Ontario Physical Education Safety Guidelines
Resources on Teaching Health & Physical Education Inclusively
Trainee and recently qualified physical education teachers’ perspectives on including children with special educational needs | |
File Size: | 122 kb |
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Advice for Physical Education Teachers from Aboriginal Youth: Become an Ally | |
File Size: | 629 kb |
File Type: |
Possible Modifications for Physical Education Classes
Disability/Need |
Modifications |
Limited strength and endurance |
Lower or enlarge size of the goal Modify tempo of the game Reduce size or weight of projectile Reduce distance a ball must be thrown Reduce number of goals required to win Modify striking implements |
Coordination difficulties |
Increase size of target Offer protectors (additional safety equipment) Allow opportunity to throw without concern for accuracy When striking, hold object stationary When catching, use soft, slow moving objects |
Balance and agility challenges |
Increase width of lines, rails and beams Increase base of support (e.g., spread feet) Increase surface area of body parts in contact with floor Ensure floor has friction Provide balance support (e.g., wall, chair) Offer practice in falling |
Intellectual disability |
Set challenging yet attainable goals Provide additional time Use demonstration rather than verbalization Reward trying and be aware of small increments |
Epilepsy |
Recommendations from physician May need extra precautions such as not exercising alone and avoiding activities that would be dangerous if consciousness was lost, e.g., swimming |
Visual impairment |
Take part in group fitness activities with assistance where
needed Individual movement activities in safe environment, e.g., rope jumping Brightly coloured balls against contrasting background in good
light Clear verbal explanations Physical guidance |
Hearing impairment |
Reduce ambient noise when giving instructions Ensure student can see person giving instructions Arrange for buddy to repeat instructions May be balance difficulties—provide additional support where necessary |
Physical disabilities |
Focus on what child can do Provide minimal assistance and encourage independence as much as
possible Create least restrictive environment Children with wheel chairs need activity to strengthen upper
body muscles Cushion surfaces is falling is possible Provide extra time after physical activity for personal hygiene |
Fetal Alcohol Syndrome |
May have difficulty with listening and observing activities—give
frequent and effective prompts and cues Monitor environment and avoid sensory overload Direct, very structured teaching, repeated |
Autism Spectrum Disorders |
Familiarize student with any new situation Use student’s preferred method of communication Direct, structured teaching Prompting with verbal and visual cues for motor tasks Give advanced warning before physical contact Use sensory preferences, e.g., give cue with demonstrate to draw attention to movement |
Asthma |
Check medical information for background information and know
how to recognize symptoms of attack Take immediate action if student is coughing, wheezing has difficulty breathing or feels tightness in chest—have student stop activity, follow management plan, help student with medication and observe response, call for help immediately if student is straining to breathe or speak |