TIG 1: Disability, Accessibility, & Inclusivity by

2023-11-10 19:57:10 UTC

Disabilities, Accessibility, and Inclusivity

It is inevitable that every discipline will have students with varying abilities. Because our learners are so beautifully different from one another, we have to ensure that the options and choices we provide our students are flexible and inclusive so that students can personalize their learning and have a voice in their own education. In physical education, this may look like implementing Special Olympics, Paralympics, and adapted sports accommodating students with disabilities that general education students can also participate in--- expanding students’ knowledge of professional sports and promoting a unified class setting and culture of friendship. While physical disabilities may appear more visible in hands-on activities, disciplines such as math that use manipulatives, visuals, or audio components that exclude students with disabilities may not always be the most apparent. Thus, educators and students are encouraged to explore various solutions that not only make all math activities accessible for all, but value the input and intellect every student has to offer in devising answers to problems that exist in the real world. It is in fact this intellect and voice that is undermined among students with disabilities, both vital components of an ELA class. We rather assume their needs and utilize traditional modes and media that appear to be accessible for all in regard to activities such as reading, writing, and composing. However, efforts as simple as designing assessments mindful of action and expression or teaching works of literature that challenge dominant narratives to demystify assumptions society has created about people with disabilities create a culture of criticality and care and provide equitable opportunities for all students to succeed. Differentiating and diversifying our instruction to ensure that it is inclusive of students with disabilities will guarantee accessibility for all students and ultimately avoid any deficit-based approaches.

Collaboration through discussion; English

2023-11-10 19:59:40 UTC

https://www.kent.edu/ctl/think-pair-share#:~:text=What,sitting%20near%20them%20(PAIR).

CRSP 1. Fosters interpersonal dialogue, relationships of trust and sense of community among students and adults.

Text Sets (English)

2023-11-10 20:03:30 UTC

CRSP 9. Promotes non-essentializing conceptualization of culture, including multiple cultural dimensions

Daily expectations, agenda, and materials posted.

2023-11-10 20:06:56 UTC

CRSP 6. Communicates high expectations and provides appropriate contextualized support to reach these

Relationships and Rapport Building

2023-11-12 07:38:02 UTC

CRSP 1.1 and 1.3: Fosters interpersonal dialogue, relationships of trust and sense of community among students and adults AND recognizes the positionality of the instructor and acknowledges power dynamics in the classroom and with families

Relationships are the Foundation of Success in a Classroom

2023-11-12 07:53:11 UTC

CRSP 1.4- Actively promotes allyship to advance the culture of inclusion through intentional, positive and conscious efforts that benefit people as a whole

Implementing UDL Principles in an ELA Class

2023-11-12 08:00:27 UTC

CRSP 2.7- Uses instructional strategies connected to different ways of learning and students' interests and backgrounds

Meaningful Relationships: The Heart of Teaching Students with Disabilities (for Educators)

2023-11-12 08:09:16 UTC

CRSP 1.2 AND 1.4: Uses appropriate cultural referents and ability identities to co-construct knowledge and foster the development of the whole child/youth AND Actively promotes allyship to advance the culture of inclusion through intentional, positive and conscious efforts that benefit people as a whole

Creating a Culture of Inclusivity (for Educators)

2023-11-12 08:12:19 UTC

CRSP 1.3- Recognizes the positionality of the instructor and acknowledges power dynamics in the classroom and with families

Differentiated Instruction for Students with Disabilities in an ELA Class

2023-11-12 08:20:01 UTC

CRSP 2.5 AND 2.6- Uses intersectional knowledge of the students to make learning more appropriate and effective AND Communicates high expectations and provides appropriate contextualized support to reach these

Lesson Plan Modifications to Support All Students

2023-11-12 08:22:25 UTC

CRSP 2.7 Uses instructional strategies connected to different ways of learning and students' interests and backgrounds

ELA: Sharing Your Story (For Educators and Students)

2023-11-12 08:27:00 UTC

CRSP 3.1 Creates curricular content that invites students to explore complex identities and discusses histories critically through analysis of power, opportunity, denial, and privilege

ELA: List of Novels Featuring Characters with Disabilities and Chronic Illnesses (for Educators and Students)

2023-11-12 08:40:25 UTC

CRSP 3.12- Challenges and modifies the "core curriculum" by recognizing the legitimacy of cultural heritages of multiple racial, ethnic, class, religious, ability, and gender groups as worthy content to be taught in the formal curriculum

Teaching "Wonder" in an ELA Class (for Educators)

2023-11-12 08:46:50 UTC

CRSP 3.16- Actively engages in critical self-work to identify and address aspects of privilege and marginalization in one's own multiple social identities

Teaching about Invisible Identities (for Educators)

2023-11-12 08:53:19 UTC

CRSP 3.13- Enacts anti-bias pedagogy and assets-based perspectives of families and communities; identifies counternarratives

Model of Braille/Print Protractor (Math)

2023-11-14 01:55:27 UTC

CRSP.7: Uses instructional strategies connected to different ways of learning and students' interests and background.

