Disentangling Inclusion

in Primary Physical Education

Planning for Inclusion
Teaching Modules

Define and explain

Scenarios

Support, adapation & strategies

Examples of inclusive practice

Further Reading

Resources

Medical conditions

References

How does it work?
Possible scenarios

Difficulties with using language appropriately (DULA): Non-verbal skills (1) Difficulties with using language appropriately (DULA): Non-verbal skills (1)

Tom, aged 8, demonstrates limited reaction to social stimuli. He does not smile when his team wins, nor does he react and keep eye contact when needed for cooperation with his teammates (for instance while playing a ball game).

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Gross motor skills (1) Gross motor skills (1)

Michael, aged 9, is not able to throw the ball into the target. He is very sad and disappointed during the PE lessons; he tries hard but unfortunately he is not successful. The teacher encourages him to try again and again, attempting the task repeatedly, but this does not help.

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Gross motor skills (1) Endocrine, nutritional and metabolic disease

Lucy, aged 9, has recently been diagnosed with diabetes. Her parents are very anxious about her health. She is afraid to practise any kind of physical activity, but she wants to be part of the team, especially when playing games.

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Planning for inclusion
Understanding Inclusion
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Inclusive practice
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Strategies & Resources
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Scenarios
Definitions

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References