Our school has a Special Education program (but it is small in terms of staffing) and the resources for ensuring full inclusion in physical activities were limited. There were programs in place, like EA's and modified equipment, but they weren’t consistently used or tailored to individual needs.

To address this, I worked on interventions that focused on making the fitness class more inclusive for Adam and others with similar challenges. For example, used adaptive fitness equipment, like hand cycles and resistance bands, that allowed Adam to participate in cardiovascular as well as strength-building exercises.

I also collaborated with the physical education department to create a more flexible approach, allowing for both individual goals and group activities.

Additionally, I focused on fostering a more inclusive classroom culture. I organized team-building activities that promoted cooperation, not just competition, helping students feel more connected. This allowed students like Adam to feel more supported and included, rather than sidelined by their differences.

By making these changes, I noticed a shift in the overall class dynamic. It also allowed Adam to participate more confidently, and his peers became more aware of the importance of inclusion.

His parents were supportive but also concerned, as they wanted him to be active and part of the class without feeling overwhelmed. They didn’t know how to help him engage more comfortably. As his teacher, I understood his needs but found it challenging to balance the rest of the class’s curriculum with making adjustments for him.

I spoke with him privately to understand his concerns, and I realized he needed an environment where he could participate without the spotlight being on him. I decided to modify his participation by allowing him to engage in individual fitness tasks rather than group ones. For example, instead of joining a group game, he could work on personal fitness goals using equipment like resistance bands or stationary bikes.

I also started incorporating more activities that allowed for optional group involvement, so students like him could choose how to engage. We introduced circuit training where students rotated through stations, each working at their own pace. This helped him and others feel more in control of their environment without the pressure of performing in front of others. Over time, he grew more comfortable and even started participating in smaller group activities closer to the end of the semester (it also helped seeing students everyday, consistency matters!).

The solution wasn’t perfect, but it helped him feel safer and more engaged in a way that respected his anxiety. His parents were grateful for the accommodations, and the class became more inclusive for everyone. The key was listening to his needs and making flexible changes to the curriculum that addressed both his and the class’s needs.

At my school, there are many students who are enrolled in the ASD program. They make up a large portion of our student population and although our school is very welcoming, some children have faced bullying. One thing that my school does yearly to combat this is to celebrate World Autism Month during the month of April. School-wide events, like educational games are played, to teach our student body about Autism. Such has allowed learners to come together and unite as one. In a similar respect, in my own classroom, I have brought in resources, like short stories, that speak about and address the experiences of individuals living with Autism.

Question 2 

At present, one of my students often finds herself overwhelmed with the workload and has a difficult time managing her priorities. During tests and when completing assignments, she becomes very anxious and often over-stresses herself. In conversation with the student on several occasions, I learned that she fears failure and, on account of such, often burns herself out trying to finish tasks, even when she does not understand the questions or the material. Together, we came up with a few breathing techniques that she could do when she felt overstimulated and stressed. Now, whenever she feels nervous, she lets me know that she needs to take a short walk, so that she can do some of her exercises to calm herself. Since the beginning of the semester, I have noticed a big change in her ability to handle difficult situations in class and her ability to recentre her focus. 

1. The groups that I am most concerned at my school were low socio-economic status and mental health. However, there are supports in the school to make these students feel more included and safe. For example, I worked in a low socio-economic area so many students fall into that category. This means some students may not have had proper nutrition to start the day or have access to appropriate attire to be able to participate fully in a physical education class. The school has a breakfast program that runs just before period one starts, and many students use this and it is normalized. The physical education office has many extra athletic attire for students to use if they do not have for themselves including running shoes and t-shirts. The school also raises money for students to go on some sort of physical education field trip (rock-climbing or athletic centres with multiple activities) for free so that they feel more included if they are not able to afford going on the field trip run by the ski club. Many students at this school had mental health challenges. Open communication between students and teachers were encouraged and we had school counselors that helped out in that area as well.

2. During my physical education LTO, I helped one student in particular feel more safe in my classroom. This student was experienced bullying that involved two other students in my classroom (however, most of the issues happened outside of class). I addressed the two students and made it clear that bullying is not tolerated in my class or in school in general. The issues were brought to the principal's attention who communicated with parents and the bullying did eventually stop. However, I could still tell the one student didn't feel fully comfortable participating with these two students. I adjusted my lessons to always have at least two different activities running at the same time, so that these students can be separated if they chose to do so.

2: I do what I can to make all my students feel safe. Related to my answer of part one I do everything I can to make sure LGBTQIA+ students feel safe. Passive things like; I introduce myself with pronouns, I have pride flags and quotes from LGBTQIA+ advocates and ambassadors.  More active things as well like calling out homophobia in my class and the hallways and attempting to start different clubs.  I don’t think there is one solution that can end homophobia in middle and high schools, but I do what I can for those students.  I’m open to any recommendations anyone can make.