 Parents
of Rafael Oberti fought through the
courts to have their son included in a regular
classroom with support to help him learn
 This
is an landmark case that paved the way
for schools to consider the best LRE.
 http://www.pilcop.org/oberti-v-board-of-
education-of-the-borough-of-clementon/
 Your
opportunity!!!!
 Inclusion
is about creating a classroom in
which all children feel welcomed, valued
and respected.
 Difference is viewed as an asset not a
liability.
 Students are comfortable with differences.
 Awareness of interconnectedness
 Everyone is an active contributing member
of the class.
 “Inclusion
is not a favor we do for students
with disabilities.”
 “Inclusion
is a gift we give ourselves; the gift
of understanding, the gift of knowing that we
are all members of the human race and that
joy comes in building genuine relationships
with a wide range of other people.”

Sapon-Shevin, M. (2008) Learning in an Inclusive Community.
Educational Leadership (50).
 Inclusion
in Physical Education means that
students with disabilities participate in all
activities equally with typical students.
 Students
with disabilities learn the same
curriculum content, with the same lesson
objectives, in the same space, with the same
assessments as all other students.
Modifications are applied when needed.
 Being
 An
a scorekeeper
observer
 Working
only on the sidelines on a different
skill.
 Being only a follower and not a leader
 Being
viewed as low skilled or unable.
 Increase
social skills, making friends
 Feeling
of belonging and being valued (critical
to being motivated to learn).
 Increase
motor skills
 Participate
in age appropriate activities
 Experience
success with peers
 Increased
knowledge and acceptance based on
the “Contact Theory.” Through frequent,
meaningful and pleasant interactions, changes
in attitude can occur.
 Opportunity to experience adaptations
 Gain
respect for a range of abilities
 Go
beyond tolerance to acceptance and
advocacy
 Increase
friendships
 No
budget to purchase equipment
 No
support by other educators or the
administration
 Large
class sizes (dumping ground effect)
 Severity
of the disability
 No
support personnel
 Safety
for the student with the disability and
for others
 Adapting
activities that may not be accepted
by the typical students.

Activities simplified so no one has fun or is
challenged

“I was made fun of”
“I didn’t know what to do”
“No one gave me the ball”

Lonely
Worthless

Invisible
Hurt

Unwanted
Inferior

Unaccepted
Different

Ashamed
Isolated
 “I
make a goal for the team”
 Everyone high fived me”
 Comfortable
Liked
 Recognized
Accepted
 Happy
Normal
 Cared
Important
about
 Segregated
Inclusion
 Whole class dumping
 Social isolation
 Overbearing teacher assistant
 Ineffective teacher assistant
 Content too difficult
 Content too easy
 Peers only as tutors
 No adaptations made
 Teacher attitude or lack of strategies
 Share
your philosophy of acceptance of
differences
 Understand
 Meet
the student’s characteristics
with the student before and after class
 Communicate
 Use
with other professionals
cooperative and team activities
 Organize
all students into partners and small
groups
 Use
inclusive language and person first
language
 Model
 Peer
acceptance
Buddies
 Offer
levels of game play and choice
 Making
accommodations helpful to all
 Ramps,
automatic doors, flip handles, wall
posters, multi level baskets, different size balls
 Differentiated
 The
Instruction (Individualized)
“Slanty Rope” theory (Muska Mosston)
 Everyone
is offered choices