Running Head: INCLUSIVE LESSON PLAN

Inclusive Lesson Plan

SPSC 3241
November 20th, 2018

Sean Fitzsimmons, Leah Cesarone, Mandy Nguyen, Matthew Carson,

Kelly Pickthall, and Julia Hodanic
INCLUSIVE LESSON

Unique Functions:
Difference: ​Muscular Dystrophy

Role Play Helpful Information for

Actions or behaviours that respectfully simulate this Leaders
difference within a physical activity setting List of likes/dislikes of student,
ways to best support

● Use wheelchair ● Provide frequent rests

● Limited movement of upper body (slow, ● Use large lightweight
jerky) equipment
● Use large lightweight equipment ● Emphasize balance and
● May want to be pushed in wheelchair if tired, posture maintenance
or so hands are free ● Allow the individual to
● Sometimes prefers to use the individual choose what they can do
workstation because it is difficult to always instead of telling them to
participate with the group either play with the group
or by themself

Difference: ​Obesity

Role Play Helpful Information for Leaders

Actions or behaviours that respectfully simulate List of likes/dislikes of student,
this difference within a physical activity setting ways to best support

● Take frequent rests (typically after a long ● Encourage participation

period of activity) ● Allow for frequent rests
● Drink a lot of water ● Emphasis proper movement
● At times, feel unmotivated to participate in for different physical skills
activity ● Reward the process rather
● Lack confidence in physical skills than outcome
INCLUSIVE LESSON

Difference: ​Down Syndrome

Role Play Helpful Information for

Actions or behaviours that respectfully simulate this Leaders
difference within a physical activity setting List of likes/dislikes of student,
ways to best support

● If instructions aren’t clear for an activity, act ● Keep instructions simple

like you don’t understand ● Wait 7-10 seconds after
● If people are moving around or there are a lot giving instructions to
of sounds during instructions, look at the allow time for them to
distractions rather than the teacher sink in
● Use limited vocabulary ● Activities separated into
● Often display a lack of attention towards sequential steps
activity and/or leaders ● Make sure the student has
● Display an affinity for working with a partner a partner from the class
● Gross and fine motor skills are slightly rather than their SEA
decreased unless they do not want
one
● Help the student choose
appropriate equipment

Potential Barriers to Inclusion

1) Obesity:
Context Related Barriers
1) Administrative staff:
No additional support from a staff member
Teacher not fostering social connections between students
● Have education assistants motivate and give positive reinforcement when needed
● Peer tutoring system- partner up throughout games and activities
INCLUSIVE LESSON

2) Perceptions:
Teachers have a preconceived negative notion of their ability and work ethic
● Educate teachers (Self fulfilling prophecy)
● Seek additional resources to teach children with obesity

Person Related Barriers:​​ knowledge, physicality, size, motivation, fears, habits, language,
perception,
1) Knowledge and Experience:
Child lacks participation experience in physical activities
● Help them find activity they are interested in by teaching them a large range of
movements and skills
● Emphasize long term health
Lack of knowledge of skills and movement patterns
● Teacher explain rules clearly
● Play games to teach fundamental skills
● Assessment based on personal improvement

2) Physical Limitations:
Medical conditions- Low aerobic ability, high blood pressure/heart rate, easily fatigued
● Flexible opportunity for breaks
● Frequent water breaks
● Encourage skill development in aerobic domains

3) Mental State
Low motivation/ self confidence/ self-efficacy
● Create individualized goals for each student so they have a understanding of how
they have improved over the class
Perceive themselves as not physically active
Lack of interest
Feelings of embarrassment and exclusion from peers
● Creating a positive learning environment by implementing Community
Development Model (knowledge, trust, problem solving, challenge)
● Encourage students to get to know each other and mix up groups frequently
● Allow the opportunity through

Task Related Barriers:​​ equipment, activity selection, interest, ability to complete tasks
1) Equipment:
INCLUSIVE LESSON

Equipment may not be suitable to size (pinnies)

● Have participants tuck pinnies into pants/shorts or wear as necklace
2) Activity selection
Physical demands of the activity may be to great for the individual to complete or
discourages them to try to complete the task
● Allow for a variety of options to complete a task
● Performing tasks which limit the chance to compare oneself to others

2) Muscular Dystrophy:
Context Related Barriers:
1) Administrative staff:
Lack of administration support
● Create a buddy system within the class to encourage helping others with any tasks
(holding a bag, getting a water bottle)
● Contact district for administrative support
2) Perceptions
Teachers have a preconceived negative notion of their ability and work ethic
● Educate teachers (Self fulfilling prophecy)
● Seek additional resources to teach children with muscular dystrophy

3) Language
Students within the class may have a negative attitude toward this student.
● Creating a positive environment in which everyone has time learning about one
another
● Have a presentation about muscular dystrophy (with student permission)

4) Accessibility:
The student has the inability to reach and access the faculty to participate
● Ensuring they have ramps for them to travel down, or having elevators throughout
the building

Person Related Barriers:​​ knowledge, physicality, size, motivation, fears, habits, language,
perception,
1) Knowledge and Experience:
Child lacks participation experience in physical activities
● Help them find activity they are interested in by teaching them a large range of
movements and skills
Lack of knowledge of skills and movement patterns
INCLUSIVE LESSON

● Have students focus on movement patterns that they can excel at (i.e. upper body
movement or even wheelchair locomotion and positioning in a sports setting)

2) Physical Limitations:
Medical conditions- degenerative muscle disorder broadly affecting lower body in most
individuals
● Modify activities so that upper body can be utilized to accomplish the same goals
as the lower body skills.

