Adapting Activities for Students
with Disabilities
1
WHAT MODIFICATIONS
WILL BE HELPFUL FOR
INDIVIDUALS WITH
DIFFERING ABILITIES?
Adaptation Theory
2
The practice of managing variables, or adapting them, in order to
achieve desired outcomes
Movement patterns emerge they are not preprogrammed
Movement patterns subject to variability within the environment,
task, individual and are able to be shaped by the manipulation of
different variables that encourage certain movement patterns over
others
E.g., throwing a dart to a small target influences a short, quick arm
throwing pattern with little shoulder or body rotation
E.g., throwing a baseball as far as possible promotes a full arm
action including shoulder, body rotation and stepping to shift
weight
3
Individual characteristics
movement
Task characteristics
Environmental characteristics
Continuous and dynamic process as individuals adapt and alter the
environment every time they respond to it
Adaptation Theory
4
Variables that can be addressed to
maximize success:
Individual
Verbal Instruction or information
Instructional model
Multisensory instruction
Task
Goals
Equipment
Environment
Temporal - Timing involved in an
activity - Can be slowed down or
quickened
Physical environment
Psychosocial environment - Peer
to peer interactions
Rules
These variables can be adapted
individually or in combination
Adaptation in one area may facilitate
adaptation in another area
Adaptations can be made in the lesson,
skill practice, activity/game, sport or
entire program
Adaptations are not an afterthought but
part of the planning process and
written into the curriculum and lesson
plan
Determining Whether an Activity
Accommodation is Appropriate
5
Accommodations meet 4 criteria:
1.
Does the change allow the student with a disability to
participate successfully yet still be challenged?
2.
Do the modifications make the setting unsafe for
students with and without disabilities?
3.
Does the change affect students without disabilities?
4.
Does the change cause an undue burden on the regular
physical education teacher?
Verbal Instructional Considerations
6
Language
Need to modify for students with language impairment, students
functioning at a young age level, students with processing disorders,
behavior disorders
E.g., “I want you to run to the wall and run back”
Some may process only the first few words, with the first part
blocking out the last part
Some process only the last part, with last part blocking out the
first
Some will follow the class without understanding the
instructions
Some students will hear word “run” or “run to wall” and will
probably run somewhere but may not run back
Verbal Instructional Considerations
7
Simplify language as follows:
Simplify words “ next to” not “beside”; “in back of” not “behind”; “same or
not same” “not alike or different”
Use single-meaning words “ run to first base” not “go to first base”; “step
back not go back”
Give one command at a time
Say command and demonstrate
Ask students to repeat command before starting (verbal rehearsal)
Combine verbal instructions with visual cues, sign language, gestures
Verbal Instructional Considerations
8
Non-verbal
Gestures – pointing or touching
E.g., run to fence – point to fence, point or touch poly spot on
which the student is standing
Sign language “run” sign the word
Picture icons – show three pictures, run, fence, bench and point
to each as you give instructions
Para-verbal (pitch, cadence, tone)
Instructional Considerations
9
Instructional model
Peer, Cooperative, PSI, Tactical, Sport education
Stations
Reverse Mainstream
Using Multisenses
Prompting uses verbal, visual or manual assistance
(see next slide)
Instructional Strategies Prompt Levels
10
Independent/natural cue
Behavior occurs as a result of natural cue to a stimulus in the environment
Student performs task independently once direction is given without any assistance
Gestures
Student performs task once direction is given with only a gestural prompt (pointing,
nodding, shaking one’s head to indicate approval/disapproval)
Indirect verbal prompt
Instructor uses a question format to imply that some behavior needs to occur
E.g., Jimmy, what do you need to do when the teacher blows the whistle?
Demonstrations/model
Done in child’s field of vision
Done whole-part-whole when possible
Instructional Strategies Prompt Levels
11
Visual cues (pictorial or written)
Use visual cues only to prompt student to what needs to be done, where to go, etc
E.g., picture related to the task
Teacher does not say anything, but only shows the visual to the student
Verbal Prompt/cues
Clear, specific and concise reminder about what needs to be done or how student needs to perform task
Physical Assistance
Minimal physical
Slight physical contact guides the individual toward the behavior e.g., slight touch on knee to bend knee
Partial physical
Student requires some physical assistance to begin task, to complete task
Student actually performing or attempting to perform part of task by themself
Full physical (see picture next slide)
Student requires full hand over hand assistance to complete the task, follow directions etc.
