Table 1.
‘Inclusive’ Strategies for Integrated Classes
| Topic | Definition |
|---|---|
| Activity Partners | The student with a disability should be partners with a peer during activities instead of an adult staff member. |
| Arrival/Departure | Ensure that the student with a disability arrives to and leaves from PE at the same time and with their peers without disabilities. |
| Autonomy* | Allow the student with a disability to have choice about the activities, equipment, and rules they engage with in PE. |
| Demonstrations | The student with the disability should be asked to demonstrate skills for the class as often as students without disabilities. |
| Differentiation | Differentiate instruction for students with disabilities, including but not limited to, providing additional demonstrations or alternate instructions. |
| Disability Discussion* | The teacher and student with a disability should have a discussion about the student’s disability and needs in their PE class. |
| Discussion with Peers* | The teacher should have a discussion with students without disabilities about ‘inclusion’ and how to treat the student with a disability. |
| Feedback | Students with disabilities should receive the same type and frequency of feedback as their peers without disabilities. |
| Fitness Testing | Students with disabilities should be assessed at the same time and in the same location as peers without disabilities. |
| Instruction | Ensure that the student with a disability is sitting or standing with their peers without disabilities when instructions are being given. |
| Modifications* | Provide modifications to rules, activities, or equipment for the student with a disability. |
| Non-Paraprofessional Adult* | Provide support from adapted PE teacher, occupational therapist, physical therapist, classroom special education teacher, or parent for the student with a disability. |
| Paraprofessional* | Provide hands-on paraprofessional support for the student with a disability. |
| Partner and Team Selections* | Partners and teams should be chosen by the teacher, not by the students. |
| Peer Buddy* | Assign a peer-buddy or peer-helper to the student with a disability. |
| Warm-Ups | Implement warm-ups for the entire class that are duration based rather than repetition based. |
Note: *indicates strategies that evoked salient memories and were included in the analysis