3) Mental State
Low motivation/ self confidence
Lack of interest
Feelings of embarrassment and exclusion from peers
● Creating a positive learning environment by implementing Community
Development Model (knowledge, trust, problem solving, challenge)
● Encourage students to get to know each other and mix up groups frequently
● Allow the opportunity through peer tutoring

Task Related Barriers:​​ equipment, activity selection, interest, ability to complete tasks
1) Equipment:
The equipment may be to heavy
● Allow for a large range of sizes and weights of different equipment
2) Activity selection
Activities require too much lower body use or are too strenuous on the students body
● Modify activity to utilize more upper body and allow for rests according to
student discretion.

3) Down Syndrome:
Context Related Barrier:
1) Administrative staff:
No additional support from a staff member
Teacher not fostering social connections between students
● Have education assistants motivate and give positive reinforcement when needed
● Peer tutoring system- partner up throughout games and activities
2) Perceptions:
Teachers have a preconceived negative notion of their ability and work ethic
● Educate teachers (Self fulfilling prophecy)
● Seek additional resources to teach children with down syndrome
INCLUSIVE LESSON

Person Related Barriers:​​ knowledge, physicality, size, motivation, fears, habits, language,
perception,
1) Knowledge and Experience:
Child lacks participation experience in physical activities
● Help them find activity they are interested in by teaching them a large range of
movements and skills
Lack of knowledge of skills and movement patterns
● Have students focus on movement patterns that they enjoy

2) Physical Limitations:
Medical conditions- Impaired motor skills and cognitive function
● Explain skills simply and develop skills via slow progression

3) Mental State:
Low motivation/ self confidence
Perceive themselves as “non-sporty”
Lack of interest
Feelings of embarrassment and exclusion from peers
● Creating a positive learning environment by implementing Community
Development Model (knowledge, trust, problem solving, challenge)
● Encourage students to get to know each other and mix up groups frequently
● Allow the opportunity through peer tutoring

Task Related Barriers:​​ equipment, activity selection, interest, ability to complete tasks
1) Equipment: Equipment may be too small for student
● Use large or more pliable equipment that requires less fine motor skills
2) Activity selection
Activity is too taxing on parts of the brain devoted to strategy or cognitive processing
● Prepare activity with progressive aspects or allow time for student to understand
activity goals

Preparation and Planning (UDL & DI)

1: Engagement: ​Stimulate motivation and enthusiasm

Goal​​: Identify learners, interest, and learning profile
Methods to identify learner’s interest:
- Warm up/ ice breaker activity
- Sit in a circle to create a sense of community
- Introduce our team name and our cheer
INCLUSIVE LESSON

- Get everyone to do the cheer with us

Activity​​:
1. In order to learn about our students interests and learning methods. We can ask
and show (Flash card) them to move to a corner of the room in which we assign a
learning method (visual, kinesthetic, auditory, verbal). Once in a group they can
discuss why they enjoy that teaching method. Following that we can also ask
them to move to an additional learning profile they enjoy. After we learn about
their learning profiles, we want to learn their interests.
2. To learn their interest we will brainstorm as a group create a mind map with the
class. Students can either say, write or point to add interests to the whiteboard to
create a class interest list
3. Continue with the community development module (Trust, Problem solving and
challenge) to create a positive community for learning
4. We will also have a time for each student to create individualized goals at the start
of the semester, in order to see how they have improved and motivate themselves
to attain their goals

Support needs:
- Easy accessibility for all (Wheelchair ramp/lift, small stairs, railings and
elevators)
- Independent working station
- Rest breaks
- Having appropriate equipment for modifications

Collaboration
- Special education assistant
- Parents
- Specialists ex: physiotherapist for the student with Muscular Dystrophy

Creating a Community:
Goals:
- Creating a positive a environment which involves making learners feel welcome,
comfortable and gives them a sense of belonging.
- Allowing students to work in groups while promoting individualized learning

Ways to create a positive physical activity environment:

- A wide variety of equipment is available example: different sized balls, oversized
equipment, modified equipment
- Students are allowed choices and free movement
INCLUSIVE LESSON

- Modifications are to the games not to the individual

- Daily check ins
- Emphasize social interactions as much as possible
- Allow for extra time and be flexible within the lesson plan
- Helpers act as guides and provide support during activities
- Break up lessons into manageable units
- Be patient and celebrate small victories
- Always teach respect among students

2: Representation:
1. Support Staff (individuals who can provide support):
Questions for Special education assistants:
● What kind of learning styles does the child best respond too? Example- verbal or
visual cues
● What is the best way to communicate with the individual? Example- eye contact,
lots of positive reinforcement, or guiding through activities
● What does the student enjoy doing in physical education?

Questions for Parents:

● What methods work best for your child in terms of rewards and motivations?
● Is there anything we should know about your children in terms of their strengths
and weaknesses?
● What kind of experience does your child have in physical activity?

