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Differentiated instruction is important in fostering an environment for inclusion of all learners in all subject areas including Physical Education. In order for all students to comprehend and understand the instructions, teacher will need to demonstrate by modeling the activity. Sometimes, teachers will need to repeat instructions to allow for different learners to understand. Adaptations will need to be developed for students who are disengaged/uncomfortable doing specific types of activities. It is very important for teachers to know the diverse learners in the classrooms and the different needs they have (specifically towards Physical Education) Ex: A student with a bad back, a student with a recently injured foot, and etc.

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I believe that in order to have an inclusive classroom (regardless of if you are teaching a PE lesson or not) you must be open to changing a lesson or altering it to allow students to be included and/or successful. This could be something as simple as allowing students who are unable to snap to clap instead; or if a student is uncomfortable running, that they are able to walk or skip instead. It is all about knowing who your learners are and realizing what they need in order to be successful. It is also important for the students to be part of the process of determining what "successful" really means, as this could be drastically different for each student.

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In order to create conditions for inclusion for all learners in physical education, I need to first get to know my students. This will allow me to address students' individual needs. By offering a variety of adaptations I can ensure that everyone remains an

active participant. These can be changes in equipment, group sizes, the environment, etc. ELL students, for example, can be grouped with classmates that speak the same L1 to help them feel more included. Furthermore, I will be mindful of the way I create

groups (boys versus girls) to avoid perpetuating gender stereotypes unintentionally. Finally, asking for students' feedback and advice can help ensure that I am providing a safe and inviting learning environment for them.

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Having physical activity integrated into different subjects and in different environments will allow more students to excel in this area. By having physical activity integrated into a science or math unit allows for students besides the athletic ones to build their confidence in physical education and be more willing to participate when physical education moves back into the gym.

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Inclusion is important so that we can create a comfortable, safe, and supportive learning environment for all students. One tool that can be used in PE is having students assigned a buddy. This buddy can help peer support the student, provide encouragement, praise, and provide demonstration of skills and movements if needed. As educators we can modify our lesson plans, and choose lesson plans that will allow everyone to participate and interact. We can do so to make sure no one is excluded, and that everyone can have a change to learn and have fun.

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To ensure the inclusion of all learners in Physical Education educators can

adapt and modify their lessons as well as provide several options for different

levels. It is important that the teacher first establishes a safe and non judgemental

space wherein students can try movements for the first time or challenge themselves

to try something out of their comfort zone (in a safe manner). Also, it is imperative that

students do not feel that their "modification" is lesser than what other students are doing.

As a teacher we can stress the individual experience of PE and that students must become

familiar with their abilities and challenge themselves accordingly, and that other students

must respect that.

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Creating inclusion in physical education is so important. In my experience, both as a teacher and student, I have seen and felt excluded or uncomfortable in some classes. I think one of the most important things to do is to create a safe environment for your students. If they feel comfortable and safe with their peers and teacher, students will likely feel more included and able to participate. It is also important to choose and plan activities that your students can participate in. Students should be given adaptations to games, skills, etc. as well in order to create more comfort in the P.E. class.

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Two strategies is to use visuals such as an exercise board and body language to accommodate for students who have linguistic difficulties. For some students. especially children with autism, a stop watch maybe helpful or wrapping equipments with certain colour or textured material.

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We can create an inclusive environment by:

- empowering students

- giving opportunities for each student to bring in their funds of knowledge to class

- creating cooperative learning environment

- recognizing students' strengths / potentials rather than weaknesses

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In order to create a safe and inclusive environment for all learners, it is important for PE teachers to really get to know their students and to be aware and appreciative of the diversity hat exists in the group. It is crucial to design and implement activities and sports that ALL students can participate in and enjoy, regardless of their differences in skill or ability levels. This means offering modifications and alternative movements or techniques whenever necessary. It also means stressing the importance and value of teamwork and respect right from the outset. It is important that every child has a role in the class no matter what.

