Steps to Inclusion

A resource to support inclusive physical activity for children

and youth living with physical or intellectual disabilities

Inclusion is not bringing people into what already exists; it is making a new space,
a better space, for everyone ~ George Dei, 2006
blank inside page
Acknowledgements

Ophea wishes to acknowledge the following writers and reviewers for their contributions to the Steps to Inclusion
resource:

Lead Writer
Lorraine Holt, Peel District School Board

Advisory Committee
Archie Allison, Variety Village
Lynda Charters, Ontario Wheelchair Sports Association
Carrie Hawley, Variety Village
Matt Kennedy, Ontario Blind Sports Association
Brian McLean, Achilles Canada
Adrian Szamreta, Special Olympics Canada
Jill Valentine, ParaSport Ontario

Content Reviewers
Anne Brown, Hastings and Prince Edward District School Board
Sara McMillan, Hastings and Prince Edward District School Board
Robin Parashyniak, Variety Village

Safety Reviewer
Bob Soroko, Ophea, Safety Guidelines Research Consultant

Ophea would also like to thank all teachers, recreation staff, camp staff, coaches, parents and other community partners
who provided their valuable feedback during the development of this resource:

Stephanie Amoroso Bonnie Anderson Pier-Oliver Arsenault Marc Bertrand

Christine Bowden Jamie Brosel Adrienne deBacker Leslie Coburn
Jenn DeMaeyer Lisa Dick Sandee Elliott Carol Gall
Jodie Gilvear Robin Glenney Serrah Gossmann Derek Grundle
Gail Grundle Gerry Grundle Darryll Hancock Chris Hoekstra
Mandy Keller Lauren Kolyn Melissa Lapa Heather Matthews
Kayle McMillen Gwen Mills Monica Moran Sophie OBrien
Ismael Oozeer Andrea Pivetta Marc-Andr Proulx Leela Purie-Fawcett
Donna Quiggin Steve Redmond Sarah Regan Arielle Rousseau
Dwight Rudisuela Billy Russell Julia Snoek Vicky Timmermanis

We gratefully acknowledge the Ontario Government for their contribution to the development of the Steps to Inclusion resource.

A variety of research materials, articles, and resources were consulted during development of this resource. For a complete list of these
resources, contact info@ophea.net.

Ophea 2010
All rights reserved. No part of this resource may be reproduced, stored in a retrieval system or transmitted in any form or by any means,
electronic or mechanical, including photocopying, without the prior written permission of Ophea.

ISBN #: 978-1-926555-37-9

Ophea is a not-for-profit organization led by the vision that all kids value, participate in, and make a lifelong commitment to healthy active living. Since
1921, Ophea has been working in partnership with school boards, public health, government, non-government organizations, and private sector
companies to support the health and learning of children and youth through the provision of programs and services that support healthy schools and
healthy communities.

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Table Of Contents

Why Create this Resource? . . . . . . . . 5

What is Inclusion? . . . . . . . . . 6

What is an Inclusive Community? . . . . . . . . 6

Steps to Inclusion . . . . . . . . . . 7

Step 1: Understanding Different Disabilities . . . . . . 8

What is a Cognitive or Intellectual Disability? . . . . . 8
What is a Physical Disability? . . . . . . . 12
What are the Similarities and Differences? . . . . . . 13

Step 2: Speak with a Parent/Guardian . . . . . . . 13

Step 3: Complete an Observation/Assessment Record . . . . . 14

Step 4: Contact a Support Organization . . . . . . . 14

Step 5: Start Planning . . . . . . . . . 15

Step 6: Create an Inclusive Environment . . . . . . . 17

Step 7: Reflection . . . . . . . . . 18

Closing Thoughts . . . . . . . . . . 19

Glossary of Terms . . . . . . . . . . 19

Reference Cards

Reference Card A: Parent Meeting Guide and Questionnaire . . . . . 20

Reference Card B: Observation/Assessment Record . . . . . . 22

Reference Card C: Program Partners and Email Template . . . . . 23

Reference Card D: Discussion Topics for Classroom & Special Education Teachers . . . 25
(For child who does not have an Individualized Education Plan (IEP))

