Integrating a student with a disability into a HPE teaching environment

Integrating a student with a disability into a HPE teaching environment
This task requires you to discuss strategies for integrating a student with a disability into a regular HPE program focused on the teaching of common games skills. The case studies presented below are typical of those that you may confront in a regular school HPE setting. As the teacher of this class, you are required to plan modifications to your curriculum and pedagogy to ensure that the “student” described in the scenario is included in learning experiences in the class.

Choose one only of the following case study scenarios for developing your response. Please note that if you have covered one of the disability areas in your workshop you need to base your response on the other case study.

The task requirements are as follows:

• Discuss the likely issues the student with a disability may have learning and performing the particular skills within the specified sport.
• Adopt a DST perspective to discuss the specific task demands of the skill/game identifying the likely rate limiters that may impact on the student’s ability to perform these particular skills.
• Outline some of the key modifications/adaptations you would make when teaching specific games skills taking into consideration: Teaching strategies, Rules, Equipment, and Environment.
• The response should be referenced appropriately using APA6th edition format.
• Refer to the Criteria and Standards matrix for the Take-home response.

Case study 1
Kieran is a 15year old boy is diagnosed with Developmental Coordination Disorder (DCD). You have noticed that in PE classes, Kieran has problems fielding and catching, appearing to become ‘tangled up’ and often losing balance. He throws with a front on pattern, throwing his trunk forward to develop power, although her correct leg is forward. Throughout the year, you have noticed that Kieran has problems accurately replicating movements that are demonstrated for the class. Generally, his movements appear mistimed and uncoordinated. He also has difficulty putting movements together in sequences. When playing games, he appears to rush skills and often makes poor skill choices. He sometimes has problems interpreting game situations including the application of rules. You have observed in a previous gymnastics unit that that he has low tone in the upper body. You have tested his static balance and he could just hold a one leg balance for 3 seconds.