules of the game. Be sure there is a range of equipment to meet the learning needs of all students in the class. Reduce noise and distractions to maximize success. When assessing the class, children with disabilities should be assessed alongside their peers. Provide modifications as needed. When children with disabilities are assessed, the score should count at least for the baseline of performance. Give feedback in regard to skill performance that is positive general or positive specific with the use of first names. The whole class should be together and attentive as you present the closure or cool-down of the class. Check for understanding of all children during closure.

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