Reference Card E: Strategies, Modifications and Accommodations for Success . . . 26

Reference Card F: Icebreaker Activities . . . . . . . 28

Reference Card G: Child Information Log . . . . . . . 29

Reference Card H: Physical Environment and Safety Checklist . . . . . 30

04
Why Create this Resource?

Participation in everyday physical activities is a vital part of a childs development. It is related to quality of life, success, and
future life outcomes. Research studies indicate that children with disabilities are at risk for lower participation in physical activity
at home and in the community.

This resource is intended to be used by teachers and community partners (e.g., sport and recreation workers, coaches, and
community centre staff) who wish to create an inclusive physical activity environment void of discrimination, put-downs, or
negativity, where all members are participating fully, regardless of ability. The content in this resource supports the belief that
everyone deserves and benefits from a physical activity program based on the simple principles of inclusivity, respect, and
participation.

This resource has been developed to serve two purposes:

1. To simply and clearly outline the necessary steps to achieve inclusion for children with disabilities. The following
Steps to Inclusion are supported by reproducible colour coded reference cards. The information found on the
reference cards provides practical information, templates, or questions to guide you through the steps of planning
and implementing an inclusive program.

2. To answer many questions for individuals who are new to the concept of inclusion, such as: What is a disability?,
What is the difference between a physical and cognitive disability? and How can I accommodate the needs of
children with varying degrees of disability without compromising the integrity of the program?

The aim of this resource is to promote the message that children everywhere can benefit from a physical activity program that
ensures inclusion, participation and joy of activity while keeping the environment around them safe and free from
discrimination.

This resource is:

An easy to use, simplified resource that supports teachers and/or community partners to offer inclusive physical activity
programming.

This resource is not:

An exhaustive resource for experts, outlining every specific modification necessary for every disability.

For success in physical activity programs, children with disabilities require specific
modifications of the intended program outcomes and/or accommodations to help
them succeed. They may also need more specific skill instruction than children without
disabilities.

Dont worry! This resource will help guide you through the process.

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What is Inclusion?

What is an Inclusive Environment?

An inclusive environment is one where all children thrive, regardless of ability, culture, gender, interest,
learning style or experience. Everyone feels included and appreciated. There are positive expectations for
participation and achievement. It inherently brings an understanding that all people can succeed.

Inclusive Education:
Provides a foundation of excellence
Meets individual needs
Identifies and eliminates barriers
Promotes a sense of belonging
Involves the broad community
Builds on and enhances previous and existing initiatives
Is demonstrated throughout the system.

(Ontario Ministry of Education. (2009). Ontarios equity and inclusive education strategy.)

An inclusive physical education program, whether it is in a school, community centre

or sport and recreation facility, includes:

activities that are modified to ensure all participants experience success

expectations that vary
assistance that is available when needed
a high degree of cooperation and mutual respect
consistent rules regarding safety.

What is an Inclusive Community?

An inclusive community is one in which all people feel valued, affirmed and respected for who they are and what they bring to
the group. An inclusive community involves all stakeholders: children, teachers, community leaders, community partners,
assistants, administrators and parents/guardians.

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In an inclusive community:

The parent / guardian feels:

Consulted Validated Satisfied

The child feels:

That s/he is part of Like an active

Validated
the community participant

The teacher / community

leader feels:

The group is Everyone is

No one is excluded
cohesive cooperating

Steps to Inclusion
The following flow chart outlines the steps necessary to first understand and then follow through with creating an inclusive physical activity
program. Please take the time to read through the steps and understand each one before moving on.

Step 1: Understanding Different Disabilities

Step 2: Speak With A Parent / Guardian

Step 3: Complete An Observation / Assessment Record

Step 4: Contact A Support Organization

Step 5: Start Your Planning

Step 6: Create An Inclusive Environment

Step 7: Reflect

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Step 1: Understanding Different Disabilities

For the purpose of this document, the term disability will be divided into two distinct catagories:
Cognitive or Intellectual Disability and Physical Disability.