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The most important key factor to motivate students in PE is clear and concise instructions. A positive reinforcement and some adjustments in rules will encourage students to participate in a meaningful way. Sometimes a large group size lessens the opportunity for less skilled students to join the activity. so by breaking the team into further small teams will ensure the participation of each individual. Offering some choices for using type of equipment (e.g. If a student is reluctant to handle heavy basketball, he/she can be given a handball or other light weight ball.). The choice of level of participation will ensure inclusion of all students.

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Inclusion is important across all subject areas, including PE.  It is the teacher’s responsibility to provide a safe and inclusive environment for all their students. In order to be inclusive, teachers need to get to know the diverse needs and interests of their students. Every student has varying strengths and weaknesses that need to be addressed. When planning lessons, there needs to be a wide variety of ways of doing things. This also includes the need for varying degrees of difficulty. Teachers need to be aware and plan ahead for any necessary adaptations to lesson plans so that every student is able to participate.

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I think a big way that we can create conditions for inclusion

is by making modifications that allow the students to

experience success regardless of their ability. Also, it is important

to think about ways to challenge students who want to take more

risks. The more teachers can individualize the learning by having different

levels to try, the better it is for all students.

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The best way to ensure that students feel a sense of inclusion, regardless of their ability level, is to demonstrate modifications to the skills being taught in order to let students choose an easier modification if they are uncomfortable. By showing a variety of optional modifications it allows students to have a way out of doing anything they are uncomfortable with, without feeling put on the spot.

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Inclusion is important in all aspects of life, but in PE, inclusion is particularly important. PE is often

forgotten; we provide time for students to get their daily dose of physical activity, teach some movement

skills, and play some games (or sports). What's not evident too often is involving each and every student in

class. Students often get caught up in the fun and games and don't always connect with each other or make

an effort to involve all students. PE is often the place where students are left out, don't have a partner or group,

etc. As teachers, we need to ensure all students are included. But this is not limited to student interaction!

Teachers can forget to make adaptations and modifications so that students can be involved regardless of any

physical or mental limitations.

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For any subject inclusion begins with the teacher. Knowing our students’ abilities, limitations and interests should always be embedded in our lesson planning process and should always be at the heart of the decision we make. Any modifications, and adaptations should be considered when lesson planning but teachers also should stay flexible to the situation at hand. Execution of our lessons and modelling inclusive mannerisms is also important in fostering a respectful community environment. Creating specific objectives that promote positive interactions among the students will also aid in building relationships. Rather than focusing on differences among students such as race, ses or dis/abilities, if we teachers emphasize inclusion in a general sense and encourage positive behaviors students should naturally tend towards more inclusive actions such as helping their classmates.

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In my opinion, the most important condition to ensure inclusion in a physical education class is safety. All students need to feel safe in their environment, be it a home, in the classroom or in the gym.  This does not only mean physical safety but emotional safety as well. Students need to feel respect from both their teacher and fellow students. As a teacher it is also important to express that order to succeed all the students need to do is try their best. Having a mixture of different activities available that can be modified to fit the student’s needs is another way to increase participation among students. Another way is to creating an environment where competition not measured in comparison to others but is measured in regards to their own self improvements.

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I believe there should be inclusion for all learners in all aspects of the curriculum. Specifically, for P.E., we as educators need to plan appropriately for all of our students. Adaptations and modifications need to be well-thought-out and implemented in lessons so that each student has the chance to participate to the best of his/her ability. We need to make sure we are consulting resources and other teachers to see what has worked for them in previous lessons. We also need to promote a positive classroom environment that's accepting of diversity so that all of our students promote inclusion in every aspect of school.

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Generally, we can create conditions of inclusion of all learners in p.e if we...

