The Inclusion Cube

            The Inclusion Cube is a five step program designed to represent a large amount of information that can be identified, separated, categorized, and accessed systematically, orderly, and quickly. This program will help you provide a continuum of services by increasing your knowledge of a wide range of  “Ability,” and by taking a logical and rational approach to implement effective instructional techniques that craft the learning environment for children of all abilities. In my workshop we will examine all possibilities in more detail. CLICK on The Inclusion Cube for more details.

 Schematic illustration of significant concepts and considerations when including students

with disabling conditions into general education

©2005 John Passarini

Identify the Disabling Condition(s).

      Label the condition, never the child.  Labels only represent diagnostic categories that

qualify students for special education services. Examples of Categories of Disabling Conditions

are:

Select Environmental Considerations to be modified:  

• Spatial Modifications include adjusting distances, object size, area to be covered or defended, and length or size of equipment. Adjusting and modifying the size and shape of the teaching environment and equipment gives students more time to respond, to reach a destination (running bases) or to reach an object (Transition Box).

• Temporal Modifications adjust and modify the speed of the activity and the amount of time to practice and respond to the demands of the activity.

• Visual Modifications provide multiple demonstrations, use contrasting and bright colors for equipment and markings, and place the teacher and students in the proper line of vision.

• Attentional Modifications reduce distractions, place students in close proximity to the instructor, insure students understand directions, and provide ample equipment for practice.

• Verbal Modifications include precise directions with correct terminology, encourage students to repeat directions, create names for games and provide and abundance of praise.

              1. Make sure the objectives of learning and practicing are clearly stated: State them on posters (visual learning) and repeat them frequently (auditory learning).

              2. Remind students of how many minutes they have left for each task.

              3. Give concrete examples: walk students through an activity or encourage students to self-talk themselves through an activity.

              4. Allow time during and after class for questions.

              5. Limit number of consecutive verbal instructions (i.e., 1, 2, or 3 step  instructions)

              6. End class with a short summary

              7. Allow increase response time when calling on students to perform.

              8. Encourage students to sit or stand close during instructions.

              9. Provide opportunities for small group and partner work.

              10. Give short but frequent visual or video examples or demonstrations.

              11. Ask students frequently about their short-term goals and their perceived successes.

              12. Give specific praise for specific efforts and accomplishments.

Adaptive Equipment: Adaptive equipment or modified traditional equipment is essential for some students to access the general PE learning environment.  Generally speaking, the more severe the disabling condition, the more sophisticated and complex the adaptive equipment.  A physical therapist should always insure that a complex piece of equipment is properly introduced and instruction for its use is completed before the equipment is used.

              1. Consider changes in size, texture, weight, color, and function in addition to the use of electronic or technological devices.

              2. Think progression - balloon > beach ball > volleyball trainer > traditional volleyball

              3. Catching skills - move from large ball > to medium size ball > to small ball.  Angle of trajectory from horizontal > to vertical > to arc.

              4. Striking skills - hit off “T” with large to small ball progression - move to pitched ball with large to mall ball progression.  When the ball is pitched change the angle of trajectory from horizontal - to vertical - to arc.

              5. Use “Transition Box” technique when students who use a wheelchair, crutches, etc.

              6. Use velcro or a variety of strapping devices to improve racquet or bat grip.

              Class Organization: How the students enter and exit the gymnasium, class size, the ratio of children with disabling conditions to children without disabling conditions, teacher attitude, and barrier removal etc., are examples of how class organization relates to Inclusion.  These and other elements may be modified to adapt the learning environment.

              1. Students who use wheelchairs, walkers, or crutches should have an adult within arms reach or in contact with the devise at all times.

              2. Students who are visually impaired or blind should be told when the location of large equipment, crash mats, or new equipment etc. is relocated or new.  Once these students are familiar with certain traffic patterns of a space, those patterns should not be altered if necessary.  When changes are made, adequate time and instruction is necessary for the new traffic patterns to be learned.  These student should be warned when loud noise devises like air horns or whistles will be used.

              3. When possible and or practical, students who are challenged by anxiety, depressed, or hyper sensitive to noise or touch etc. should have an opportunity to observe or practice a new skill or game, or use a new piece of equipment before the activity or equipment is introduce in class.