2. Planning for Diversity:

Systems and Structure (resources, community, principal, admin)
Resources:
1. Down Syndrome Research Foundation :​https://www.dsrf.org/
2. Muscular Dystrophy Association: ​https://www.mda.org/
3. Childhood Obesity Foundation: ​https://childhoodobesityfoundation.ca/

3. ​Expression
● Allow students to choose the methods they wish to demonstrate understanding of
knowledge (assessments)
● Have students create individualized goals for themselves at the beginning of the term
1) Kinesthetic
a) Have students demonstrate task in order to display understanding of knowledge.
For example- During the base race and game, if we see them physically running
around the bases in the right direction and order it will be a demonstrate their
INCLUSIVE LESSON

understanding of the offending portion of the game or ask the class to demonstrate
the body position you would be in when aiming in a specific direction
2) Verbal
a) Allow students to verbal explain a task to display understanding of knowledge.
For example- In apple to bucket ask the class to describe the importance of “open
space” and why you should target these areas when striking

3) Peer tutoring System:

a) Give students the opportunity to teach one of their peers a skill in order to
demonstrate understanding of knowledge. For example, have a experienced
catcher go through the steps of a proficient catch with a student who was little
experience.
INCLUSIVE LESSON

FAMME
Step 1:​​ Determine underlying components of skills (motor task analysis)

Skill: -> Speed Agility Endur Balanc Spatial Range Attenti Eye - Eye Accur
ance e Aware of on Hand -Foot acy
ness Motio
n

Activity:

Throwing: Y Y Y Y Y Y
(MD, OB,
DS)

Kicking Y Y Y Y Y Y
(OB, DS)

Running Y Y Y Y Y Y Y
(OB, DS)

Catching Y Y Y Y Y
(MS, OB,
DS)

Wheelchair Y Y Y Y Y
Movement
(MD)
*​​MD=Muscular Dystrophy, OB= Obesity, DS= Down Syndrome

Throwing:
Speed: Arm speed is involved to project the object forward
Endurance: This allows the participant to throw repeatedly
Spatial Awareness: Being aware of the people and environment and throwing towards a target in
space
Range of Motion: Being able to move the arm back further results in a more powerful throw
Hand-Eye-Coordination: Being able to coordinate the body's movements with an object
Accuracy: the ability to aim and throw within a reasonable distance of the catcher, or at the target

Kicking:
Speed: Leg speed is involved to project the object forward
Balance: Participants must be able to stand on one leg while swinging their other leg to kick
Spatial Awareness: Being aware of the people and environment and kicking towards a target in
space
Range of Motion: For a stronger kick, swing the leg back more and follow through
INCLUSIVE LESSON

Eye-Foot-Coordination: The ability to make contact with the ball using the intended part of the
foot
Accuracy: The ability to project the object towards a target

Running:
Speed: Having the ability to move the legs quickly to ensure participants can run
Agility: Present mostly in sprinting, being able to take quick steps
Endurance: The ability to have energy to continue producing aerobic tasks for a long duration
Balance: They need to be able to balance on a single foot as they land on the ground
Spatial Awareness: Being able to run without running into other people or things
Range of Motion: With a limited range of motion they may not be able to increase their speed to
a running locomotion
Eye-Foot-Coordination: Being able to accurately land each foot on the surface on which they are
running

Catching:
Speed: changing body position to be in a position to catch
Balance: being able to move and regain the ready position for an on balance catch
Attention: watching the ball as it is projected
Eye-Hand-Coordination: watching the ball and being able to connect the hands to catch it
Accuracy: being able to make the correct size hand window for the object and timing the cushion
of the ball

Wheelchair Movement:
Endurance: being able to continually push the wheelchair with minimal tiredness
Spatial Awareness: knowing the dimensions of the chair and how close it is to the surrounding
environment
Range of Motion: larger range of motion in the arms will result in larger pushes to go faster
Eye-Hand-Coordination: being able to align hands with the wheels
Accuracy: Being able to direct the wheelchair where it needs to go
INCLUSIVE LESSON

Step 2:​​ Determine current capabilities of the individual

Disability Obesity Down Syndrome Muscular dystrophy

Age Grade: 8 Grade: 8 Grade: 8

Age: 13-14 Age: 13-14 Age:13-14

Genetics Low metabolism Extra 21st Degenerative genetic

chromosome disorder

Medical Conditions Asthma Possible vision and Muscular

Diabetes hearing impairments degeneration
High blood pressure
and heart rate
Possible mental
illness
BMI over 30

Factors that influence Physical capabilities Limited attention Limited range of

capabilities may be limited or not span and memory motion
developed Physical capabilities Limited mobility
Poor cardiovascular may be limited
endurance
Low self-esteem

Experience Very little experience May have less Possibly have limited
in sport activities experience working experience moving in
in teams a wheelchair in a fast
paced sporting
environment

Abilities Low aerobic capacity Has learned throwing Can catch and throw
Some knowledge of and catching in the short distances
throwing and past Is very competent
catching Can run the bases pushing and steering
the wheelchair

Interests Problem solving tasks Performing physical Participating in new

games and activities sports

Readiness Shy, embarrassed, Can be very excited Has a positive

unwilling to to perform physical attitude and is ready
participate (Most skill and activities to participate
common) Enjoys sometimes
working individually
rather than in a group
game
INCLUSIVE LESSON

Prefered Way of Verbal Kinesthetic Visual

learning

Step 3​​: Match modification efforts to capabilities (DI)

