INCLUDING DISABLED PUPILS IN PHYSICAL EDUCATION

Around two thirds of all young people who have statements of special educational needs attend mainstream schools. An
increasingly significant number of these pupils will present teachers with challenges when physical activity sessions are
planned and implemented.

Appropriate provision should be made for pupils to enable them to be included and participate in physical education lessons.

The Inclusion Spectrum

In 2007 the Inclusion Spectrum was updated and has been an adopted concept since 1999 within the education field at
primary and secondary levels. This principal can be used to develop a range of games and sporting activities.

The Inclusion Spectrum is an activity-centred approach to the inclusion of pupils who have different abilities in physical
education games programmes. In a games or physical activity context, inclusion can be achieved by changing the
environment of the activity, or the way in which the activity is presented.

The Inclusion Spectrum provides deliverers of PE and sport with options and different methods of delivery. By delivering
activities differently we can balance different needs within the group. This avoids the situation where more able pupils
benefit at the expense of those whose skills are still developing.
 Everyone doing the same
Everyone doing the
Task but with changes to
same, without
rules, area or equipment
adaption or

OPEN ACTIVITY MODIFIED ACTIVITY

Everyone
A group of Plays the
pupils play same game
separately,
e.g
SEPARATE
ACTIVITY
INCLUSION but different
groups play
PARRALLEL
preparing
for a
SPECTRUM ACTIVITY the game in
different
disability ways and at
sport different
event levels

DISABILITY SPORT
ACTIVITY

“Reverse integration” non

disabled people take part in
disability sport activities
Open
A simple activity based on what the entire group can do with little or no modifications.

Modified
Everyone does the same activity with adaptations to challenge and support all abilities.

Parallel
Participants are grouped according to ability - each do the same activity but at appropriate levels.

Separate
An individual or group Disability Sport – aspects of physical activity based on disability sport programmes can be included in
all approaches – provides specific opportunities for disabled pupils and a new challenge for non-disabled pupils - ‘reverse
integration’. do a purposefully planned different activity

STEPS
To support the Inclusion Spectrum it is useful to consider the following principals:

Space — Change the space; make it bigger / smaller / lower / higher / zone it
Task — Change the task; faster / slower / roll or bounce / walk / run / pairs / position / rules of the game
Equipment — Change the equipment; size / weight / shape / colour / texture / dry / wet
People — Change the people; size of team/ mixed gender/ mixed ability/ mixed mobility
Safety — Never change the safety issues.

Every child matters

The Government's aim is for every child, whatever their background or circumstance, to have the support they need in
order to:

- Be healthy
- Stay safe
- Enjoy and achieve
- Make a positive contribution
- Achieve economic well-being

This means that organisations involved with providing services to children, whether hospitals, schools, the police or
voluntary groups will be teaming up in new ways, sharing information and working together.

By using this resource children can learn new ways to stay healthy and achieve sporting excellence, whatever their level of
ability. Working through the activities will help young people to make a positive contribution to society and build towards a
better tomorrow.

http://www.everychildmatters.gov.uk/

Gifted and Talented

Playground to Podium Go to www.youthsporttrust.org

OPEN ACTIVITIES
Open Activities are possible when everyone in the group is able to participate with minimal adaptation or modification.

For example:

 Warm ups
 Individual skill development

 Cool downs.

PROS CONS
A great way to introduce sport Skills not extended for some pupils

Everybody is participating Too easy if used too often

No differences highlighted

Fun, fast and easy to organise

The following examples illustrate inclusive warm ups, although modifications to promote inclusion are also given.

Example: Warm up/Travelling

Preparing children for a practical session/different approaches to travelling and moving

Run, Jump, Hop – Number Game

Aim: to explore alternative ways of travelling and moving in movement warm up.

Ask the group to move around the playing area in a way they like( walk or move slowly, jog or move quickly)., Then ask them
to try and move in as many different ways as they can eg. More slowly, more quickly, change direction, move sideways
etc.

Most pupils will be able to express themselves through movement. However many children may have restricted movement
vocabulary.

Ask them to move round the room whenever they like. Tell them that they will have to perform a simple movement skill
whenever they hear a certain number.

Choose a different activity for numbers 1 to 5.

