Physical+Education

Daniel Hernandez APU ID#: 002-26-8611

[|Physical Education Review]

Let the children have their say: Children with special educational needs and their experiences of Physical Education – a review JANINE COATES and PHILIP VICKERMAN

Through this article perceptions of children with special educational needs are shown, both in mainstream and special education, regarding their experiences of Physical Education. The aim was to determine the extent to which literature addresses inclusion in PE in mainstream schools, and assess emerging themes arising from consultation with children with special educational needs about PE attending both mainstream and special schools. Research showed that children with special educational needs feel empowered when given the opportunity to make their own decisions regarding their participation in PE. Disempowerment stems from teachers, parents and other children removing options for the child with special educational needs, resulting in exclusion. Moreover, it is evident that children with special educational needs want to be part of the consultation process in terms of making decisions about their education. Consultation and empowerment work hand-in-hand, and both can have beneficial effects on the child’s ability to cope with his/her disability, and develop mechanisms to overcome difficulties. So, it is necessary to include the child as much as possible in all areas of his/her education. Children should be allowed the opportunity to fail, and judge for themselves where their abilities lie. And also, it is not possible for teachers to personalize PE programs without knowledge of the child’s needs and abilities, and it is the children themselves who know these needs and abilities better than anyone else. As such, it is necessary for researchers to continue to consult with children with special educational needs about their experiences of PE, and school life in general, because without doing so it will not be possible to gauge the successes of inclusion policy and practice.

__**Ted Mansour APU # 000-71-0386- tmansour07**__

[|The Role of Nonlinear Pedagogy in Physical Education] Jia Yi Chow, Keith Davids, Chris Button, Rick Shuttleworth, Ian Renshaw, Duarte Araújo Stable URL: http://www.jstor.org/stable/4624899

__**Content Knowledge Question**__
 * 1)Describe what you learned about diagnostic and assessment strategies that fit your target population?**


 * What I learned about diagnostic and assessment strategies that fit my target population in physical education is that it is very important to design learning experiences for individuals with special needs to acquire tactical skills by playing modified versions of target games considered suitable for their current physical, intellectual, and social states of development. By starting with these modified games it will give me a better understanding and a clearer picture of their abilities in order to move forward with the student. In Non Linear pedagogy I can manipulate key elements to help the emergence of functional movements patterns and their decision making process. By using the non linear pedagogical framework I can provide a theoretical rational for guiding the implementation of learning progressions in physical education.**

__**Pedagogical Knowledge Question**__
 * 2) Describe in what way assessment data would determine how you planned your curriculum and lessons for the specific special needs population?**


 * Assessment data is a large determining factor in how I plan my curriculum and lessons for specific special needs students. The first way the assessment data would help me is by giving me a better understanding of the skill level of the student in order to plan the lesson accordingly. It was also help me present realistic learning opportunities and also present opportunities for learning growth. The data will show me the differences in development in the students which will help me plan what is suitable and what is not suitable for each individual. Lastly, the assessment data will help me with the speed of the lesson and when we can move on or when we need to spend more time on a specific skill.**