- understand the needs and interests of our students

- know the strengths and limitation of our students

- plan for a variety of activities, games, sports (have lots of options)

- have varying degrees of difficulties (in terms of adaptations)

- allow for substitutions of skills (what is he/she able to do instead of what is he/she unable to do)

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When first thinking about this question, I thought that PE would be one of the most difficult to provide conditions for inclusion of all learners. Thinking more, however, I began to see many modifications that could be made for various PE activities for a variety of learners. Inclusion first begins with acceptance and safety. If students in your class feel that they are safe to take risks (safe risks, risks that are out of their comfort zone but will open doors to new things) then they will more likely enjoy the physical activities that are done in the PE class. Students that do not feel safe doing movements for different reasons, for example low self-confidence, need to have their teacher reach out and help increase their confidence and likelihood of participating. Inclusion of any diversity is the responsibility of the teacher to see the need for them to adapt, modify, or assist activities.

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I am going to come at this from a different viewpoint of inclusion, and that is to point out that the learners to be included may be learners with different interests. So, I think it is important to have a variety of activity types, and to try and offer opportunities to do different things within these activities. For example, some students are very competitive, some may love running, others may love practicing technique. I think it is also important to bring this all into consideration when planning activities because otherwise someone could be, in a way, excluded.

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Creating inclusive conditions for learners in PE isn't just about students with obvious physical or mental disabilities; all classes should be set up in a way which creates an inviting and safe atmosphere that is conducive to fun, dynamic learning experiences and which is flexible in nature. PE especially, can be a scary class to those who worry about failure. What peers deem athletic failure is often harder for a student to conceal, than what might be deemed failure in writing for instance.

"If a thing's worth doing, it's okay to do it poorly. Otherwise you'll never give yourself permission to be a beginner at a new activity."

Some adaptations that can be made to any activity are changes to group size, specific partnerships, specific roles given to specific students (referee, teammate, scorekeeper, position etc.), or structure (rules), equipment (size, shape), bodily movement, and speed manipulations.

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We can consider both strengths and challenges and explore ways to utilize his/her abilities and interests in the lessons. We can also provide motivators to overcome any reluctance. Instruction should be about monitoring the strategies and adapting or refining them as needed, and focusing on a variety of activities/games that appeal to students. We should consider what structural adaptations we can make to our lessons (adjusting equipment, time and/or organization) to include students of all abilities. In this way, we can develop the best possible areas of program focus for our students.

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one important factor for creating an inclusive environment for all learners in PE is to look at all students with a "can do" attitude.  everyone is capable of

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As elementary school teachers we are likely to be teaching our own

class, so we have the advantage of knowing the disposition of our students.

This allows us to plan ahead about possible issues that may arise. In order to include

all of our students we must always be prepared to make appropriate adjustments to meet all

of our students' needs, so that everyone looks at being active as a positive experience.

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It is vital that we understand the importance of planning

a lesson for inclusion from the start rather than make inclusive

PE a simple adaptation of the physical activities during instruction.

However, it is the reflection that we as educators do on the purpose

of PE that can provide us with a basic rationale for the inclusion of all students

in PE

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Creating conditions for inclusion in physical education, just as in any other subject, requires a teacher to recognize the needs and individualities of their students, and to adjust their classroom accordingly. Knowing your students is key to creating conditions of inclusion. This requires observing how your students vary in their behaviour and learning across different settings, such as social, academic, and active. Additionally, teachers can promote inclusion by developing activities that appeal to different learning styles and abilities. If a teacher views their students differences not as challenges but as opportunities, then inclusion can be naturally fostered in all subjects.

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In order to make conditions that are inclusive we must first understand the limitations of our students. Once done, we must tailor our activities so that all of our students can participate in a meaningful way. This can include using parents and other resources, modifying activities, using specialized equipment, and others. Limitations must also include the skill of participants. For example, those who are less skilled my benefit simply by the use of smaller teams.

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Creating conditions that are inclusive for all learners is a valuable aspect of Physical Education. It is our responsibility, as educators, to ensure that we are mindful of all the students in our class and their diverse needs. We must be willing to adapt and modify games or skill requirements in order to foster an environment that is inclusive for all students at all levels. We have to accept the various needs of our students and create a space that is positive and inclusive for everyone!

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In order to have an inclusive learning environment, we need to teach students to be supportive and self confident so they can value diversity and be comfortable when they don't express their individuality at the expense of their peers' learning.