What is a Cognitive or Intellectual Disabilty?

A cognitive or intellectual disability refers to a broad spectrum of disorders and conditions. Individuals who are diagnosed with
an intellectual disability exhibit significant delays in measured intelligence, adaptive functioning, and academic functioning.
When working with a child with a cognitive or intellectual disability, it is important to recognize that each persons disability is
unique. It is crucial to find the strategies needed to safely and inclusively adapt the program or activity to meet the needs of
these children.

Some of the possible disorders and conditions that fall into this category are:

traumatic brain injury

neurological impairments

genetic disorders such as Down Syndrome, Turner Syndrome, and Triple X Syndrome

Fetal Alcohol Syndrome

Autism Spectrum Disorder.

Cognitive disabilities range in severity and can interfere with the acquisition and use of one or more of the following
important skills:

oral language (e.g., listening, speaking, understanding)

reading (e.g., decoding, comprehension)

written language (e.g., spelling, written expression)

receptive and expressive language

self-care

self-direction

memory

learning social rules

problem-solving.

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 Myths and Facts About Cognitive Disabilities

Myth: Most cognitively disabled children look different from non-disabled

children.

Fact: The majority of children with a cognitive disability are mildly disabled
and/or require less intensive support than those who are more severely disabled.
Most of these children look the same as non-disabled children.

Myth: We can identify most cases of cognitive disabilities in infancy.

Fact: Most children with cognitive disabilities are not identified until they go to
school because:
(1) most children with cognitive disabilities are mildly disabled
(2) infant intelligence tests are not very reliable or valid
(3) intellectual demands on the child increase greatly upon entrance to school.

Myth: Children with cognitive disabilities tend to be gentle individuals who have
an easy time making friends.

Fact: Due to a variety of behavioural characteristics, some children with cognitive

disabilities have difficulty making and keeping friends.

A child with a cognitive disability may also have:

vision or hearing problems

mobility issues

sensory issues.
There are certain behaviours and/or characteristics that children with cognitive or intellectual disabilities may exhibit
such as:

inappropriate behaviour while playing games

non-compliance to rules

unsafe behaviour

inappropriate reactions to challenges and/or winning and losing

different reactions to unaided modes of communication, such as speech

vocalization, facial expressions and gestures

inability to follow simple instructions.

09
 Children with cognitive disabilities will need the following supports in place to feel part of the group:

different types of modeling and instruction

(e.g. visual aids, clear/slow speaking and explicit, simple, one-step instructions)

peer support

proper placement so the child can hear and maximize understanding

clearly defined examples of the behaviour that is expected

extra time to complete tasks

an additional five seconds of processing time before a second set of reminder instructions is given

positive reinforcement

patience, understanding, and flexibility

activities designed for easy modifications and/or accommodations

repeated instructions

oral instructions or explanations for all activities.

Autism Spectrum Disorder

Autism Spectrum Disorder (ASD) is one of the most common developmental disabilities, with a prevalence rate of 1 in
165 (Autism Society Canada, 2006).

Due to the significant number of individuals diagnosed with Autism Spectrum Disorder, teachers and community partners are
working hard to support these individuals. Due to the spectrum nature of autism and the many combinations of behaviours
which may occur, no single approach is effective in alleviating symptoms. Each case should be considered on an individual
basis.

Three developmental domains that are affected by Autism Spectrum Disorders are:

Social understanding and skill development

Language and communication
Behaviour learning.

These areas of difficulty affect the childs ability to function in most environments. Allowing other children in the group to
understand that the child with autism is challenged in these developmental domains helps to create a supportive, inclusive
environment. Modeling patience and kindness for children in the group is imperative for inclusion to be successful.
Observation, assessment and dialogue with parents/guardians, previous teachers and/or community leaders will increase the
odds that the child with autism will experience success.

