What is a Self-Contained Setting?
Students with disabilities who share the same and/or similar academic requirements learn in a Physical Education setting segregated from the mainstream Physical Education setting.
A Self-Contained Setting may be Best if…
- Students are more successful in a small group environment that offers more personalized supports (e.g., educational assistant, direct teaching).
- Students are currently learning in a self-contained setting in other subjects and require the consistency of a personalized program in Physical Education and/or in an activity.
Benefits
- Emphasis on student-specific learning expectations are the priority and can be worked on in a small teacher-to-student ratio.
- Students are able to work in a setting that is familiar and comfortable for them without the distraction of other students.
Questions for Program Planning
- Are activities adapted and reflective of the students’ diverse backgrounds and aligned with their Individual Education Program (IEP) learning expectations? For more information, reference the Understanding the Individual Education Plan in Physical Education section of this resource.
- How might collaborating with other staff and student services to learn about additional interventions further support your curriculum learning expectations and delivery? (e.g., suggestions from a student’s special education resource teacher, educational assistant, physiotherapist/occupational therapist)
- What changes to the social and physical environment may be needed to enhance the student experience? (e.g., addressing existing physical barriers; being aware if students are hesitant to participate in an activity and allowing them a choice of how they would like to participate in the activity, for example determining what role might they play in a game)
Scenario 1: Elementary Classroom
You are teaching a self-contained primary/junior Physical Education class with four students on varying levels of autism spectrum disorder. One student has an auditory sensitivity (e.g., loud and high-pitch noises are unbearable) and is easily distracted by visual stimuli (e.g., bright lights are a distraction). One student uses a token board to complete tasks to earn a reinforcement and has items and equipment that are preferred by them when in Physical Education.
Suggested Steps and Guiding Questions to Support Program Planning
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Know Your Students
- Who can I speak with to find out more about what strategies are successful for each student? (e.g., homeroom teacher, special education resource teacher, educational assistant)
- Where can I find information pertaining to each student and their learning needs? (e.g., Ontario Student Record, previous IEPs)
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Define Your Student’s Learning Expectations
- What learning expectations are currently outlined in the Physical Education program page of the IEP? (For more information, reference the Understanding the Individual Education Plan in Physical Education section of this resource)
- Do the learning expectations need to be updated or revised to reflect each student’s current skills, abilities, and physical and emotional needs? (e.g., changed to reflect current grade level)
- Are the student’s learning expectations realistic and reflective of the student’s age and long-term healthy active living goals? (e.g., life skills, skills for independence, safety in the community)
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Take Action
- Identify and access supports that are available to support each student in this setting (e.g., special education resource teacher, educational assistant).
- Identify and access the tools needed for students to be able to achieve success in relation to their program expectations (e.g., visual supports such as a schedule board or pictures, adapted equipment such as an oversized racquet). For more information, reference the Understanding the Individual Education Plan in Physical Education section of this resource.
- Take time to observe and discuss participation and activities with students to help identify and address any areas of potential physical and emotional safety (e.g., establish a check-in system where students can communicate their successes and challenges).
- Ask the students what strategies can be used to best accommodate their needs (e.g., talk about how they support themselves in other classrooms and what can be transferred or added to the physical education setting).
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Reflect
- How did the instructional strategies used contribute to a positive experience in a safe, inclusive and supportive learning environment? (e.g., what was the general feeling amongst the students at the end of the activity or class?)
- In what ways did each student have opportunities to take part in purposeful kinesthetic experiences that help them learn about their bodies and experience the joy of movement? (e.g., was every student noticed to be participating and were any barriers evident?)
- What components of the program and/or instructional strategies could be improved or added to ensure positive, safe, and purposeful experiences for all students?
- Take the time to connect with students to gather input about their experience.
- Review each of the student’s learning expectations. Do any need to be revised to continue to ensure that the student is successful in achieving their goals and/or expectations?
Scenario 2: Secondary Classroom
As the Physical Education teacher, you are teaching a class of students from grades 9-11 with cognitive disabilities. The students are cognitively at a grade 4 level. You will see this class for a period each day for the semester and you will have 1 educational assistant to support you in this class.
Suggested Steps and Guiding Questions to Support Program Planning
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Know Your Students
- Who can I speak with to find out more about what strategies are successful for each of these students? (e.g., homeroom teacher, special education resource teacher, educational assistant)
- Where can I find information pertaining to each student and their learning needs? (e.g., Ontario Student Record, previous IEPs)
- How can I facilitate conversations with the students and parents and/or caregivers to find out about their previous Physical Education experiences (e.g., successes and challenges, their likes, dislikes and interests).
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Define Your Student’s Learning Expectations
- What learning expectations are currently outlined in the Physical Education program page of the IEP? For more information, reference the Understanding the Individual Education Plan in Physical Education section of this resource.
- Do the learning expectations need to be updated or revised to reflect each student’s current skills and abilities?
- Are the student’s learning expectations realistic and reflective of the student’s age and long-term healthy active living goals? (e.g., life skills, skills for independence, safety)
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Take Action
- How can I collaborate with the educational assistant to develop a plan to best support the students in the class? (e.g., take time to connect to talk about successful accommodations in other classes that can be transferred or added to the Physical Education environment)
- How can I determine what tools are needed and how to access them to implement the program expectations? (e.g., visual supports such as schedule boards, adapted equipment such as weighted balls, textured objects). For more information, reference the Understanding the Individual Education Plan in Physical Education section of this resource.
- Take time to observe and discuss participation and activities with students to help identify and address any areas of potential physical and emotional safety (e.g., establish a check-in system where students can communicate their successes and challenges).
- Ask the students what strategies can be used to best accommodate their needs.
-
Reflect
- How did the instructional strategies used contribute to a positive experience in a safe, inclusive and supportive learning environment? (e.g., what was the general feeling amongst the students at the end of the activity or class?)
- How can I gauge student learning and success through self-evaluation or student conferencing? (e.g., work with the student on any barriers or challenges to learning or safety they may encounter, ask them what they enjoy about physical activity)
- What components of the program and/or instructional strategies could be improved or added to ensure positive, safe, and purposeful experiences for all students?
- How can I take the time to connect with students to gather their input about their experience? (e.g., setting aside time weekly to touch base with students on what is going well and addressing any challenges together)
