WEEK SIX 12 NOVEMBER 2013

School: Sandy Knoll Name: Carter Age: 8 Disability: Severe Multiple Impairments: failure to thrive and cerebral palsy Lesson Length: 1 hour Number of Meetings per Week: 1 Number of Students: 1 Skill: Extremity Movement Needed Material: Radio, Mat, wedge, and 4 foam balls Source: Winnick, J.P. (Editor). (2011). Adapted Physical Education and Sport. (5th Ed.). Human Kinetics, Champaign: IL; Block, M.E. (Editor). (2008). A Teachers Guide to Including Students with Disabilities in General Physical Education. (3rd. Ed.). Brooks Publishing Company, Baltimore: MD. Objectives: At the end of the lesson the student will have: 1. Had constant movement in his extremities 2. Worked on controlling the motor movements in his extremities Instant Activity Dancing! To begin the lesson, turn on the radio. Hold the student in an upright walking position. The student cannot bear much weight on his legs so hold him at a height where his feet just touch the ground. Assist the student and help him dance to t he music. Also, while dancing, help the student in taking steps and attempting to walk (allow him to bear some weight on his legs). While one partner is holding him in the walking position, the second partner might have to move his legs and help him walk. Task One Arm and Leg Movement (lying on back) Continue to play music (it is a motivator for the student). While the student is lying on his back, instruct him to move his left arm, right arm, left leg, or right leg. The student can take anywhere from ten seconds to one minute before being able to move an extremity so make sure to be patient and not move too quickly. After several minutes of verbally asking the student to move specific extremities, place objects in reaching distance of each extremity. For example, place a foam ball in reaching distance of the students right arm, left arm, right leg, and left leg. While the student is still on his back, ask him to push or kick the foam ball with the said extremity. Task Two Arm and Leg Movement (lying on back over a wedge) Continue to play music (it is a motivator for the student). This task is identical to task one; however the student is now lying on his back over a wedge Closure Standing Danny To end the lesson, place the student in the Standing Danny. Be sure to remove the tray. It is healthy to get the student in a standing position because it helps with their digestive system and forces him to use muscles he is not used to using. Once the student is in the Standing Danny, walk the student up and down the halls and allow him to observe his surroundings. Assessment Constant movement of extremities Body is in new positions Muscles that are usually not used are now being activated