Strategies on how to be critical on one's self-work to identify and address aspects of privilege (Math)

2023-11-14 02:06:07 UTC

CRSP.16: Actively engages in critical self-work to identify and address aspects of privilege and marginalization in ones's own multiple social identities.

Adaptations and Modifications for Students with Mathematics Disabilities in General Education Classrooms (Math)

2023-11-14 23:21:50 UTC

CRSP.7: Uses instructional strategies connected to different ways of learning and students' interests and background.

Example Lesson on Wheelchair Design (Math)

2023-11-15 00:07:34 UTC

CRSP.12: Challenges and modifies the 'core curriculum' by recognizing the legitimacy of cultural heritages of multiple racial, ethnic, class, religious, ability, and gender groups as worthy content to be taught in formal curriculum.

Research Paper that discusses how to use appropriate cultural referents and ability identities in the math classroom (Math)

2023-11-15 00:22:55 UTC

CRSP.2: Uses appropriate cultural referents and ability identities to co-construct knowledge and foster the development of the whole child/youth.

Collaborating with Families of Students with Disabilities

2023-11-15 00:28:47 UTC

CRSP.1 & .2: Fosters interpersonal dialogue, relationships of trust and sense of community among students and adults. Actively promotes allyship to advance the culture of inclusion through intentional, positive and conscious efforts that benefit people as a whole.

Anti-bias education practices (ELA)

2023-11-15 03:49:24 UTC

CRSP 13- Enacts anti-bias pedagogy and assets-based perspectives of families and communities; identifies counternarratives

English

2023-11-15 03:51:35 UTC

CRSP 15- Promotes student development of skills to advance systemic reforms (change in policies, laws, institutional practices

2023-11-15 04:13:43 UTC

CRSP 1- Fosters interpersonal dialogue, relationships of trust and sense of community among students and skills

Unified Sports Level the Playing Field for Students With Disabilities

2023-11-16 09:13:11 UTC

CRSP I.1 & CSRP I.4: Fosters interpersonal dialogue, relationships of trust, and sense of community among students and skills AND actively promotes allyship to advance the culture of inclusion through intentional, positive, and conscious efforts that benefit people as a whole.

How to Collaborate with Teachers to Increase Classroom Activity [Interactive]

2023-11-16 09:14:02 UTC

CRSP I.1, CRSP I.3, & CSRP I.4: Fosters interpersonal dialogue, relationships of trust, and sense of community among students and skills, AND recognize the positionality of the instructor and acknowldge power dynamics in the classroomand with families, LASTLY actively promotes allyship to advance the culture of inclusion through intentional, positive, and conscious efforts that benefit people as a whole.

Universal Design for Learning in Physical Education

2023-11-16 09:14:31 UTC

CRSP II.5 AND II.6: Uses intersectional knowledge of the students to make learning more appropriate and effective AND Communicates high expectations and provides appropriate contextualized support to reach these

Using Differentiated Instruction in Physical Education

2023-11-16 09:15:20 UTC

CRSP II.7 & CRSP II.8: Uses instructional strategies connected to different ways of learning and students' interests and backgrounds AND builds bridges of meaningful between students' lived socio-cultural realities, academic content and educator expectations (minimizes abstractions)

What is the first step for including adapted sport in general PE curriculum?

2023-11-16 09:28:37 UTC

CRSP III.14 & CRSP III.16: Promotes student development of skills to become social critics and decision-makers AND Actively engages in critical self-work to identify and address aspects of privilege and marginalization in ones's own multiple social identities.

Adapted Physical Education Podcast

2023-11-16 09:31:03 UTC

CRSP III.15: Promotes student development of skills to advance systemic reforms (change in policies, laws, institutional practices

The benefit of using peer buddies in adaptive physical education

2023-11-16 09:33:19 UTC

Your #1 Resource for Physical Activity and Motor Skills Ideas

2023-11-16 09:34:11 UTC