The movements chosen must be able to have modifications for pupils with a disability i.e. a movement involving lower limbs
may also be performed in a similar way arms. Pupils in wheelchairs may use equipment to perform balance skills

Game: Beep – Beep warm up

Aim: to help children to recognize the boundaries o playing area, and make them aware of the movement capabilities of
others in the group.

The children move around using all available space within the grid. Whenever they reach a boundary o the area, they shout
Beep – Beep and change direction. Gradually reduce size of grid. Introduce markers to go around possibly simulating
driving a car.

Game – Revisiting Parachute Activities

Example of a parachute game:

Mushroom

 All together on signal, raise arms, walk forward 2 paces as parachute flies in the shape of a mushroom

This section deals with small games and fun games that are inclusive in nature. These games are good for promoting inclusion
and show some generic teaching points when beginning to work with a widely different group of people. These games
work with most groups.

Game 1 Cone Knock Down

Equipment: Lots of Cones

Divide the group into 2 teams – with wheelchair users (especially electric wheelchair users) all in 1 team. Spread the cones
around the playing area. Stand up half of the cones at random, leave the others down. The wheelchair/ less mobile
group have to knock down as many cones as they can in 1/2/3 minutes while 2 nd group around putting them back up!
Winners are declared by counting up after whistle. Plastic markers can be used if everyone can reach the floor.
Game 2 Snowball Fight

Equipment A net and lots of soft balls

Split the group in half on each side of the net with 2/3 balls each. On the whistle everybody sends the balls over side of the
net and keeps going for a set period of time (1-3 minutes). When the whistle blows again, whichever side has the least
amount of balls wins.

 Use chute if throwing action s difficult. Chute can go under the net.
 Vary method of throwing action

 Consider size of paying area

 Play without a net – use a throwing line or each team. Count up balls behind each throwing line at the whistle.

Game 3 Trap it

All the players dribble a ball (with hand, foot or castor/front wheels) a designated distance eg between 2 lines towards the
teacher. Each time the teacher shouts 1,2,3 they turn round and face the group who have to be still (similar to “What
time is it Mr wolf”) If anyone continues to move, or fails to control the ball, they are sent to the start.

Game 4 Fruit Basket

The group is divided into 2 equal teams with each player having an opposite number who has similar mobility/ability

Each pair has a number, letter, name of a chocalate bar or the name of a fruit.
Rules & Procedures

The teams can stand in line facing each other, in single file relay formation. Team A opposes Team B and each player always
competes in a race against their opposite player by racing to the top of the line behind all their players and back up the
line to their original place.

The race can consist of anything.

No Equipment running/pushing

Slalom in and out of players

Slapping each other on the hand (High 5) as they pass

5 star jump/to touches by each player

Sport Specific eg Basketball

Holding ball: dribbling ball; passing ball to each player

Obstacle Carrying a bean bag on the head

Knock ball of cone at the end

Knock over 6 cones – rolling ball etc

Tips
This game allows the teacher to offer a one to one competitive situation to everyone regardless of level of ability

Some Practical Tips for Open Activities

Warming up – use general instructions that the whole group can respond to at their own level. The use of inclusive language
itself can open up an activity.

Continuous Activity

Where activity is continuous individual differences are much less noticeable and often not apparent

1 V 1 Competition

If competition between 2 pupils who are similar ability it becomes fairer and extends individuals.

Exercise Tolerance

Begin by alternating ‘active’ and ‘passive’ activities until the exercise tolerance of individuals is assessed.

Groupings

Gradually increase interaction eg pupils working on their own (individual skills): working with a partner eg sending and
receiving: small groups for co-operation and competition. Use ability groups. Adjust numbers in groups to balance
outcomes.
Safety and Confidence Explore including rather than excluding on spurious medical grounds, initially by consulting with
parents and carers, medical and physiotherapy staff and importantly with disabled pupils themselves. REMEMBER
MOST PUPILS WILL BE ABLE TO DO MOST THINGS, MOST OF THE TIME.

MODIFIED ACTIVITIES
If an activity is modified then more players can be included and participate at a level appropriate to their ability.

Some of the Modification principles:

EQUIPMENT

SPACE

RULES

SPEED

INTERACTION

POSITION
Modified Activities are used when changes are made to the game or activity to promote inclusion.
Modifying Activities
Equipment size: weight: texture: shape: colour: length of handle

Space level (height): adaptation of playing area eg more space gives more reaction time: length / height of barrier:
distance travelled: use of zone playing area.