Fully physically guiding the student through the task
Brailling/tactile modeling (see picture next slide)
Full Physical Guidance
12
•
Performing a movement with the student, who then eventually gets the feel of the motion.
•
Consists of placing the student's body and/or limb(s) with or without and implement - into
the appropriate position and putting him/her into the desired movement at the preferred
speed
•
Can consist of many levels such as: total assistance, a touch, or a prompt
Brailing/Tactile Modeling
13
Athlete feels or touches the coach
or another athlete while they
perform a particular movement.
Athlete can obtain information
regarding limb and body position
and correct technique
Most invasive teaching technique.
Your movements must be accurate
to the correct movement, speed
and rhythm so the student knows
exactly how to do it
Adaptation Considerations
14
Task Goal
Equipment
Environment
Rules
Task Goal Modifications
15
Purpose
Not all students have to have
the same goals
Develop motor skills
Enhance self-worth
Improve fitness
Cognitive skills
Performance/Process Measures
Technique/Cues
Walk rather than run
Kick rather than strike
Throw or strike rather
than kick
Product/Outcome Measures
Accuracy
Force
Distance
Frequency
Velocity
Equipment Modifications
16
How student moves in relation to object (over, under, through,
catching, kicking)
How the object moves a student (scooter, skates, bike)
How object used to propel another object (bats, hockey sticks, milk
cartons)
How objects used to gather other objects (velcro gloves, hands, lacross
sticks)
Number and placement of objects
Equipment Modifications
17
Shape
Round
square
Speed
Stationary ball: place it on home
plate or place it on a batting tee
Weight
Plastic bats, “whiffle”' type balls
Large plastic beach balls
balloons
Yarn balls, styrofoam balls
Trajectory
Change the throwing style to
underhand
Throw the ball with one bounce
Roll the ball
Texture
Guidewire
Tactile markers
Silly strings
Height
On ground
Hanging
Sound
Sound balls
Auditory targets
Size (small, medium, large)
Color (contrasting)
18
19
20
21
22
23
24
25
26
27
28
29
Equipment Modifications
30
http://www.youtube.com/watch?v=PB9eCkh4Ryk&l
ist=PLA623C1BD468AF1DB (7 min)
http://www.youtube.com/watch?v=FLMECVRU6LE
– hoola hoop games
Adapting the Environment
31
Adapting the facilities
Well defined boundaries - Painting, chalking or taping lines and boundaries
Using existing landmarks for boundaries, bases, goals
Support surfaces (friction, incline, smoothness)
Using space creatively
Place student’s back towards the corner helps minimize running away but
may not help to focus attention
Hula hoops, carpet squares, ploy spots used to define personal space
Eliminating distractions and focusing attention
Extraneous noises, objects in close proximity to working area, too much
stimuli/equipment stored in and around instructional area, too much talking
Adapting the Environment
32
Providing structure and routine
High levels of structure and routine to lessen frustration and
confusion
Varying class format
1:1,
small group (3-4 students)
large group,
peer teaching,
stations,
self-paced independent work
33
34
Rule
Modifications
Anything that
deviates from the
original or culturally
accepted rules of the
game
Slowing down the pace of the game
Allow for substitutions
Lengthen /shorten/disregard time limits/periods of game
Provide rest periods
Allow more time
Eliminate outs
Allow ball to remain stationary
Allow batter to sit in chair rather than stand
Allow more chances, trials, strikes, throws, jumps
No defender
Reduce number of points needed to win
Make sure all players are involved before a team can score
Modifications– Your Turn
35
Soccer
Reduce size of playing field
Reduce size of goal
Walk instead of run
Increase # of players per side
Deflate ball, use bright color ball
Use auditory target
Volleyball
Add more players
Use larger, lighter, softer balls
Play sitting
Allow 5-7 contacts
Serve from any position on court
Play a shorter game (fewer points to win)
Allow player to catch ball instead of volleying
Allow player to self toss or set ball
Lower net
Reduce size of court
Badminton/Tennis
Reduce size of court
Use shorter, lighter racket
Use larger, lighter ball
Play triples
Allow more bounces to get the ball
Play fewer sets
Lower net
Stand closer to net to serve
Do not use service court
Softball
Use velcro balls and mitts
Use larger or smaller bats
Use batting tee
Reduce base distance
Shorten pitching distance
Use a peer
Task Analysis
36
PUTTING
ADAPTATIONS INTO
PRACTICE
Steps in a Task Analysis
37
Outlines all of the task, environment and rule factors that influence
performance
List factors hierarchically in terms of levels of difficulty from simple to complex
Observe student performance and record movement form
Manipulate/modify variables to provide success and challenge
Observe and record choices and movement
Provide instruction
Observe and record choices and movement
Provides teachers with both an assessment tool and an instructional strategy
General Task Analysis for Throwing
38
Striking Task Analysis
39
Specific Task Analysis for Balancing
40
41
ADAPTATIONS
BASED ON COMMON
STRENGTHS AND
LIMITATIONS
Thinking Through Adaptations
42
Adaptations for Students with Deficits in Strength, Power,
& Endurance
Adaptations for Students with Limited Balance
Adaptations for Students with Problems of Coordination &
Accuracy
Adaptations for Students with Deficits in Strength,
Power, & Endurance
43
Lower targets
6 or 8 ft. basket not 10ft.