Children with autism often have problems processing sensory information. These processing issues make it hard for the child
to maintain attention and arousal. Difficulties in paying attention to tasks, controlling impulses, balancing emotions, and
controlling frustrations are often the result of over-stimulation. Lighting, sound, temperature, and proximity to peers may
affect the childs ability to participate in different activities.

Providing a structured environment may help to reduce overstimulation. It may be beneficial to introduce the child to the
activities and the environment without the distraction of noise or other individuals and gradually increase time and
participation as the child becomes familiar with the new environment or activity. Depending upon the childs specific needs,
s/he may benefit from extra space when integrated with peers. Some children with autism find earphones help to eliminate
the echoing that can occur within a gymnasium.

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 Teachers or community leaders may provide differentiation for children on the autism spectrum by:

Using patience: be patient, consistent and understanding while integrating the child into physical
activities.

Emphasizing social interactions: use peer buddies to allow the child with autism to imitate appropriate
skills, form a relationship with a peer and become more independent. This will also assist with developing
leadership skills in the other child.

Providing repetition: repetition allows the child to become familiar and comfortable with the activity and
with peers.

Providing clear and concrete rules: depending upon the childs level of functioning and understanding,
use words or pictures to provide clear and concrete rules while giving instructions.

Using visual prompts: provide markers as a visual prompt to show the child where s/he is expected to be
at different stages of the activity.

Using consistent, concise language: use repetitive and clear language to help the child understand the
expectations for the activity.

Providing additional processing time: the child may require additional time to process information due to
processing difficulties often associated with autism. Visual aids will assist with this.

Modeling appropriate behaviour: encourage other students to respond to the childs needs and
behaviours through teacher/staff modeling.

Breaking activities down into steps: break down difficult skills into sequential steps and teach each step
individually.

Ensuring consistency in the childs routine: transitions are often difficult for children with autism,
therefore ensure the childs routine is as consistent as possible. When change is unavoidable, be consistent
in the manner that you communicate the change to the child (e.g., provide a clear step-by-step description
of what is going to occur).

Giving advance notice of activities: provide a visual schedule of the planned events to allow the child to
ease into transitions.

Providing options and directed choice: allow the child to have control over the planned activities by
providing several options of the same activity and allowing the child to choose the activities or the activity
order.

What works for one child with ASD may not work for another. Appreciate the unique potential of each child. There is
no mold for a child with ASD. It is crucial to be open to all possibilities and be willing to try new things to encourage
full participation from the child.

More details regarding specific accommodations and modifications are found on :

REFERENCE CARD E
Use these ideas to ensure you are creating the most inclusive environment possible.

Tip: Modifications can be made to the equipment, skill complexity, distance, space and rules of a game/activity.

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 What is a Physical Disability?
A physical disability affects a childs ability to perform physical activities. For example, a child may have trouble hearing,
seeing, speaking or walking. Chronic conditions classified as physical disabilities include asthma, heart conditions, respiratory
conditions, cancer, epilepsy, spina bifida, cerebal palsy and muscular dystrophy.

Children with Developmental Coordination Disorder (DCD) constitute approximately six percent of the population, or about
two children out of 35 (Jane, Smiley-Oyen, Getchell & Whitall, 2005). Often referred to as "clumsy" or physically awkward,
children with DCD are generally able, but have movement difficulties that affect their progress in academics and in activities
of daily living.

Children with a physical disability will need to have their physical activity program modified so that they can succeed.

Remember: Children with the same physical disability may have different needs depending upon their abilities,
skill levels, past experiences and attitudes towards physical activity.

Myths and Facts about Physical Disabilities

Myth: Physically disabled people cannot make their own decisions.

Fact: Many children with a physical disability are not cognitively disabled and do
not need any modifications to be made when speaking with them and providing
instructions.

Myth: You have to speak loudly while talking to a physically disabled child.

Fact: You should speak using the same tone you would use for any child, unless
the child has a hearing impairment.

Myth: Physical disabilities are all visible.

Fact: Some children may have non-visible disabilities which include pulmonary
disease, respiratory disorders, epilepsy and other limiting conditions.

