Moreover, according to Loreman and Deppeler [19], it is not enough to accept children with disabilities in a general class; they are expected to be welcomed and wanted by their peers and the staff, including the teachers and administrators. Students with special and exceptional needs are placed in inclusive learning environments more frequently than in the past. Some educators are very receptive to the ideals of inclusion and all that it in tells. Explain the role of Occupational Therapists for children with special needs. Such processes have been labeled with acronyms, for example, TREE, teaching style, rules, equipment, and environments modification [33]; SEMA, Systematic Ecological Modification Approach [34]; ETAT, Ecological Task Analytic Teaching in the United States [35]; and STEP, space, task, equipment, and people [36], and are used to support knowledge-based rather than intuitive decision-making when planning and performing inclusive activities. Therefore, the more inclusive is educational progress, the more inclusive is societal progress. In addition to the students with these specific disabilities who had applied, the objective of the board was to enable individuals with a larger spectrum of disabilities to apply for the PE TPP. Physical Education Class 12 Notes Chapter 4 Physical Education and Sports for CWSN – Children with Special Needs : Divyangs 4.1 Concept of Disability and Disorder Disability and disorder are two separate terms that stand for different types of physical and mental conditions. These meetings were composed of the student with the disability, a number of the members of the committee that was responsible for the recruitment process of the student, and the volunteer students who helped the student with disabilities. 0000016799 00000 n The inclusion challenge has attracted a great deal of attention at The Academic College at Wingate during the last few years. Members of the college staff responsible for the inclusion program met with key figures from the Ministry of Education: a series of meetings were conducted with a number of key figures from the Ministry of Education (e.g., the principle supervisor of PE) in order to (1) provide these individuals with an updated report on the inclusion of the students with disabilities in our TPP; (2) consult with them on how to improve the inclusion process; and (3) discuss future teaching opportunities for the students with disabilities in schools, be it elementary, junior high, or high school. Principle Four: Engaging with all your critical stakeholders. Including Students with Disabilities in a Physical Education Teacher Preparation Program: An Institutional Perspective, Teacher Education in the 21st Century, Reginald Botshabeng Monyai, IntechOpen, DOI: 10.5772/intechopen.85268. It’s an often misunderstood and misused concept; many schools claim to be inclusive, but with the best will in the world, few are. In this modern/postmodern era, we feel that to address such a challenge is a kind of cultural-social mission. This informative webinar helps participants understand the concept of Universal Design for Learning and how using this system will allow all children to be included in physical education lessons. By utilizing the ABC model, physical educators can assess and modify the curriculum to meet the needs of all stu- From a practical point of view, various adjustments and modifications need to be made in the existing programs in order to create the optimal conditions for effective inclusion. The term inclusion captures, in one word, an all-embracing societal ideology. 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