Lower tennis, badminton, volleyball net
Facilitates desired patterns and motivation to succeed
Reduce distance/playing field
Serve behind back line, shoot behind free throw line, run
from home to first base
Alter when playing lead-up or recreational games
Reduce weight and/or size of striking
implements, balls, projectiles
Regulation tennis racquet too heavy for student with
MD, use tennis not softball to throw, use beach ball not
volleyball
Adaptations for Students with Deficits in Strength,
Power, & Endurance
44
Allow student to sit or lie down while playing
Demands less fitness, sit when ball at other end of playing
field, sit while playing in outfield
Use deflated balls or suspended balls
May use up energy and miss practice time chasing balls
Tie balls to wheelchair, use paper balls
Decrease activity time/increase rest time
Shorten games and practice sessions, play 5 min, rest 3 min,
rotate to activities requiring less endurance, allow free
substitutions
Reduce speed of game/increase distance for players
without disabilities
Adaptations for Students with Limited Balance
45
Lower center of gravity
Perform activities sitting down, bend knees while moving,
stopping, standing
Keep as much of body in contact with surface as
possible
Run/walk flatfooted not on tiptoes
Widen base of support
Stand with feet wider apart
Increase width of beams to be walked
Walk on floor or on wider beams
Adaptations for Students with Limited Balance
46
Extend arms for balance
Hold arms out to side when performing balance
activities
Use carpeted rather than slick surfaces
Provide surfaces that increase friction
Wear rubber soled shoes
Teach students how to fall
Practice falling on mats, make a game of falling
Provide a bar to assist with stability
Hold on to stationary object, wall, chair, peer when
throwing, kicking
Adaptations for Students with Limited Balance
47
Teach student to use eyes optimally
Focus on stationary object on wall
Adaptations for Students with Problems of
Coordination & Accuracy
48
Catching, striking activities
Use large, lighter, softer balls
Easier but may promote immature performance
Gradually introduce smaller ball to elicit more skillful pattern
Decrease distance and reduce speed
Distance ball tossed reduced
Ball tossed slowly for some, faster for others
For throwing use smaller balls
Students with spastic CP trouble gripping ball
Use smaller balls, balls easily grasped like yarn balls
Adaptations for Students with Problems of
Coordination & Accuracy
49
Striking, Kicking
Use stationary balls off tee before using moving ball
Increase surface of striking implement
Increase surface of striking implement
Use lighter bats or rackets with larger striking surface
Use backstop, nets, rebounders
Prevents chasing ball
Increases practice time
Adaptations for Students with Problems of
Coordination & Accuracy
50
Increase size of target
Give points for hitting rim or backboard
Stand closer to target to promote success
Bowling activities
Use lighter less stable pins,
use more pins and spread them out to increase size of target
Steps to Adapting Activities
51
Determine what & how much to teach and scope and sequence
General PE curriculum standards, Special Olympics, and IEP goals
Total number of objectives/goals given instructional time
Consider the individual
Present level performance (strength and weaknesses, age, interests)
Determine the goal of the activity/game
Endurance, upper body strength, accuracy, technique
Consider how objectives relate to student’s IEP
Mastery level (consider the IEP)
Select activity modifications to maximize on task time and
empowerment
Teach
Assess/Evaluate
Guideline for Instructional Strategies Reflection Paper
1. Please write a two-page paper. You should have two sections in this paper. First, please
summarize the major points of this PowerPoint. Second, write a reflection report of
what you learn from this PowerPoint and how you will apply this knowledge to your
teaching.
2. Please make a list of modifications for basketball, track & field, bowling, baseball (see
slide 35).
3. Please utilize task analysis for shooting, hopping, and kicking skills (see slide 36 - 40).
Purchase answer to see full
attachment