Chapter Presentation with Kris Ewing for EDUC 521 in the fall of 2016.

1. Chapter 6:
Looking Over Our Shoulders
Disability in Physical Education
from a Critical Perspective
Are Inclusive and Adaptive PE
in Jeopardy?
Presenters: Todd & Kris

2. Chapter 6 - Critical Perspective of Dr. Joe Kincheloe
Dr. Joe Kincheloe was the Canada
Research Chair in Critical Pedagogy in
the Department of Integrated Studies in
Education at McGill University. During his
time at McGill, he and Shirley Steinberg
founded the Paulo and Nita Freire
International Project for Critical
Pedagogy, which has established itself
as a leading archival and coordinating
centre for a global research initiative that
works with teachers and students to
improve the contribution that education
makes to social justice and the
democratic quality of people’s lives.
1950-2008
Discussions in chapter framed from critical perspective of Kincheloe (2008) who
suggested that education, its schools, and related practices are all inherently
political. He suggested that teachers become social activists who could
understand the power relations between schools, their political structure(s), and
the major issues that school children and their families may face (e.g., culture,
race, class, gender). As a result, Kincheloe further encouraged educators to act
in democratic and social justice ways in order to empower students and decrease
exclusionary practices and the marginalization of many groups of voiceless
students.
This framework makes sense as the path of adapted PE professionals has been
about being social activists who advocate for disability rights and develop
disability programs.

3. Let's Move.
Active Schools.
PE Inclusion
Contest
How about Canadian
Schools?
Great way to inspire
more PE inclusive
practices!

4. Prior to the 1850’s
Excluded from PA
participation
Doctors adhered to
principle:
“Healthy mind in a
healthy body”
Late 19th to Early
20th Century
Medical Model
PE and PA possessed a
corrective and remedial
nature
Disability = Inability
Doctors told them what they
could do
Late 1940’s
Shift towards sports for
people with disabilities
Sir Ludwig Guttmann created
the first international
competition for wheelchair
athletes.
Group of WWII veterans
responsible for changing
perception of PE/PA as
corrective when their
disabilities couldn’t be
corrected. Rehab and
Adaptation became valued
and a major focus in delivery
of PE for people with
disabilities.
1970’s++
Individual with Disabilities
Education Act (IDEA)
Paved the way for people with
disabilities to be active.
LRE led to
Person-Centred Approach
See more potential for people
with disabilities to be active (in
PE) and in the community (PA)
Currently
Leading paradigm in adapted PA
is self-determination for people
with disabilities to decide for
themselves how, when, and
where to become physically
active.
Empowered approach that gives
much of the power and control to
the people affected by disability.
Why is inclusion in jeopardy?
Timeline of Physical Education and Physical Activity for People with Disabilities
First introduced in 1983Came in with rise in medical
profession – late 19th,
early 20th centuries

5. Why then is adaptive and inclusive PE at risk?
1990 2007 2015
U.S. introduces Americans with
Disabilities Act giving people with
disabilities legal rights to be full
participants in everyday life.
However it is a reminder that anti-
discrimination laws are not always
enough to ensure inclusion and full
citizenship.
Harper government promised a
national Canadians with
Disabilities Act as part of their
election platform.
At the end of the Harper
government, no bill, no draft
legislation, no committee, and no
indication that this issue is
anywhere on the political horizon.
Trudeau promises to consult with provinces, territories,
and other stakeholders to introduce a National Disabilities
Act.
“An act itself won’t solve everything right away, there are
still many physical and attitudinal barriers to find solutions
for, but by working together we can start to address this
urgent need and make sure that people with disabilities
are living to their full potential,” Rick Hansen, CEO of the
Rick Hansen Foundation.
ADA was proactive and forced governments and private businesses to tear down barriers or face punishing sanctions, and it
gave people with disabilities legal tools to demand change.
In Canada, we continue to treat inclusion of people with disabilities as a privilege rather than a right.
There is no comprehensive legislation protecting the rights of people with disabilities.
The Ontarians with Disabilities Act is meant to be an example to the Canadian government HOWEVER this Act which requires
the Ministry of Education, as well as school boards, to prepare, update and make public accessibility plans that address the
identification, removal and prevention of barriers to people with disabilities - IS NOT PERFECT AND PROBLEMS STILL EXIST!

6. April, 2016
Ontario Human Rights Commission writes letter to the
Minister of Education to raise their concern over the fact
that students with disabilities continue to face barriers
throughout the system even with the Accessibility for
Ontarians with Disabilities Act in place.
Public vs. Private School - bound by the same Code!
Community Living Toronto
“While the principal sets the tone for the school, it is the
teacher who must model attitudes and acceptance of
all students within their class.... If teachers do not
demonstrate respect for the rights of every child to be
enrolled in the classroom, how can we expect that
students will accept people with differing abilities?”

