As per the Ministry of Education, accommodations refer "to the special teaching and assessment strategies, human supports, and/or individualized equipment required by students with special education needs to enable them to learn and demonstrate learning. The provision of accommodations in no way alters the curriculum expectations for the grade level or course.”
As per the Ministry of Education, modifications refer to “changes made in the grade-level expectations for a subject or course in order to meet a student's learning needs. These changes may involve developing expectations that reflect knowledge and skills required in the curriculum for a different grade level and/or increasing or decreasing the number and/or complexity of the regular grade-level curriculum expectations.”
Strategies for Inclusion
The following are specific strategies to think about when planning your activity. Strategies are ways in which you can teach or instruct to maximize learning for children with special education needs:
- Emphasize social interaction (often the priority for children with Autism Spectrum Disorder) and assign “peer helpers” to act as guides and/or supports
- Allow for extra time to complete tasks
- Use positive reinforcement
- Incorporate written and oral language strategies (lists of what is being done, or pictures for those who cannot read or have trouble with oral directions)
- Use explicit and repeated instructions
- Provide peer support – assign a peer helper to provide support during the activity
- Place the child in a location where he/she can listen/hear and maximize understanding
- Provide clear, defined examples of behaviour that is expected
- Always be patient
- Allow for flexibility in your plans
- Break up tasks into smaller steps
- Use demonstration at all times
- Understand that waiting in line may be difficult for some children
- Use consistent routines in your plan
- Play games over and over
- Provide ongoing prompts or visual cues
- Use mixed ability groupings
- Celebrate the process
- Use a variety of equipment to modify program.
Modifications
Changing what is expected (either an outcome or an expectation) is modifying. Giving supports to help achieve what is expected is accommodating.
The following modifications will help to accommodate the various needs of children who experience greater challenges with physical education. The types of integration used will depend on the ability of each child and the activity in which he or she is participating.
- Time (e.g., offer frequent breaks or allow children extra hits or bounces of the ball)
- Equipment (e.g., use lighter, softer balls or allow foam pieces to extend a child’s reach in tag activities)
- Area (e.g., decrease activity area or use barriers around a group to decrease the distance the ball may travel)
- Number of Students (e.g., put children in pairs for running activities, so that each child runs part of the way or so that partners run separately in tag games and both must be tagged for the pair to be “out”)
- Programming (e.g., offer a variety of activities for all skill levels and pair or group children according to their abilities)
- Instructions (e.g., use demonstrations and keep instructions specific and brief, using verbal prompts if necessary, to ensure clarity for children who have difficulties following instructions)
Adapted from Daily Physical Activity In Schools: Grades 1 to 3, p.12-14, Ontario Ministry of Education, © Queen’s Printer for Ontario, 2005.
The following are more specific modifications and/or accommodations in the physical activity setting.
Equipment Modification and/or Accommodations
- Use lighter, larger, or slower moving equipment (e.g., discs, balloons, deflated balls, beanbags)
- Shorten sticks (for hockey)
- Lower goals (for basketball)
- Using a tethered ball (attached to wrist) for a visually impaired child or a child in a wheelchair
- Move target closer to the child who is visually impaired or in a wheelchair
- Use brightly coloured balls or balls that make sound
- Use scooter boards
- Use larger sized racquets for easier hand-eye coordination
- Use stationary rope (not moving) to jump over
- Lower nets or do not use nets
- Use a lighter striking implement (i.e., bat) in baseball
- Move the start/finish lines closer
- Use hula hoops as nets
- Use a ramp to assist with throwing and/or kicking a ball.
Skill Level Modification and/or Accommodations
- “Wheeling” can be substituted for running
- If dribbling a ball, allow children in wheelchairs to place ball in lap
- Allow the child to use a noodle to tag people
- Simplify tasks (drop and catch ball vs. bouncing it consecutively)
- Use lead-up activities to prepare the child.
Rule Modification/Accommodations
- Allow extra “tags” so the child is not “out” right away
- Allow child to use hands (in soccer)
- In kicking games (e.g., soccer baseball) allow child to throw instead of kick
- Play soccer baseball instead of regular baseball
- Add an extra goalkeeper to assist the child
- Decrease distance
- Increase points scored for the shot/goal
- Give points for passing and giving appreciations
- Reduce the size of playing area
- Adjust throwing and/or kicking distances
- Modify boundaries
- Decrease/increase the number of students in the activity
- Permit additional strikes, throws, or kicks
- Passes may be bounce passes, not chest passes.
Other Modifications
- Train “peer helpers” to assist with throwing and catching or being designated runners
- Establish a designated laneway/area for the student to travel within
- Provide pinnies for students to wear for easy identification.
Children with Special Educational Needs
All children, regardless of ability, deserve access to a quality health and physical activity program. With input from support staff, ensure that program modifications are put in place to support children with special educational needs so that they have the opportunity to perform to their full potential. Be familiar with children’s Individual Education Plans (IEPs) and establish good communication with children and their parents to develop a better understanding of how to meet their special needs and personal safety considerations. Routines that are repeatedly reinforced establish predictable expectations and a consistent environment in which all children can be safe.
More detailed information about planning programs for children with special educational needs, including children who require alternative programs, can be found in The Individual Education Plan (IEP): A Resource Guide, 2004.
Considerations for English Language Learners
Health and physical activity provides English Language Learners with multiple modes of expression beyond written and oral texts, and supports achievement for these learners across the curriculum. Responsibility for children’s English language development is shared by the classroom teacher, the ESL/ELD teacher (where available) and other school staff, including Early Learning-Kindergarten team members.
Health and physical activity Early Learning-Kindergarten teams must adapt the instructional program in order to facilitate the success of these children in the program. Appropriate adaptations for health and physical activity include the following:
- modification of learning expectations to ensure they are challenging but attainable;
- varied instructional strategies (e.g., modelling, peer support, music, movement, gestures, strategic use of children’s first language);
- varied learning resources (e.g., simplified text, graphic representations, word walls, songs, bilingual dictionaries) that reflect cultural diversity; and
- assessment accommodations when appropriate (e.g., provision of extra time, oral interviews, portfolios, presentations, demonstrations, graphic organizers).
For further information on supporting English language learners, Early Learning–Kindergarten teams may consult English language learners.
Refer to The Kindergarten Program, for more information on creating inclusive environments.