Children with physical disabilities may need support in the following areas:

moving around the gymnasium and outdoors

manipulating equipment such as balls, hoops or rings
self-management (e.g., toileting and changing for physical activity).

One of the major difficulties children with physical disabilities face is gaining access to buildings, rooms and other facilities.
Schools and other locations (e.g., recreation and community centres) should be equipped with ramps, parking spaces and
environments that are wheelchair friendly. Make sure that the environment where you work is accessible for all.

Children with physical disabilities will need the following supports in place to feel part of the group:

different types of instruction and modeling (e.g. visual aids)

peer support
extra time to complete tasks
positive reinforcement
activities designed for easy modification and/or accommodation.

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 What are the Similarities and Differences between
Cognitive and Physical Disabilities?

When planning for children with cognitive and/or physical disabilities in your physical activity program, you will find that there
are more similarities than differences.

In both cases:

A happy, active child is most important

The teacher/community leader plans for success
Parental involvement is critical
Peer intervention/support is key
Modifications/accommodations must be made
An Individual Education Plan (IEP) is mandatory in schools.

The difference between planning for a child with a physical and/or cognitive disability lies in the particular accommodations
and/or modifications needed to ensure success. Remember that there may be cases where children have both cognitive and
physical disabilities. Planning for these children may be challenging, but it can be done!

Specific accommodations and modifications are found on:

REFERENCE CARD E
When you modify for one, you are helping many!

Remember to include everyone in physical activity, regardless of ability. Always speaking specifically about one child
could lead to further feelings of alienation and bring a potentially negative focus to the childs disability. You can
alleviate this by including all children in the modified changes instead of always modifying the activity for the child
with a disability.

Step 2: Speak with a Parent / Guardian

When planning for children with disabilities, it is important to view parents/guardians as partners. They are the true experts
and know their children best. When connections are made and parents/guardians are included in the planning process, you are
given access to a wealth of information. Their input, wisdom, and knowledge can be your greatest resource.

Further instructions relating to your first parent meeting and a Parent Questionnaire
are included on:
REFERENCE CARD A
Connect with the childs parents/guardians and start to build a partnership.

13
Parents/guardians usually want to be included! The goal of the parent questionnaire is for you to get to know their child and
to plan for the child in the best way possible so that s/he will experience success. Share this goal with parents/guardians.
Reassure them that all information they provide will be kept private and will be used for planning purposes only.

Step 3: Complete an Observation / Assessment Record

It is important to gather information about the child, such as his or her present functioning level, behaviours and physical
capabilities. This information is essential and will help inform the best modifications and accommodations when planning a
physical activity program.

Together, with the parents/guardians if possible, complete the Observation

Assessment Record found on:
REFERENCE CARD B
This will provide a compilation of current information about the child.

Step 4: Contact a Support Organization

Support organizations are here to help you. They provide an expert level of understanding and offer targeted information
about a particular disability. Once you have completed your initial assessment and have compiled all relevant information,
contact the appropriate support organization. The information they provide will help you to support the child.

A list of possible program partners and an introductory email template can be

found on:
REFERENCE CARD C
Contact a support organization that can help you with specific modifications for a
particular disability.

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Step 5: Start Planning

TEACHERS ONLY

Teacher Goal: To ensure that the student is integrated into the regular physical education class with minimal disruptions
in order to achieve maximum success and inclusion within the group.

Does the student have an IEP?

(Found in the Ontario Student Record (OSR))

Yes No

Does the child have a Teaching Assistant (TA) or an
Educational Assistant (EA)? If yes, proceed
together. If no, find out from the Special Education
teacher if the student can qualify for one.
Speak to the Special Education teacher at your
school. Discussion topics can be found on:
REFERENCE CARD D

Find the students IEP in the OSR and go through it Ensure that the child will be brought to the schools
with the students TA/EA (if applicable) and the team meeting as soon as possible and follow the
Special Education teacher at the school. Special Education teachers directions.

List specific modifications and/or accommodations that have been made to the childs physical activity
program in the past. Connect with previous teachers to find out any extra information to help your planning.
Decide how you will modify.