7. Need to improve attitudes, beliefs and practices of PE teachers for inclusion in PE!
"...Despite the valiant efforts of adapted
PA scholars and specialists to advocate
for and develop quality PE and PA
programs, children with disabilities are
still excluded from PE and PA
participation in many ways." (Harvey,
2014a, p. 126)
Self-Determination
Empowered Approach
HOWEVER do our students with
disabilities actually have...
... the platform to voice their own
choices about PE and PA opportunities?
... The right to participate in PE?
International movement in academia:
PE --> Kinesiology
With this shift – there is a LOSS of
funding and training of PE teachers in
the area of child and adolescent
development.
With NO LAW that
guarantees inclusion in PE
– will students with a
disability still rely on physical
educators to include them
in PE?
Focus on labels and disability-specific
instructional strategies present more
BARRIERS to inclusion
Student's access to PE
Teachers' "readiness" and "preparedness"
to provide an inclusive PE classroom
"PE teachers hold negative feelings about
inclusion."" (p. 131)
Inclusion of students with disabilities
seen as a block or detriment to the
functioning of a game or activity –
making it less than "normal".
Question "normalcy" from a PE
instructional and planning approach!
Purpose of PE is to get ALL students
involved in, learning about,and
participating in PA. (p. 132)

8. Survey Monkey - RESULTS
Disability in Physical Education
Group experiences with Adaptive and Inclusive PE programs…
Summary of results…...
From your experiences…
Is there evidence that more advocacy and education is needed in PE for youth with disabilities?

9. What is...
Inclusive Physical Education?
https://www.youtube.com/watch?v=RzAp8rXll3g

10. BREAKOUT ROOMS: Related to Chapter 6 Reflection/Discussion Questions (5 min)
ROOM #1 ROOM #2 ROOM #3 ROOM #4
Other Question
What are the types of
disabilities you may have in
your PE classrooms?
Consider those that are
visible and hidden.
Question #1
Does our society possess the
same fervour and strongly
held beliefs about the need
to include people with
disabilities in PE as existed
in the past?
Question #6
How do cultural perceptions
of disability interact with PE
participation?
Question #7
How do issues of sex and
gender affect PE
participation for people with
disabilities?
Ian
Vikki
Gord
Michelle
Kirsten
Thomas
Kate
Alyssa
Sam
Gerard
Mary
Jason
Colleen
Erin
Ericka
David
Dan
Joy
Rachel
Sarah
Ashley
Ben

11. ROOM #1
Other Question
What are the types of
disabilities you may have in
your PE classrooms?
Consider those that are
visible and hidden.
Ian
Vikki
Gord
Michelle
Kirsten

12. ROOM #2
Question #1
Does our society possess the
same fervour and strongly
held beliefs about the need
to include people with
disabilities in PE as existed
in the past?
Thomas
Kate
Alyssa
Sam
Gerard
Mary

13. ROOM #3
Question #6
How do cultural perceptions
of disability interact with PE
participation?
Jason
Colleen
Erin
Ericka
David

14. ROOM #4
Question #7
How do issues of sex and
gender affect PE
participation for people with
disabilities?
Dan
Joy
Rachel
Sarah
Ashley
Ben

15. FITNESS BREAK - CHAIR TRIATHLON (1 min)
SWIM
Seated position - freestyle for 20 seconds (flutter kick and arm circles)
BIKE
Seated position - bicycle legs for 20 seconds
RUN
Seated position - arms in running motion, legs moving to keep up for 20 seconds

16. Choose Your Video - What resonated?
(5 minutes)
http://medphecohort.weebly.com/
Be Yourself - 2:25
Team Hoyt - 12:59
Wheels - 1:01
J Mac - 5:19
Men’s 1500 Final T13 - Rio 2016 Paralympics - 9:43
ParaTough Training Series - :30
Get Active After School - 4:45
Ezra Frech - 4:27
Come in on
microphone
and share what
resonated?

17. What is the difference between adaptive PE and inclusive PE?
ADAPTIVE physical education is the art and science of developing
and implementing a carefully designed physical education
instructional program for an individual with a disability, based on a
comprehensive assessment, to give the individual the skills
necessary for a lifetime of rich leisure, recreation, and sport
experiences to enhance physical fitness and wellness.
(Auxter, Pyfer, & Huettig, 2001).
Name the guiding pedagogy?
INCLUSIVE physical education enables
all students to successfully participate,
develop skills, and have a sense of
belonging in class. It includes a
classroom space where NO ONE is
isolated - everyone belongs, is accepted,
supports, and is supported by his/her
peers.
Think of the 4S’s
Safe, Success, Satisfying, Skill appropriate
International Example of Inclusive PE
A?
B?
C?