I think assigning tasks so students are interdependent in a group, demonstrating to student how to give constructive feedback is necessary before it becomes a habit.

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In order to create an inclusive environment for learners in P.E., we need to think holistically about our students. By doing so, we will move beyond seeing our students from a "deficit" perspective, and instead see all the things that diverse learners bring to the class as learning opportunities for students and teachers alike.

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When we think of inclusion, we tend to think of learners with disabilities or special needs. However, inclusion can encompass able learners who simply aren't comfortable in P.E.. To create inclusion, a teacher should be aware of their students' limitations or levels of comfort. In turn, they would offer activity modifications, options, or even allow the learners to make their own decisions so that they can all participate in healthy, active living in the way which is best suited for them.

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I believe this question can be answered and applied to all other subject areas with respect to inclusion whether that means in the classroom setting in desks or in the gym for PE. Inclusion should begin and end with an understanding and acceptance of diversity. This is key for teachers as it is up to them to provide a safe and comfortable environment making sure to modify, adapt, and plan according to the students needs and abilities as well as fostering this understanding in the classroom with a discussion.

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It is important to know your students and their various needs in order to create and plan for the needed environment for overall inclusion. With the planning in place, it is then up to the educator to create a safe, nurturing and supportive atmosphere right from the first class. A daily PE routine (warm up, skill, cool down) is also helpful in establishing a structure to a class as well. With this foundation in place there is a higher chance that all students will feel more comfortable. In addition, once this strong foundation is laid, creating a fun and inviting atmosphere also lends it self to a more all over sense of community- both with student teacher relationships but with their peers as well.

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As a physical education teacher for k-7 it will be important to make it fun for each student, whatever their abilities are. Inclusion for each child into being active will be very important, it's not about winning the game. It's about the long term wellness of kids, getting them active early is so important and influential. It is essential to offer alternatives and sportsmanship type of games. Movement is essential and can be adapted to include each and every students abilities as no child is left behind. And with that preparation in mind for inclusion of all learners in physical education, the goal will succeed.

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In my practicum class we have been exploring the concept of multiple intelligences, the idea that all of us have a particular way in which we feel most comfortable engaging with our world.  My students identified themselves all across the spectrum of options, from interpersonal to intrapersonal, visual-spatial to logical/musical to kinaesthetic.  These multiple intelligences are good entry points from which to begin to explore new information or experiences, and using this multi-faceted strategy to approach physical education skills and outcomes could be helpful in providing variety and motivation for students with different needs/preferences.

Ultimately it always comes back to knowing your students and seeing them as whole, dynamic, human beings.  All learners have the ability to excel in their own unique way in any subject area if given the proper support.  Just like we present different modifications for different learners in math or language arts, we must actively provide options and scaffolding in PE to ensure student inclusion, well-being, and development.

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It is very important to plan appropriately especially when integrating students with moderate to severe learning disabilities. When planning focus on using simply, clear instructions that are only one or two step instructions. Keep distractions to a minimum, and keep in mind clarification and repetition of instructions may be needed throughout the lesson. As part of the lesson incorporate a social task (i.e. each student must say something encouraging, or high-five other students after their turn...etc.) The teacher must model inclusion through every verbal and non verbal act, and communicate expectations to the students. Make sure all activities are "challenge by choice" and that each activity has modifications and adaptations. Take into account the individual needs of each student when planning your lesson. If you are still a bit unsure about the lesson, discuss the lesson with the resource teacher and EA.

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One of the imperatives to remember in our role as the P.E. teacher includes teaching

to children’s affective, cognitive, as well as, physical development. That being said, we

must be sensitive to how we develop our lessons and the affect that our strategies for

inclusion may have in the lives of our students. What if we work mainly on only those

who seem interested, already? (For these students, in terms of setting them up for lifelong

active lives, are we really making much of a difference?) Our work is to create an

environment which re-sets the focus, which is to make P.E. engaging, dynamic,

interesting (and, yes…fun). This can happen through extrinsic motivation (that enthusiasm

we can try to inspire), or the intrinsic sort (when their inner voice changes its beat) which

may shift for our students. It seems perhaps the biggest challenge, though, is for us to

maintain a level of intention that says my job is to work towards changing all of my

students attitudes towards P.E. (even if only by degrees).