Use information from

Modifications will differ program partners to help
based on whether the modify the expectations
Choose the expectations to be
exceptionality is cognitive or answer any questions
covered in the terms physical
or physical. you have.
education classes. When planning,
ensure that the expectations are
modified if needed, and that
accommodations are being used.

Refer to Opheas Adapted A breakdown of methods for

accommodations can be found on: Remember to consult
Lesson Plans for more
with the Special
disability specific
REFERENCE CARD E Education teacher and
modifications
TA/EA every step of the
(www.ophea.net).
way!

15
After each step: Stop, reflect, and ensure you feel comfortable before moving on. Do not get ahead of yourself too soon.
Inclusion takes time.

COMMUNITY LEADERS ONLY

Community Leaders Goal: To ensure that the child is integrated into the regular physical activity program with minimal
disruptions in order to achieve maximum success and inclusion within the group.

The goal is active

participation!
Strategies, modifications and
accommodations to help guide
you through the process of
determining the best supports for
the child can be found on:

REFERENCE CARD E

These will differ based on whether

Remember to always the exceptionality is cognitive or
share good news physical. For each activity that
stories with parents/ you plan, ensure that
guardians. They the child will be actively
appreciate it! participating. Soon it
will become second
nature to plan for all!

Plan for the child, ensuring

that his/her disability is
accommodated.

Tip: Never underestimate the power of modeling behaviour for the children. Modeling patience, understanding and
respect are crucial to creating an inclusive environment.

16
Step 6: Create an Inclusive Environment

Model Good Behaviour

Talk to the children in the group and explain the childs disability. Model how you would like the children to:
act (with respect)
behave (with patience, without pity) and
provide support
so that the child with a disability can have as much fun and feel as much a part of the group as the rest of
the children.

Ensure you touch base If comfortable (and

with parents/ guardians TRY SOME ICEBREAKERS depending on age), the
before discussing their child may want the
child with the group. Teach using inclusive strategies opportunity to
and start with activities that will personally explain his or
Parents/guardians encourage full participation, her disability to the
appreciate being cooperation and community. group.
informed. Sample icebreaker activities can be
found on:

REFERENCE CARD F
Inclusion starts with
co-operation and builds
on the feeling of
community.

KEEP ACCURATE RECORDS

Compile a "snapshot" of the child's personal information, needs, capacities

and requirements for additional support (such as occupational therapists,
physiotherapists, speech therapists, etc.) by completing the Child
Information Log found on: REFERENCE CARD G

MAKE SAFETY A PRIORITY

Is the environment safe, motivating, challenging and accommodating to all

participants?
A safety assessment can be completed using the Safety and Environment
Checklist found on:
REFERENCE CARD H

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Step 7: Reflection

As the children are active, ask yourself: What does my group....

look like? sound like? feel like?

Are the children playing Do you hear: Do the children feel:

cooperatively? laughter? happy?
Is anyone left out? happy sounds? excited?
Are children helping each other? words of appreciation? part of a team?
Are they solving their own
problems?

If your group does not look, sound or feel the way you would ideally like , assess the problem so you can try
to rectify it.

Does the group need:

more examples and modeling of how to be kind and show appreciation?

hints as to how to include friends who are having difficulty participating?
tips on how to listen and solve problems independently?

Some additional questions to keep asking yourself throughout the activity include:

How can I make the instructions clearer so that I can ensure all of the children completely understand
the task at hand?
Can I partner one child with another?
How can I use visual aids for the hearing impaired?
How can I make the instructions clear for the visually impaired?
How can I modify this activity for a child in a wheelchair?
Does the Teaching Assistant (if in a school) know what is expected and how I am accommodating his/her
childs special needs?
Have I recited the instructions orally for children with cognitive or intellectual disabilities?

Remember: Inclusive physical activity does not happen immediately. Children need time to learn how to get along
and accept everyone for who they are.