18. Personally
Influenced by
these Lived
Experiences
Click to add
text

20. PHE Canada launched the term Quality Daily Physical Education (QDPE) in 1988 as a way to define a
program that is well-planned, taught by qualified and enthusiastic professionals, and offers a variety of
learning opportunities to all students on a daily basis throughout the entire school year.
These are the most recent guidelines from PHE Canada:

21. BREAKOUT ROOMS - “Thinking Outside the Box” - Inclusive PE
ROOM #1 ROOM #2 ROOM #3 ROOM #4
Ian
Vikki
Gord
Michelle
Kirsten
Thomas
Kate
Alyssa
Sam
Gerard
Mary
Jason
Colleen
Erin
Ericka
David
Dan
Joy
Rachel
Sarah
Ashley
Ben
Discuss in your groups strategies for inclusive PE
(4 minutes)

22. My Ideal Inclusive PE Program
My ideal vision I have for inclusive PE at my school involves 5 keys to the program
delivery model.
1. A dedicated EPA for Physical Education
2. Daily PE for the LC and Physical Education IPP students
3. Peer support program within the inclusive classrooms
4. A competitive extra-curricular program for the “athletes”
5. A non-competitive extra-curricular program for the masses.

23. Adults, Disabilities and Exercise

24. Increasing PA
in Adults with
Disabilities

25. Aretha Franklin - Respect
Fitness Break (1 min) - Choose Your Groove!
Sing it Loud!

26. If we could make inclusive PE work… What could it possibly lead to?
Share your thoughts
live.voxvote.com
Enter code: 87466

27. PE field seems like a perfect fit for a critical pedagogy lens, as we have often
advocated strenuously for people with disabilities. Furthermore, as a result of
strong advocacy efforts, the adapted PE and PA professional communities have
usually developed cutting-edge programs in the community. (Harvey, p. 128)
Examples of these in your community?
● Best Buddies
● Variety Village
● Pegasus Community Project
● Rick Hanson Website - Access4All Resources
● Special Olympics
Physical Educators need to Bridge the Gap
PE
Teacher
SCHOOL COMMUNITY

28. Resources and Weblinks
Slide 29 and 30:
A variety of resources and weblinks that can help
you in planning and preparing PE lessons and
activities for people with disabilities.
Slide 31:
Book and movie resources to learn more about
lived experiences with disability.
Slide 32 and 33:
Inquiry-based learning ideas for discussing
disability in PE in your classrooms – elementary,
junior high and high school examples.

29. Physical Education Lesson Support/Resources
Physical Education Routine for Children with Autism https://www.youtube.com/watch?v=tPV09yQtOS8
Inclusive Class Design https://www.youtube.com/watch?v=swplZzvkhWk
Rick Hansen Foundation - Educator Resources https://www.rickhansen.com/Our-Work/School-
Program/Educational-Materials
I CAN Develop Physical Literacy (Autism) http://piseworld.com/wp-content/uploads/2016/01/I-CAN-Develop-
Physical-Literacy_sm.pdf
Sport 4 Life Best Practices Program
- Inclusive Physical Literacy
http://www.physicalliteracy.ca/inclusion/bestpracticesprograms
Moving to Inclusion https://www.youtube.com/watch?v=eXp302WzbeE

30. School / Community Support Resources
Canadian Active After School Partnership - PA for Individuals with Special Needs
Active Living Resources for Canadians with a Disability
Special Olympics Canada
Best Buddies Canada
L'Arche Canada

31. Resources to
learn more
about
lived
experience
with
disability

32. Engaging our students to be
advocates for positive social change!
SOURCE: https://www.tes.com/lessons/D2Bhs-Yse873ig/inquiry-based-learning-in-the-elementary-
Providing an Inquiry Based Learning
Activity in your Classroom
How do we
make our
PE
classroom
inclusive?

33. ELEMENTARY JUNIOR HIGH HIGH SCHOOL
Inquiry Wall Gallery Walk PhotoVoice
Have students capture their questions in "I
Wonder" statements (about disability and
physical activity or physical education in our
schools and community) on a large
whiteboard , chalkboard or smartboard.
Teachers can question from these
statements: Where can I go from here? How
do I make this more meaningful to my
students? How can we put this into
action/practice?
Create six questions or prompts about the
current topic of study (inclusion in PE), and
write each one on a piece of chart paper or
on a white board. Hang or place the
questions or prompts in various places
around the classroom to create six stations.
Images, documents, problems, or quotes may
also be used.
Students use digital cameras to photograph
images related to “inclusion” (as a general
theme or more specific). Students then identify
major themes from his or her own pictures.
They then develop posters or presentations,
based on the themes, to promote greater
inclusion - a better community. Picture may be
honest representations of a theme or
metaphorical.
Gallery Walk Teaching Strategy"I Wonder" Teaching Strategy PhotoVoice Teaching Strategy