100742 Inclusive Education Practices AREP

Assessment 2, Activity 4- Justification

Amy McDonald 16834372


The Disability Discrimination Act (2005) states that a person with a disability
has the right to access the same educational opportunities and choices as all
other students. For a classroom to be inclusive, it must benefit children with
disabilities in a way that allows them to participate in all activities and
programs the school has to offer, Woolfolk, Margetts (2010).

The modifications to the Physical Education lesson enable the student with
Down Syndrome to meet the same educational outcomes as their peers. As
this lesson focus was to build on fundamental movements skills, only minor
modifications were required as it already catered to different levels of ability.
Many of the modifications were related to the way instructions and
demonstrations are given and attention to details such as positioning of
student and teacher, noise reductions and buddy systems.

Modifications:

Noise reduction of the school hall/ gymnasium, by ensuring all doors
are open prior to lesson starting. The purpose of this is to allow the
noise to escape the space more effectively as excessive noise levels
and echoes can be upsetting to some children with Down Syndrome.
This is due to a large percentage (approximately 70%) suffering from
glue ear as children, The Down Syndrome Association of New South
Wales (Nd), Down Syndrome Education International (1996-2012).
Additional time to change into Physical Education clothes and the use
of a buddy to help keep the student on task. The purpose for this
modification is to allow the student some level of independence in the
task of changing clothes without the additional stress of having to be
quick. Fine motor skill development is often delayed and tasks such as
buttons, zippers and shoe-laces can often prove difficult, Down
Syndrome Education International (1996-2012).
When addressing the class, ensure the student with additional needs is
seated directly in front of the teacher. Teacher to direct speech to the
student with Down Syndrome keeping instructions brief and precise,
avoiding ambiguous words in addition to the use of demonstrations.
Keeping instructions short and directed at the student with the use of
demonstrations ensures any vision or hearing problems are catered
for, providing opportunity for the student to comprehend the task more
effectively, Down Syndrome Education International (1996-2012).
Peer grouping during warm up activity. The purpose of placing the
student with Down Syndrome with a responsible group of peers during
group tasks is to assist keep student on task when difficulty is shown.
Children with Down Syndrome benefit from being surrounded by non-
disabled students the same age as it helps them to feel part of the
school community. Social acceptance can provide the students with
self-confidence and self esteem, supporting inclusion, Down Syndrome
Education International (1996-2012).
Shortening the distance of the throwing station. Poor muscle tone may
contribute to difficulty with this task, however, this may not need to be
adjusted if the student is capable of throwing a distance of 10 metres,
Down Syndrome Education International (1996-2012).
Jumping Station- removing agility hurdle and using a marked line on
the floor. This modification is due to the students lack of confidence
with stairs and shadows. Jumping over an agility hurdle may prove
overwhelming to the student and cause injury if unable to jump over it.
As the focus is on height, a line to jump over is sufficient for the
outcome of the activity and the same outcome can be achieved as non-
disabled students, Board of Studies NSW (2003), Down Syndrome
Education International (1996-2012). The same justification is for the
development of this activity with a moving ball, jumping over a line on
the floor is still sufficient for the task outcome.
Catching Station- modification to this task may require shortening the
throwing distance. The second catching station requires the use of a
smaller ball. If difficulty with the task is demonstrated, the student can
continue with the larger ball, however will be encouraged to continue to
use the smaller ball as a wide range of multi sensory activities will help
develop fine and gross motor skills, Down Syndrome Education
International (1996-2012).



























References

Board of Studies New South Wales. (2003). Personal Development and
Physical Education Years 7-10 Syllabus. Sydney: Author.


Down Syndrome Education International. (1996-2012). Accessing The
Curriculum- Strategies for Differentiation for Pupils with Down
Syndrome. Author. Retrieved on March 11, 2013, from:
http://www.down-syndrome.org/information/education/curriculum

Down Syndrome Education International. (1996-2012). Education for
Individuals with Down Syndrome- An Overview. Author. Retrieved on
March 11, 2013, from:
http://www.down-syndrome.org/information/education/curriculum

The Down Syndrome Association of New South Wales. (Nd). A Life with
Down Syndrome. Websdale Printing, Delaware Corporation, Spicers
Paper: Author

The Down Syndrome Association of New South Wales. (Nd). A Student with
Down Syndrome. Websdale Printing, Delaware Corporation, Spicers
Paper: Author.

Woolfolk, A., Margetts, K. (2010). Educational Psychology (2
nd
ed). Frenchs
Forest: Pearson Australia.