Inclusion of a Student with a Disability in Physical Education
A middle school physical education class is playing a modified volleyball unit. One student, a 13-year-old with spina bifida who uses a wheelchair, is fully included in the class. The student has good upper-body strength and can propel the wheelchair independently. The class is practicing serving and passing over a net. The teacher has set up a net at a lower height (1.5 meters) and uses a lighter ball. However, during a small-sided game, the student's wheelchair cannot move quickly enough to reach the ball, and the student becomes frustrated and withdraws. The teacher wants to ensure the student is actively engaged and feels successful. The class has 30 students, one teacher, and one paraprofessional. The gym has a smooth floor and adjustable equipment. The IEP includes a goal for improving social interaction during PE.
1. What are the key considerations for adapting the activity to promote the student's participation and success, and what specific modifications could the teacher implement?
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Key considerations include: the student's individual abilities and IEP goals (social interaction), safety, equipment, rules, and environment. The teacher should use the STEP model (Space, Task, Equipment, People) to adapt. Specific modifications: 1) Space: reduce the court size so the student can cover more area; position the student closer to the net or in a central role. 2) Task: allow the student to serve from a closer distance or use a drop serve; modify rules so the ball can bounce once before the student plays it; assign roles like setter or server to increase involvement. 3) Equipment: use a larger, lighter ball; provide a racquet or paddle to extend reach; adjust net height further. 4) People: pair the student with a peer buddy who can assist with positioning; use the paraprofessional to facilitate; create small-sided games (3v3) to increase touches. Additionally, the teacher should foster a supportive climate, emphasize cooperation over competition, and give specific praise. The goal is to ensure the student experiences success and interacts socially, aligning with the IEP goal. The teacher should also collaborate with the student, paraprofessional, and IEP team to review and adjust.
2. How should the teacher address the student's frustration and withdrawal during the game, and what strategies can be used to re-engage the student?
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The teacher should first acknowledge the student's feelings and privately check in to understand the source of frustration. Possible strategies: 1) Offer a choice of roles or activities (e.g., be a referee, scorekeeper, or serve from a stationary position) to give the student a sense of control. 2) Modify the game to ensure the student receives frequent successful touches, such as rotating positions or using a rule that every third hit must go to the student. 3) Use positive reinforcement and highlight the student's strengths (e.g., upper-body strength for serving). 4) Pair the student with a supportive peer who can model and encourage. 5) Break down skills into smaller steps and provide extra practice time. 6) Use a token system or team points for effort and cooperation. 7) Allow the student to take a short break if needed, then rejoin. 8) Ensure the paraprofessional is nearby but not overbearing. The teacher should also reflect on the activity design and consider pre-teaching or practicing adaptations before the game. The ultimate goal is to build confidence and social interaction, so the teacher should create opportunities for the student to contribute meaningfully to the team.