In terms of practical applications, connecting with students may be helpful as a first step

towards broader inclusion, as once we can better understand and value them as individuals

we will be more inclined to work for them, to make them believe something new.

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Teachers need to ensure that they are continuously creating and maintaining a classroom of respect and acceptance. Diversity comes in numerous forms and should be seen as strength, not a weakness. Inclusion of all forms of diversity is the responsibility of an educator, to provide opportunities for students to participate and enjoy physical education. Teachers need to be aware of the types of diversities that exist within classes to be able to adapt and modify lessons. As we all learned today in class, there are multiple ways to adapt a skill, movement etc. so that all students are able to participate and feel included. A teacher should not expect all students to be able to perform what they are learning and should have adaptations ready for students when needed. Understanding your students is key to inclusion. Establishing and building relationships allows a teacher to get to know a student and helps create a safe environment.

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Inclusion begins when learning environments are safe, accepting of all diversity, and of all people, no matter what. Diversity is a strength and individuals who feel different must feel included. It is the teacher's responsibility to teach and model positive and respectful attitudes. Teachers need to be aware of their students and keep them in mind when planning their lessons. Students need to be taught to understand that some of their peers may be at different levels of learning however, because of this no one is to be singled out because of their ability.

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Just like in all other areas of education, to have an inclusive PE environment takes good relationships. If both teachers and students respect each person as an individual, honestly want the best for everyone, are excited to learn, and recognize that success may be defined differently in various situations for everyone, then inclusion should fall into place. Not everyone is going to be good at everything, and that goes way beyond talking sports, but that doesn't mean that everyone can't have a good time and be part of the group and learn what they are capable of.

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In order to ensure all students feel included in Physical Education, teachers need to project a caring and respectful attitude towards all learners. They need to help their students see diversity as a strength and not a weakness, while emphasizing the fact that in order to foster inclusion within the classroom, a high level of respect and appreciation needs to be implemented. Tolerance is defined as the ability to respect the integrity of others who are seen as different from us and respect this difference. Each student needs to appreciate the strengths they have to offer, and teachers need to adapt to accommodate for varying levels of ability. As seen in our last class, modifications and adaptations can be made to any activity in order to ensure participation of all students within comfotable parameters.

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To create conditions for inclusion of all learners in physical education,

I think it is very important to incorporate a variety of ways of doing things

into the lesson plan. By offering a variety of ways of doing things, each

student has the opportunity to participate in a way that makes them feel

the most comfortable. For example, shooting a free-throw in basketball.

Not everyone has the same upper body strength so allowing students to

shoot from a distance that is within their comfort zone will help everyone

feel included. Also, providing several different balls for students to shoot

with (basketball, volleyball, etc.) help too.

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"Real inclsuion must occur in all asprcts of

daily life."

Shannon Flora

I think that PE class has always been often looked at as

a class that divides up students. There hasn't always been

a focus on the physical, cognitive, and affective needs of

our students. Inclusion means that for every student we

have, they are given the same 3 opportunites as everyone

else.  As teachers, we need to be the ones that recognize

when we need to adapt or modify to make sure that

everyone feels included. Everyone learns in a different way

and we need to be aware of that not just in our PE blocks

but in all of our subjects blocks.

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Firstly, we must see diversity as a strength rather than weakness. It is important to make it clear to your students that each individual brings something to the classroom and we must always continue to be supportive of this. It is the responsibility of both the teacher and students to maintain this positive and inclusive attitude throughout. The teacher must also ensure that each lesson activity is within students' range of ability level. The teacher should have modifications prepared beforehand for students that may have difficulty on the task as well as for students who may be exceeding on the task. The teacher must ensure that they are continually scanning the class in order to be aware of students who need additional assistance and support from the teacher in order to improve their individual abilities.