1. Task Related Modifications
Muscular Dystrophy:
● Adding scoopers to help with picking up objects and projecting them
● Making lighter objects available for all students
● Not selecting too difficult of activities which would discourage individuals from
participation
● Having most of our activities involved with upper body skills, which will allow
for lots of participation
Obesity:
● Adding scoopers to help with picking up objects and projecting them
● Adding lighter objects
● Not selecting too difficult of activities which would discourage individuals from
participation
● Pinnies can be worn around everyones necks like necklaces or in your shorts
Down Syndrome:
● Adding scoopers to help with picking up objects and projecting them
● Adding lighter objects
● Not selecting too difficult of activities which would discourage them from
participation
● Having a selection of larger objects as well to use to simplify catching and
throwing
● During cognitive taxing activities we will be in groups or partners to assist in
choices
2. Context Related Modifications
Muscular Dystrophy:
● Having students partner into groups, to encourage peer tutoring and team work
within the class
Obesity:
● Pair of low ability level students with high ability level students to encourage new
social connections and peer tutoring
● Play small games to allow for equal opportunity
Down Syndrome:
● Having students partner into groups, to encourage peer tutoring and team work
within the class
INCLUSIVE LESSON

3. Person Related Modifications

Muscular Dystrophy:
● Allowing for breaks at any time they need
● Adding problem solving activities as well to incorporate different skills other then
just physical ones
● Created a positive environment early in the semester to allow for students to be
comfortable and open interacting with each other
Obesity:
● Allowing for breaks at any time they need
● Adding problem solving activities as well to incorporate different skills other then
just physical ones
● Created a positive environment early in the semester to allow for students to be
comfortable and open interacting with each other
Down Syndrome:
● Allowing for breaks at any time they need
● Adding problem solving activities as well to incorporate different skills other then
just physical ones
● Created a positive environment early in the semester to allow for students to be
comfortable and open interacting with each others
4. Instructional Modifications:
Muscular Dystrophy:
● Cognitive ability is not affected so special instructions are not required
● Multiple learning styles are addressed through demonstrations, verbal cues,
pictures, and task cards
● Will have an SEA to cue and assist the student
● Working in pairs will encourage peer teaching
● Can self instruct at the independent work station
Obesity:
● Cognitive ability is not affected so special instructions are not required
● Multiple learning styles are addressed through demonstrations, verbal cues,
pictures, and task cards
● May have an SEA if available to cue and assist the student
● Can self instruct at the independent work station
Down Syndrome:
● Visuals are provided along with a schedule of the class
● Mini games will allow for more engagement in the activity, minimizing the
chance that the student will get distracted and get off task
● Will have an SEA to cue and assist the student
INCLUSIVE LESSON

● Working in pairs will help the student learn to work with other students, and
provide more personal instruction
5. Rule Modifications:
Muscular Dystrophy:
● Various equipment available allows this person to use lighter and/or smaller balls,
and bean bags which are easier to catch and throw
● Scoops are also available which make it easier to pick up equipment off the
ground and can be used for throwing and catching
● Students are allowed to bat by throwing, hitting, or kicking to be inclusive for
someone in a wheelchair
● Working in pairs will help if the students wants help being pushed through the
bases or towards the ball
Obesity:
● Students may want to use bigger equipment that is easier to catch with a lower
range of motion ex: hands do not have to be as close together
● They may also wish to use the scoops if it is difficult to reach down to the floor
● Being able to bat different ways will allow the participant choice rather than
causing embarrassment if they are not as good at kicking
● Working in pairs allows the student to take breaks if they want by tagging out so
their peer can run instead
Down Syndrome:
● Throughout the class, students can use whichever type of equipment they would
like including bean bags, various sizes of balls, and scoops helping with possibly
affected fine and gross motor skills
● Students can work in pairs which helps to keep the participant motivated in the
task
6. Activity Procedures:
Muscular Dystrophy:
● Students may have the goal to improve their catching while on a base rather than
moving and catching in the outfield which is more difficult
● The independent work station may be used if a group activity is too fast paced or
difficult for the individual
● Follow the same rules as the rest of the class
Obesity:
● Set goals for improvement rather than outcome
● Student may use the independent work station to slow down and practice more
stationary skills if they are tired
● Follow the same rules as the rest of the class
INCLUSIVE LESSON

Down Syndrome:
● The students goals may be focused on listening or teamwork rather than outcome
● The student will likely be working in pairs a lot for more direct instruction as well
as the benefits of working with others
● Follow the same rules as the rest of the class

Step 4:​​ Evaluating Modification Effectiveness

Muscular Dystrophy:
1. Is this age appropriate?
● The skills we are teaching are appropriate for this age group and the modifications
are still suitable for a person with muscular dystrophy.
2. Functionally- appropriate?
● While most persons with muscular dystrophy are unable to move their lower
body, their upper body is able to move, albeit with limited efficiency. Therefore,
with the appropriate distances we have set up a person with muscular dystrophy is
able to project an object with their upper body towards a target.
3. Are students participating as much as possible and as independent as possible?
● Small groups and the use of buddy systems encourages our students to participate.
Once confidence in skills are gained, students have the opportunity to work
through them independently, a this goes for persons with muscular dystrophy as
well.
4. Is the space safe for everyone?
● Gym space is examined prior to class for issues that may hinder locomotion with
a wheelchair or bipedal movement.
● Water breaks are provided by the instructors.
● Rubric outlines respectful behavior towards students and will be encouraged by
instructors.
5. Are all ability levels being challenged?
● Students are given choice over distances and objects to be projected and thus most
will seek optimal challenge. In cases where instructors see a student not
challenging themselves appropriately, they will encourage a more challenging
skill to be performed. For persons with muscular dystrophy challenge may occur
over the course of multiple gym classes instead of one.
Obesity:
1. Is this age appropriate?
● As our age group is a older and more mature group, they should be able to
problem solve and work as a team to complete more strategy based activities.
● Students are being challenged, but can modify if needed
INCLUSIVE LESSON