Rules Simplify game: rotate roles: allocate specific roles: change rule to aid inclusion: allow more lives for some pupils:
flexibility: try different ways of playing.

Speed Vary speed (slower / faster) eg roll or bounce ball instead of throw: make ball still (use a tee)

Interaction Paring / grouping according to ability: vary team members

PROS CONS
Each pupil stretched in skills Can present organisational problems

Each pupil gains a level of success May need a lot of equipment

Differences acknowledged not ignored Differences highlighted

PARALLEL ACTIVITIES
Parallel activities happen when everyone plays the same game, but “in their own way” e.g.

 Standing or seated
 In ability groupings

 Playing a specific role within a game, eg feeder, shooter.

Example: Badminton

Using a balloon, balloon ball, or slow moving beach ball, players strike the ball back to the feeder with flat hand, bat or
racket, or glove-bat if required.

Feeder
SKILL CONTINUUM

Every sill or game can be placed in a ladder of continuum, which gives the coach a variety
of ways of enabling people at different levels. The bowling and striking of a ball have
many different access points.
BAT BALL ACTION

Baseball bat Softball Overarm (bounce)

Softball bat Rounders Ball Underarm (bounce)

Rounders Bat Tennis Ball Roll

Flat rounders bat Airflow ball Static (off a tee)

Kwik Cricket bat Foam Ball Static (on the ground)

Tennis racket Wind ball Overarm (fast)

Short Tennis racket Pink volleyball Underarm (fast)

Padda bat Foam ball (large)

 Hand zone/glove bat Beach Ball

Hand or foot Baseball

Ball with belt

A parallel approach is an extension of modification and presents different activities at different levels. but with a common
theme. For example there may be 3 invasion games happening in the area simultaneously:

1. 5 V 5 traditional game

2. 5 V 5 simple rules, easier equipment

3. 5 V 5 static invasion game e.g seated hockey.

OR

Pupils may access the same game in different ways. e.g Some players playing volleyball from a seated position while others
from a standing position.

PROS CONS
 Pupils can access a game at an appropriate level. Supervision may be difficult.

Progression available for pupils within games Disabled pupils could be grouped together and may
need a lot of equipment.
Can include recognised disability sports

DISABILITY SPORT ACIVITIES

When a group of non- disabled pupils take part in an activity that has a disability sport focus, this ‘reverse integration’ as an
included activity.

Examples of disability Sports are:

Boccia - Bowls type game.

Table Cricket

Poly Bat

Seated volleyball

Goalball
Table Hockey

Floor Lacrosse

Zone Hockey

See TOP SPORTABILITY – RESOURCE CARDS Please contact crylander@khs.rac.sch.uk for this
resource

A group of non disabled pupils are introduced to an activity which focuses on a specific sport played by disabled people. E.g.
everyone plays either seated volleyball, boccia or goalball

PROS CONS
Raises profile of sports played by disabled pupils. May fail to extend some pupils.

Interesting and new experience. Can highlight differences.

Can enable disabled pupils to shine in their sport. No exit routes for non-disabled pupils

Legitimises sport played by disabled people in the

eyes of non disabled pupils
SEPARATE ACTIVITIES
Separate Activities is a disabled pupils participating in meaningful preparation. practice for a competitive activity.

Or

when it is more appropriate that the young disabled pupil work individually on a more appropriate activity to the rest of the
group. E.g. Rest of the group playing Rugby outside in inclement weather.

A pupil or group, are taught seperately from the rest of the class. Either in a different place or on a different
sport/activity.

PROS CONS
May remove a pupil from an appropriate activity Used as ‘cop out’ by staff.
 Used to build pupil’s confidence Disabled pupils feel excluded

Increases options Disabled pupi;s feel les valued

If the pupil is very different in ability may be able May not be a line with National Curriculum
to increase pace of the rest of the group.

Opportunity to train for a disability sport event.

FOR PRACTICAL FOR INCLUDING DISABLED PUPILS IN PHYSICAL

EDUCATION IN PRIMARY AND SECONDARY SCHOOLS PLEASE
CONTACT

Carolyn Rylander

Inclusion SSCo

Redcar and Eston SSP

crylander@khs.rac.sch.uk or tel 01642 483009

Other useful contacts are:

English Federation of Disability Sport - www.efds.co.uk

Youth Sport Trust – www.youthsporttrust.org and www.youthsportdirect.org for resources

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