Modifying Curricula for Students with Disabilities

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Modifying Curricula for Students with Disabilities

• An application for General and Adapted P.E.

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What is curriculum?

• Curriculum can simply be defined as all the
  courses or areas of study offered by an
  educational institution or discipline.
• physical education curriculum has an obvious
  scope and sequence based on goal and objectives
  that are appropriate for all children.

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What is needed?

• Curriculum models often include goals and
  objectives.
• Most curriculum models include
• 1.) Assessment
• 2.) Instructional components

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Teachers can create their own curriculum based on
existing models and original ideas from
experience
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What to keep in mind

• Preventing mismatch
• (Students skill level and lesson content)

• Promote success
• (opposite of mismatch)

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CAUTION!

• Modifying an entire group?
• Provide choices regarding movement form and
  equipment

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Purpose of Curriculum Modifications

• Accommodating students
• Disabled/less skilled
• Organized in three sections

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Modification Methods

• 1. General modifications
• 2. Specific functional impairments
• 3. Specific types of disabilities

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Determining whether a curriculum accommodation is
appropriate
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Four things to ask when determining

• Participating successfully yet still be
  challenged
• Environmental safety
• Affecting non-disabled students
• Undue burdens for teachers

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General Categories of Curriculum Modifications

• Multilevel curriculum selection mild
  disabilities
• Curricular overlapping including goals and
  objectives
• Alternative activities peers assisting
  student(s)

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Task Analysis

• GTA and/or STA?

• A variety of task and environmental factors
  influence motor performance. Modify them to make
  activities easier or more challenging

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• Task analysis involves outlining all of the task
  and environmental factors that influence the
  movements of students in general categories
• List them hierarchically in terms of levels of
  difficulty from simplest to most complex

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GTA-striking
Size of object to be struck Weight of object to be struck Speed of object to be struck Length of striking implemented
Large Light None /slow None
Medium Moderate Moderate Short
Small Heavy Fast Long
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STA-striking (tennis ball with plastic bat)
Size of ball Length of striking implement Predictability of ball trajectory
12 ball Hand Rolled along ground
9 ball Ping-pong paddle Bounced along ground
4 ball 18 dowel rod Aerial ball
Tennis ball Plastic bat
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Accommodations for Students with Specific
Functional Impairments or Particular Disabilities

• Difficulties with endurance or accuracy
• Specific types of disabilities
• Various adaptations for students with different
  needs or conditions
• handouts

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Endurance and accuracy

• Distances can be reduced so students with
  disabilities can be successful in those tasks
• allow a particular student to play in just half
  the field
• reducing weight and/or size of striking
  implements, balls, or projectiles will be
  helpful.

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Students with Challenges with Coordination and
Accuracy

• For catching and striking activities, use larger,
  lighter, softer balls.
• Decrease distance ball is thrown and reduce
  speed.
• For throwing activities, use smaller balls.
• In striking and kicking, use a stationary ball
  before trying a moving ball.
• Increase the surface of the striking implement.
• Use a backstop.
• Increase size of target.
• In bowling-type games, use lighter, less-stable
  pins.
• Optimize safety

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Accommodations for Students with Particular
Disabilities

• Your handouts will also help you with
• how to accommodate students having 1) physical
  disabilities, 2) mental retardation, 3) hearing
  impairments, 4) visual impairments, 5) emotional
  disturbances or autism, and 6) health disorders
• Modifying group games and sport

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