2. Functionally appropriate?
● Tasks present optimal challenge to help with a continuous progression of skills
leading to game play
● Can achieve success regardless of sport experience because stations offer choice
3. Are students participating as much as possible and as independent as possible?
● Lower ability students will have lots of opportunities to participate because of
small sided games
● Small groups will help prevent feelings of embarrassment or shyness
● Will get the chance to play with others as well as independently
● Students-centered approach, where teachers let students figure out strategies and
how to best work with others
4. Is the space safe for everyone?
● Teachers will allow water breaks to prevent dehydration and fatigue
● Teachers will remind students to take medication if needed
● Cue words for when games are in action to make sure everyone is aware and
paying attention
5. Are all ability levels being challenged?
● Whether they are projecting a object, solving a problem, scoring a point while
running around the bases, we have allowed each individual the opportunity to
challenge themselves within the activities.
Down Syndrome:
1. Is this age appropriate?
● The skills of catching, throwing, kicking, and running are appropriate for any age
● The activities are difficult for the age but can be broken down into simpler skills
if needed
2. Functionally- appropriate?
● The equipment offers progressions as some objects are easier to manipulate than
others
● People will Down Syndrome may have decreased gross and fine motor skills
which make object manipulation more difficult but still very doable when the
student is focused
3. Are students participating as much as possible and as independent as possible?
● The goal is for the teacher not to have to spend a lot of time teaching this student
by using primarily peer teaching or the individual being able to do the activity
themselves
● Their next line of help will be from the SEA offering teaching cues, but the SEA
should avoid being the students partner
4. Is the space safe for everyone?
INCLUSIVE LESSON

● Safety concerns will be highlighted at each station, and all of the equipment will
be soft unless closely supervised (ex: using a bat)
● Equipment will be cleaned up after each station so there are not pieces of
equipment lying around
● The student with Down Syndrome may react slower to objects coming towards
them so eye contact when throwing will be enforced
5. Are all ability levels being challenged?
● The equipment provided will create challenge for participants as well as
increasing throwing and catching distances
● During the game, participants can choose to go to the larger diamond or the
smaller diamond with less running so it is easier to get on base
● If the activities are too difficult, the skills can be broken down into their key
components and practiced in the individual station, or the group can collectively
create a regression
Assessment:

Skills Learning Developing Displaying Excelling

Proficiency

Psychomotor Still learning to Attempts to Appropriately Always finds the

to move one's position body positions body best location to
-Fielding body to behind behind the ball’s behind the ball's position body
Ability the ball’s trajectory. trajectory behind ball’s
(Positioning) trajectory. trajectory.

-Catching
Hands are Hand position is Hand position is Hand position
positioned at side very wide or very approaching the falls within the
of body or narrow compared ideal ‘window’ ideal ‘window’
engaged in other to the ball size. size compared to compared to the
activities. the ball size. ball size.

Social Student is still Student is Student is often Student always

learning to be occasionally truthful and displays honesty
truthful and honest and displays honesty when complying
-Sportsmanship follow the rules follows the rules. when following with the rules
of the game. the rules of the for both teams.
(attitude) game.
(respect)
Student is still Student Student often Student always
learning to occasionally displays a displays a
display a positive displays a positive positive attitude positive attitude
INCLUSIVE LESSON

attitude, and is attitude and is and is rarely and works to

often reminded of sometimes reminded of the remind
the expected reminded of the expected level teammates of
level of respect expected level of of respect by the expected
by teammates respect, by teammates and level of respect.
and coaches. teammates and coaches.
coaches.

Group Rubric

Learning Developing Displaying Excelling

Proficiency

Inclusiveness More emphasis Most students Most students All students are
needed on are participating are participating participating and
cheerful and and our some of and our attitude we avoid
enthusiastic our leaders have is often cheerful isolating
attitudes by a cheerful and and enthusiastic. students by
leaders. More enthusiastic We provide keeping our
improvement attitude. A some attitude cheerful
needed to couple opportunity to and enthusiastic.
increased opportunities are allow students to We allow
student given for display their students to
participation and students to knowledge of display their
knowledge display their learned skills via knowledge of
demonstration. knowledge. demonstration, learned skills via
description, or demonstration,
other means as description, or
chosen by the other means as
student chosen by the
student.

Safety A differently Activity needs Activity is safe Activity is safe

activity should further changes for persons with for all students
be used next to enhance unique functions by taking
time which takes safety by or all the other precautions to
precautions to establishing students by reduce injury by
reduce injury by rules and taking establishing
establishing boundaries, and precautions to rules and
rules and having the reduce injury by boundaries, and
boundaries, and activity establishing having the
having the supervised at all rules and activity
activity times to reduce boundaries for supervised at all
INCLUSIVE LESSON

supervised at all injury. some students, times.

times. and having the
activity
supervised at all
times.