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Closing Thoughts
Inclusion allows all individuals to participate and grow from social interaction, regardless of their abilities. In a physical activity setting,
inclusion provides children with immeasurable benefits. For the child with a disability, it provides an opportunity to socialize and nurture
relationships while developing fundamental motor and communication skills. For the child with no identified disability, it teaches tolerance,
patience and mutual respect, and encourages feelings of cohesion and community.

Physical activity is a vital part of every childs life. Children deserve safe programs which enhance and build not only their physical skills, but
also their social and emotional competence. By participating in an inclusive physical activity environment, all children develop skills which
eventually help them become more open-minded and accepting. Providing support for the needs of children with disabilities is a team effort.
Accommodations and modifications must be made to experience success. Parents/guardians, community partners, teachers and support
organizations are all key stakeholders in the process.

Awareness and knowledge are critical aspects of inclusion. A leader's role is to provide is to provide a safe and secure environment where all
children can learn and thrive. Focusing on the success of all children means everyone wins.

This resource is a great first step in building an inclusive physical activity program. By creating an inclusive environment, you will be able to
see the rewards that come with ensuring that physical activity is an opportunity offered to everyone!

Glossary of Terms
Accommodation: A support that a child needs to successfully demonstrate learning. In schools, the provision of accommodations should
not change the expectations of the curriculum at the various grade levels.

Adaptation: A change or adjustment made to an activity to include a child with a disability.

Amputation: The loss or absence of all or part of a limb.

Autism Spectrum Disorder (ASD): A spectrum of psychological conditions characterized by widespread abnormalities of social
interaction and communication, as well as severely restricted interests and highly repetitive behavior.

Cerebral Palsy (CP): A term used to describe a group of disorders affecting body movement and muscle coordination. The medical
definition of cerebral palsy is a "non-progressive but not unchanging disorder of movement and/or posture, due to an insult to or anomaly
of the developing brain. Development of the brain starts in early pregnancy and continues until about age three. Damage to the brain during
this time may result in cerebral palsy.

Deaf (Hard of Hearing): A generic term which refers to a person with any type or degree of hearing loss.

ELL (English Language Learner - formerly known as ESL): A person whose first language is not English and who either lacks
proficiency in English or has a beginning level proficiency in English.

IEP (Individual Education Plan): A detailed description of the educational goals, assessment methods, behavioural management plan,
and educational performance of a student requiring special education services.

Learning Disability: A disorder found in children of average intelligence who have difficulties learning specific skills.

Modification: A change of expectations to meet the needs of the child. In schools, modifications of the curriculum expectations should
always be done in consultation with a Special Education teacher.

OSR (Ontario Student Record): The record of a student's educational progress through schools in Ontario.

Peer Intervention (Support): The provision of assistance to a child with a disability by other children in order to integrate the child with
a disability into the group.

Strategy: An instructional method.

TA (Teaching Assistant) or EA (Educational Assistant): A person who supports a teacher in the classroom to integrate a child (or
children) with disabilities into the program.

Visual Impairment: Impairment in vision that, even with correction, adversely affects a child's sense of sight. The term includes both
partial sight and blindness.

19
 REF CARD A
REFERENCE CARD A
 Parent Meeting Guide

Before you meet the parent(s)/guardian(s) of a child with a disability, you may be nervous. You may wonder how they will react
to you and whether or not they will be open to sharing information with you. Rest assured that if you introduce yourself as
someone who wants to help their child achieve maximum enjoyment in his or her physical activity program, they will usually
be more than happy to help you help their child. If they seem reluctant to communicate with you, ensure there is no language
barrier. If English is not their first language, find out what language they speak and try to find an interpreter to help bridge the
gap. If you are confident that language is not the issue, be patient and take your time. Sometimes it takes people time to warm
up and trust someone with information which can be sensitive and private.

Always introduce yourself at the beginning of the program (in school settings, there is usually a Meet the Teacher night at
the beginning of the year). Make it your priority to connect with the childs parent(s)/guardian(s). If you sense that they are
hesitant to share any information, stop and wait a few more weeks before trying again. The best case scenario is that you are
able to work together and make decisions together with the best interest of their child in mind.

