history of adapted PA Flashcards
what occured in the 1830s-1870s in canada
rule from canadian govt to make space for everyone in the community
- sold as a better option for families (take kids to institutions at no cost to family)
what is the eugenics mvmt
idea that they didn’t want people with disabilities in their communities
- sterilisation without consent (didn’t want those people having kids), medical experimentation, abuse, death
what was the result of eugenics mvmt on people with NDDs
extreme poverty —> poor development —> cognitive decline
- disconnect between doctors and what the patients needed
when did mainstreaming begin to occur
1950-1960s
- started realising that we want better for kids
what was involved in mainstreaming
integrating kids with disabilities into education, classroom, etc
mainstreaming had varying degrees of success
- teachers weren’t prepared
who was allowed to be mainstreamed
people with borderline or mild intellectual disability
- disability assessment completed
what is the concept of normalisation
matching societies “daily rhythm”
how do we provide them the opportunities that everyone else has
what was the progress towards integration through the 80s and 90s
1981 - international year of disabled people
1983 - declared the 80s the decade of disabled persons
1986 - employment equity act - women, indigenous, disabled
1990s push for community integration
when did the closure of institutions begin
2009
what is the difference between 100% in club and based in / mainstreaming
100% club
- in class, and participating like everyone else, fully integrated into the classroom
- very rare
based in
- individual receives a portion of their education with their peers in the classroom and also receive other lessons separate from the class
- more kids on this side
what is unsucccessful mainstreaming
excluding people under the assumption that they can’t / won’t understand
what are characteristics of inclusive PE
- full participation - all students for majority of lesson
- diversity - appreciate and accept
- shared responsibility - between students and teachers
- positive behaviour support - affirmations and encouraging positive behaviour
- student centred - activity or goal in mind and the student decides how they get there
what is the universal design for learning
students learn with curriculum tailored to their needs
- multiple means of representation (different types of learners)
- action and expression (learner demonstrating what they know)
- engagement (how to keep them motivated and engaged throughout program)
what are the 3 types of networks in the UDL
strategic networks - how
- means of action and expression
affective networks - why
- means of engagement
recognition networks - what
- means of representation
what is the STEP framework accomodation in the UDL
ways to modify:
Space
Task
Equipment
People