Development Activity needs Activity is Activity is Activity is

modifications as moderately highly exceedingly
the success rate appropriate with developmentally developmentally
per student is a class appropriate with appropriate with
less than 33% 33%-50% 50%-66% 66% success rate
success rate per success rate per per student.
student student

UDL Activity is not Activity is Activity is Activity is

inclusive of modified to modified to designed with all
individuals with include some include most unique functions
unique individuals with individuals with in mind and
functions. unique unique includes all
functions. functions. participants.
 INCLUSIVE LESSON

Lesson Plan
Week #: ​7 ​ ​ Lesson Length: ​60 mins ​ ​ Playing Area: ​4 stations, Medium Space
Game Elements: ​FB, AS, SE, RO
Code: ​FB​​ – Footwork & Bodywork; ​AS ​– Awareness of the Use of Space; ​SE ​– Skill with
Equipment; ​RO​​ – Relationship with Others
Objective:
1. Understand body position when catching an object
2. Understand hand positions when catching an object
3. Students show sportsmanship by following rules
4. Students show positivity and respect others

Activity/ Description of Modifications/ UDL/ DI Teaching Cues/safety

equipment/ Activities
Time
Warm Up Organization:
● Hoops are scattered
Activity: ​Smugglers around the area
and Goodies ● Bean bags/balls are
scattered around the
Time: ​7 minutes area
● Split class in half
Equipment: (smugglers and
● Hoops goodies)
● Beanbags
● Light balls How to Play:
● Goodies have 20
seconds head start to
place bean bags/balls in
their correct
corresponding hoop
● When the whistle is
blown, the smugglers
'steal' the bean
bags/balls from their
hoops and place them
in incorrect hoop.
● Only one piece of
equipment can be
moved at a time
Equipment Modifications: Safety:
● Provide scoopers for object ● Objects on the floor,
manipulation and to help with tripping hazard
reaching inside the hoop
● Provide different sizes of balls Teaching Cues:
● One at a time
Rule Modifications: ● Goodies match
● Players can have a buddy colours
● Smugglers mismatch
Instructional Modifications: colours
● Verbal/ auditory
● Visual diagram on the board Check for Understanding:
● Demonstration ● Where do the goodies
put a yellow bean
object? In a yellow
hoop
● Where do the
smugglers put a blue
object? In any colour
hoop other than blue
 INCLUSIVE LESSON
Station 1: ​Throwing Organization: Equipment Modifications:
● Place hula hoops in
Activity: ​Tic Tac Toe traditional tic tac toe
formatting on the gym
Time: ​8 min floor.
● Split the class into two Rule Modifications:
Equipment: equal teams and have
● 9 Hula Hoops them stand at least 5
● Various balls feet away from hula
and beanbags hoops.
● Pinnies
How to Play:
● One at a time, each
student will project Instructional Modifications
(throw or kick) a ball or
beanbag towards a
hoop and aim to land
their beanbag in the
hoop or get their ball to
bounce inside of a hoop
● Once a team has
connected three of their
bean bags or balls
together they win a
point for their team
● Each time a team lands
in a square they will
mark the space with a
pinnie
Station 2: Organization:
Batting, Catching and ● There will be one
Teamwork batting base and one
running base 10 ft apart
Activity: ​Base Race from each other
● Player one will start on
Time: ​8 min the batting base
● Players two and three
Equipment: (and four if numbers
● Cones allow) will spread out
● Different size to field the ball
and weighted ● After three turns the
balls players will switch
spots
How to Play:
● Player one throws or
● Provide scoopers for object
manipulation
● Provide light balls
● Students may kick or throw
their object towards the hula
hoops and can stand any
distance away from the hoops
as long as it is at least 5 feet
away from the set up
● Visual and verbal
● Task cards
● Demonstrations
● Peer teach
Equipment Modifications:
● The batter can use any
equipment they would like
● Scoops may be used by the
batters or fielders
Rule Modifications:
● Players may see how many
times they can run back and
forth between the batting base
and the running base before the
fielders can tag the running
base
● Students also have the
opportunity to sit out a round if
they wish to take a break
Safety:
● Keep an eye out for
projectiles
● After throwing, move
to the back of the line
to avoid being hit
Teaching Cues:
● Follow through on
projection and release
at angle towards target
Check for Understanding:
● Have students repeat
back verbally the rules
of the game or
demonstrate the rules
Safety:
● Keep eyes on the ball
● Make eye contact
when throwing to
teammates and call
their name
Teaching Cues:
● Batting base
● Running base
● Beat the runner
Check for Understanding:
● ​Do the fielders have
someone on the
running base to pass
to for a quicker tag?
 INCLUSIVE LESSON
kicks the ball from the Instructional Modifications
batting base, then runs
to the running base
● The fielders (2 to 3
people) try to field the
ball and tag the running
base before the batter
reaches it
Station 3: Organization: Equipment Modifications:
Catching ● A rectangle will be
marked with cones
Activity: ● The rectangle will be
Touchdowns filled with various
objects
Time: ​8 min ● Students will be in
groups of 2 (or 3 if Rule Modifications:
Equipment: there’s an odd number)
● Different ● Each group will stand
size balls, behind a cone facing
bean bags towards the playing
● Cones field
How to Play: Instructional Modifications
● Each group choses one
object they wish to
throw and catch, called
their clambake ball
● The first player will
move to an object on
the ground, then face
their partner to receive
a pass
● The second partner
who is at the cone will
pass their chosen
clambake ball to
partner one
● If partner one
successfully catches the
clambake ball, the
player can pick up the
object they are beside,
and bring it back to
their cone
● Then the next partner
● Visual task cards
● Verbal instructions
● Demonstration
● Peer teaching
● Players may use scoopers to
pick objects up off the ground,
catch and throw
● Players can use any object as
their clambake ball
● ​If an object is too far away for
the partners to successfully
throw and catch, they can move
closer. A successful catch still Teaching Cues:
results in gathering the item
● Visual task cards
● Verbal instructions
● Demonstration
● Peer teaching
● Are the fielders
positioning
themselves for the
catch by moving their
feet?
Safety:
● ​Always look where
you are running
because different
people may be going
for the same item
● Make eye contact
when you throw and
watch for other
students
● Find an object
● Face your partner
● Catch
● Bring the object back
Check for Understanding:
● Who throws the
clambake ball? The
partner standing at the
cone
● When do you get to
bring the object back?
After a successful
catch
 INCLUSIVE LESSON
will go
● The game continues
until all the equipment
is cleaned up
Station 4: Organization:
Target hitting/ ● One striker per station
Possession ● 4-5 fielders standing
about 10 feet away
Activity: (each fielder is holding
Apple to Bucket a bucket) spread out
into any position they
Time: ​8 min feel appropriate
Equipment: How to Play:
● 2 balls per ● ​The striker self-hits the
stations ball (apple) into open
● 4-5 buckets space, so it hits the
per station ground before a fielder
can catch it in their
bucket
● If it hits the ground, the
batter is awarded one
point
● If the fielder catches it
in their buckets the
apple is now “rotten”
and the fielder receives
one point
● The batter gets three
tries, then they become
a fielder and then next
player gets a turn as
batter
● There are as many
round as there are
players
● Once all rounds are
completed, the team
member with the most
points wins
Small-sided Game Organization:
Play ● ​The class will be
divided into two groups
Activity: ​Clambake for two games at once
Ball ● Each group will be
Equipment Modifications:
● Different size balls
● Different size buckets (bigger
for those who need more
assistants)
● Students that want a
progression can use only their
hands to catch the ball
Rule Modifications:
● Kick, hit, or bat the ball of a tee ​For Fielders:
● Make fielders stand farther
away or closer away depending
on ability
● Use a lacrosse stick or scoop to
catch the ball
Instructional Modifications
● Visual
● Kinesthetic
● Auditory
Equipment Modifications:
● ​Any equipment may be used
for batting
● Scoops may be used for batting
and fielding
Safety:
● A a safety work like
“incoming” before
striker projects the
ball
● Make sure fielders are
in the ready position
before ball is striked
Teaching Cues:
● “Ready hands”
● “Monkey feet”
For striker:
● “Follow through”
● “Squish the bug”
Check for Understanding:
● Ask the class to
describe the
importance of “open
space” and why you
should target these
areas when striking
● Ask the class to
demonstrate the body
position you would be
in when aiming at a
specific direction
Safety:
● Fielders should not
impede the path of the
runner
● Any hard equipment
 INCLUSIVE LESSON

