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.

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.

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.

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.

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.

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.

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.

 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.

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.

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.

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

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.

"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.

- 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)

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.

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.

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.

- 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

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.

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.

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.