Daily Physical Activity for Every Child in Your School (Disability Issues)

For decades, physical education (PE) or gym class has been an important part of Ontario’s curriculum and a daily or weekly occurrence for thousands of elementary school students throughout the province. PE gives children an opportunity to be physically active, develop skills, and have fun while at the same time combatting rising childhood obesity rates.

Although most PE teachers or community recreation leaders would never think of preventing students from  participating because their eyes or hair were the wrong colour or because they were wearing the wrong brand of running shoes, there are a growing number of boys and girls left on the sidelines because they use a wheelchair or a white cane, or because they have difficulty processing or following instructions.

Those who take the time to seek out resources and  incorporate  inclusive  strategies into  their programs often discover that living with a disability doesn’t mean a lack of talent or competitiveness.

What does inclusive physical education mean? And what does the concept look like? In a recent study,  David  A.  Fitzpatrick¹   defined  inclusive physical education as “an approach to teaching that makes this subject accessible to all students of ability and disability, no matter their skill and fitness types or levels.

There are four key areas to consider when adapting any athletic or recreational activity.

• Movement – What are some alternatives or substitutes for the movement involved? (Propelling, crawling, rolling, etc.)
• Environment – When you are adapting the gym or playing area, consider what methods students can use to navigate the space. (Walking/running with a partner, walking/running with an assistive device, etc.)
• Equipment – How can you adapt the equipment so that every student can participate? (Sound, texture, colour, weight, fabric, etc.)
• Rules and Instructions – How can you adapt the rules and instructions so that every participant understands them fully? (Eye contact, visual cues, simple language, gradual progression from easy to complex, etc.)

Teachers may recognize the need and importance of promoting inclusion but struggle to find adequate resources to help them incorporate appropriate practices or strategies. Two useful resources can help.

• The Active Living Alliance for Canadians with a Disability has introduced the “Moving to Inclusion” program, which provides how-to manuals, laminated activity cards, and interactive adapted equipment. Delivered in one-, three-, and six-hour workshops, this program can make it easier to ensure that students with disabilities are being included. Contact the Active Living Alliance at ala.ca.
• For accessible playgrounds consult the “Playability Toolkit” produced by the Ontario Parks Association. This bilingual resource shows clearly and concisely how to make slides, swings, sandboxes, and other playground equipment inclusive and accessible. To find out more visit their website at opassoc.on.ca.

With some thought and creativity, any game or activity and most playground equipment can be adapted so that all children can enjoy the benefits and fun of your physical education program.

_{1.  Fitzpatrick, D.A. (1977). “Inclusive physical education: Teachers make it happen.” Canadian Association for Health, Physical Education, Recreation and Dance Journal, 63(3),  pp. 4-9}