divided into two teams used for batting

Time:​​ 15 min ● One field will be Rule Modifications: should be dropped in
batting and one team ● The buddy system may be used place before moving
Equipment: will be fielding at any point in the game to first base
● Bases, ● There will be four ● If players are too tired to run ● Players must be
various size bases set up in a the bases they may tag out with tagged out, not have
balls and diamond if teams of someone else from their team the object thrown at
bean bags, four or more people (If them
scoops less there will only be Instructional Modifications
three bases) ● ​Use visuals Teaching Cues:
● The batting team will ● Demonstrate ● Bat then first base
line up against the wall ● Aim for open space
waiting their turn ● Fielders work together
● One player will begin ● Tag the base
on second base to ● Tag the runner
increase game flow
● One playing area will Check for Understanding:
have the bases closer ● ​Review the base
together, the other will order and rules
have bases further apart ● Does the runner time
their base running
How to Play: according to where the
● ​One player will bat the ball is?
ball/bean bag by ● Do the fielders
kicking or throwing it position themselves to
(they may choose to catch the ball?
have the ball pitched to
them or not)
● The player then runs to
first base and may
continue in order to the
other bases if they
choose
● The fielding team must
either tag the base the
player is running to, or
they may tag the runner
while holding the ball
● Players going to home
base must be tagged
(cannot tag the base)

Cool Down Organization: Equipment Modifications: Safety:

● Students will find a ● ​n/a ● Ensure everyone is
Activity:​​ Quiet Game comfortable position still while eyes are
within the space Rule Modifications: closed
Time:​​ 1 min ● Students may lie down, or sit
 INCLUSIVE LESSON

How to Play: comfortably Teaching Cues:

Equipment: ● Students will close ● Breathe
● n/a their eyes Instructional Modifications ● Keep quiet
● Count till 60 seconds in ● Auditory
their head ● verbal Check for Understanding:
● When they’ve reached ● n/a
60 seconds, students
will open their eyes and
put their hand up

Debrief:
● F​or those​ ​individuals assigned a unique ability how did you feel while participating in the
lesson?
● By having access to equipment modifications or rule modifications did you feel included
in all parts of the lesson?
● What are some things you would change about the lesson for next time?
● For those without an assigned unique function, did you feel that the activities were
engaging and challenging?
● If not how would you change this lesson to be more challenging?

Group Evaluation Tool

Curricular modifications refers to any adaptations made to the lesson plan that promote
student success towards targeted objectives (Block, 2007). This can include changes to the rules
or equipment of the game. These modifications create more appropriate activities for each
individual's skill level. Modifications can be create specifically for certain individuals or they
can be used by the whole group.