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Inclusive physical education begins with the proper classroom climate. It is something that must be on the mind of the PE teacher at all times as they vigilantly observe the children at play. It is important not to let children slip between the cracks by creating modifications so that everyone can participate. This starts by creating an energized and dynamic classroom in which the motivation for all is present. The P. E. teacher must always be observing to offer assistance and model an attitude of encouragement as opposed to criticism. Students should be given choices that allow them to work on P.E. skills in a comfortable environment but also demonstrate their strengths to help teach other children. Everyone should leave the gym with a feeling of confidence.

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I think inclusion is something that we need to start thinking of

in a more broad sense. That is, it's not just students who have behavioural

needs, physical challenges or impairments (of course, there must be

meaningful adaptations and consideration for these students when planning

our lessons). But I think there needs to be thought and consideration also for the

students who feel isolated, left out or embarrassed to be in a PE class. I feel that

there are always kids who excel at PE and there are others who have it in their

heads that they just aren't "good" at it. We need to reach out to them, too, and make

them feel comfortable and confident in PE.

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A point that hit home for me when doing this weeks readings was: "It is unacceptable to be included in PE just for the sake of inclusion." (p.145).

The students that we encounter in our careers will be made up of a variety of abilities, cultural backgrounds, genders, interests, identities etc. and will feel a range of comfort levels with PE. As educators, we need to know our students, and do whatever we can to accommodate their learning styles and needs. The quote above takes that to the next level and emphasizes the importance of making sure you are not doing something just so that a student will at least be able to participate, but that you have the same goals and see potential for success in all your students.

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In order to foster students’ lifelong engagement with health and fitness, teachers need to set up their physical education program in a way that offers all students, regardless of their ability of skill level, the opportunity to actively participate in movement activities and experience success.  As highlighted during our last session, students can be offered choice surrounding the type and size of equipment they are using in order to master a skill.  Additionally, subtle adjustments to games, such as creating smaller teams, will ensure that more skilled players in a game do not dominate play and increase student engagement.

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As discussed in Ch. 8, the first stage to creating conditions for inclusion is to accept that it is a"understanding [of] the valuable and integral roles that persons with disabilities can and do play within our school systems."

Teachers need to be aware of and utilize the many support systems available. These support systems can include parents, school psychiatrists or psychologists, resource personnel, or paraeducators. However, one of the most important resources is talking to students who have special needs in order to individualize your lessons to suit their needs. Teachers also have to include adaptations for all of their students in the initial planning process and not simply add them in later as an after thought.

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The inclusion of all learners has been a life-long learning process for any teachers in any classroom. The key is to be flexible and open-minded. It is important for teachers in P.E. class to know their students and understand their challenges, interests, and motivation in order to create a learning environment for all learners. They can make modification in terms of rules, skills, size and use of the equipment; they can make adaptation in terms of grouping like pairing up an autistic child with a peer or paring up an ESL child with a peer whose first language is English. However, teachers need to make lots of observations and build connection with each learner in order to create opportunity and success in P.E. class.

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When creating conditions for inclusion in any classroom, it is important for us to know the needs of our learners and to work with them to find the best possible solutions. I think the teachers and students should work together to co-create the optimal learning environment.

As teachers, we need to remain flexible and adaptable and understand that band-aid solutions are not likely to have long-term effects. I think there is a lot of value in getting students involved in conversations about inclusion. However, we must be cautious that we are taking the appropriate steps and precautions before having these difficult conversations.

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In order to create conditions for all learners, we have to make adaptations to our PE activities to allow for the diversity in our classrooms. Physical and mental needs are probably the most common and making adaptations to our lessons is an easy thing we can do as teachers to ensure our students are confident, active, and happy. For example, pairing students up so they know when to rotate, slowing the game down, and making bigger targets are all simple adaptations that won't hurt anyone's confidence. I believe this is the key - never single any child out because this will shame them and lower their confidence in their abilities. This may, in turn, cause them to dislike physical activity altogether.