Questions from Block Article, (2007)

Rate on a scale of 1-5: 1 meaning unsatisfactory and 5 meaning outstanding

1. Does the change allow students with disabilities to participate successfully, yet still be
challenged?
1 2 3 4 5

2. Does the change affect peers without disabilities?

1 2 3 4 5
INCLUSIVE LESSON

3. Does the modification make the setting unsafe for the student with a disability or for
peers?
1 2 3 4 5

4. Does all ability levels experience optimal challenge?

1 2 3 4 5

5. Explain which inclusive practices were the most effective and why?

6. What specific improvements could you make for next time?

Conclusion:

Our lesson is designed to be inclusive to all of the participants in the group by

accommodating their unique abilities. As a group, we studied the barriers to participation, and

planned accordingly to eliminate as many obstacles as we could. The activities allow for optimal

challenge in all of the students through the use of different equipment, and offering progressions.

We used instructional modifications to cater to all three learning styles, and allowed for

individual learning, peer teaching, and group activities. Here are the key points for each unique

function:

Muscular Dystrophy is a genetic disorder characterized by a mutation on a portion of the

X chromosome coding for the formation of the protein dystrophin. This protein is essential for

connecting muscle cells together. For persons with muscular dystrophy, the lack of dystrophin is
INCLUSIVE LESSON

characterized by progressive muscular degeneration. There are various forms of the disease,

some more severe than others. In most cases, individuals with muscular dystrophy will use a

wheelchair (due to severe degeneration of the lower body) and have low coordination abilities of

their upper body. For professionals working with persons with muscular dystrophy, it is

important that they make their physical activity sessions inclusive towards all their students.

Providing many options for accomplishing tasks, especially via means of the upper body for

individuals with muscular dystrophy, allows for all students to engage in the activities.

Consulting a physiotherapist and educating other students on muscular dystrophy will go a long

way in ensuring that students with muscular dystrophy feel included in the class. Avoid singling

persons with muscular dystrophy out; just treat them as another student in the class, albeit

modifying certain activities based on their physical abilities.

Obesity is characterized by individuals with excessive fat; a BMI over 30. This impairs

health with risks including high blood pressure, asthma, diabetes, stress on joints from carrying

excess weight, heat exhaustion and dehydration. Individuals who are obese may have low

self-esteem, feel shy and embarrassed to participate in physical activity. To motivate individuals

who are obese, set goals that are attainable and individualized so they’re optimally challenged

and use lots of positive verbal feedback. To include individuals who are obese into a physically

active setting, make it fun by using small sided games to foster more playing time for all

individuals. Small sided games will help improve physical abilities, technical and tactical skills.

Instead of wearing pinnies as a shirt, encourage all individuals to either wear pinnies around their

neck or tuck them into their shorts/pants. Offer many water breaks and take the time to check for
INCLUSIVE LESSON

their understanding, this allows them to take a knee or a seat while applying what they’ve

learned.

Down Syndrome occurs when an individual has an extra copy of chromosome 21. This

alters development with traits including low muscle tone, small stature, an upward slant to the

eyes, a single deep crease across the centre of the palm, and decreased gross and fine motor

skills. Vision and hearing may be affected so glasses and hearing aids may be worn, and should

be considered for the safety of the person. To include people with Down Syndrome into a

physically active setting, have a positive attitude and let the athlete show you what they can do

rather than limiting them. Encourage working with peers and including the participant into the

regular programs. Use a lot of visual aids and a schedule when teaching, and always pause after

giving instructions to allow time for the participant to understand. Try to minimize distraction in

the environment, and use simple language when instructing.

INCLUSIVE LESSON

References:

Ball, K., Crawford, D., & Owen, N. (2000). Too fat to exercise? Obesity as a barrier to physical

activity. Retrieved November 19, 2018, from

https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1467-842X.2000.tb01579.x

Block, M. (2007). Curricular Modifications

Canadian Down Syndrome Society. (2016). Educator Package: A guide to inclusive education for

students with Down syndrome. Retrieved November 19, 2018, from

https://cdss.ca/wp-content/uploads/2016/06/CDSS-Educator-Package-English.pdf

Environmental Barriers to Activity. (2016). Retrieved November 19, 2018, from

https://www.hsph.harvard.edu/obesity-prevention-source/obesity-causes/physical-activity-env

ironment/

Fine Motor Skills. (n.d.). Retrieved November 19, 2018, from

https://www.teachspeced.ca/muscular-dystrophy?q=node/704

Gross Motor Skills. (n.d.). Retrieved November 15, 2018, from

https://www.teachspeced.ca/muscular-dystrophy?q=node/705

Jobling, A. (2018). Physical education for the person with Down syndrome: More than playing

games? Retrieved November 15, 2018, from

https://library.down-syndrome.org/en-gb/research-practice/02/1/physical-education-person-do

wn-syndrome-more-playing-games/

Lieberman, L., Lytle, R., & Clarcq, J. (2008). Getting it Right from the start, ​Journal of Physical

Education, Recreation & Dance,​ 79(2), 32-39, DOI: 10.1080/07303084.2008.10598132

INCLUSIVE LESSON

Muscular Dystrophy Canada. (n.d.). Duchenne Muscular Dystrophy. Retrieved November 19,

2018, from

http://www.muscle.ca/about-muscular-dystrophy/types-of-neuromuscular-disorders/duchenne

-muscular-dystrophy/

National Down Syndrome Society. (n.d.). What is Down Syndrome? Retrieved November 19,

2018, from https://www.ndss.org/about-down-syndrome/down-syndrome/