When you have decided that it is time to have a conversation about their child, ensure the environment is safe. In a school
setting, you may want to involve the Special Education teacher, EA/TA, and/or principal. In a community setting, you may wish
to involve a manager and/or supervisor. In any circumstance, ensure that the parent(s)/guardian(s) are aware of their
presence before they arrive at the meeting.

Steps to effective communication with the parent(s)/guardian(s) of a special needs child:

1. Introduce yourself, and describe how often you see their child and what role you play in the childs life.
2. Introduce anyone else at the meeting, especially people who will be working with their child.
3. Stress the importance of physical activity and how you are going to help their child get the most out of his or her
physical education/activity program.
4. Tell them that you plan on getting support from outside organizations and ask them if they have found any
organizations that are particularly useful.
5. Share with them some of the information you know about their child. For example: I know that Shelley has cerebal
palsy and that she is in a wheelchair. I plan on accommodating for her needs so that she is as involved and as
physically active as she can be. I believe in creating an inclusive environment where all children are challenged yet
respectful of each others differences. As I get to know Shelley, I will understand how best to modify her program,
but any information you can share with me now, or in the near future, would be very beneficial to me and Shelley.
6. Let them know that you have a questionnaire with further questions that should be filled out collectively. If they
wish, they can also take the questionnaire home to answer on their own time.
7. Thank them for their time and stress that you value and respect the communication that is so critical between
home and the school/community.

20
 Parent Questionnaire

Dear Parent/Guardian,

I am happy to have your child in my physical education/activity program this year. To assist me in supporting your child, please
fill out this form so that I can get to know your child and plan for him or her accordingly. My goal is to create an inclusive
environment where all children can participate actively. Filling this out will help me to achieve this. Please be assured that this
information will be kept private and will be used for planning purposes only.

Thank you very much for your support.

Childs Name: Date of Birth:

Medications (if any):

Allergies (if any):

Medical Issues (recent hospitalizations, on-going treatments):

Disability (be specific):

Physical Limitations:

Locomotor Movement/Skills (can your child run, jump, balance on one foot, throw or
kick a ball?):

Social Skills (does your child enjoy playing actively with other children (or a specific child) or does s/he prefer
playing alone?):

Communication Level (is your child able to verbalize likes, dislikes, needs?):

Behavioural Concerns:

Your idea of an inclusive physical education program includes:

What does your child like?

Dislike?

Parent/Guardian Signature:

21
 REF CARD B
REFERENCE CARD B
 Observation / Assessment Record

Childs Name:

Disability:

Physical Limitations (vision, speech, mobility):

Locomotor Movement/Skills:

Can the child:

Throw a ball? Y N
Kick a ball? Y N
Run? Y N
Jump? Y N
Balance on one foot? Y N

Social Skills (does the child enjoy playing actively with other children (or a specific child) or does s/he prefer playing alone?):

Expressive Communication Receptive Communication

Can the child express: Can the child:
Likes/Dislikes: Y N Comprehend verbal instructions: Y N
Hunger/Thirst: Y N Attend to verbal instructions: Y N
The need for the bathroom: Y N Remember verbal instructions: Y N

Behavioural Concerns:

Accommodations/Modifications (What is needed to ensure success? What has worked in the past?):

Additional supports required (social work, physiotherapy, occupational therapy, speech therapy):

What are the childs likes? Dislikes?

Comments or additional information:

Teacher/Community Leader: Date:

22
 REF CARD C
REFERENCE CARD C
 Program Partners

The following is a list of program partners that support the inclusion of children and youth with physical and cognitive
disabilities and that were directly involved in the development of this resource. If you need help getting started or have
questions as you proceed, contact these organizations for support and guidance. Additional organizations can be found by
conducting internet searches or checking your local directory.

Achilles Canada
www.achillestrackclub.ca
Achilles Canada provides people with various disabilities an opportunity to receive the benefits of running. Able-bodied club
members offer training and support to athletes of all ability levels. Achilles Canada welcomes people with all disabilities such
as visual, cerebral palsy, paraplegia, arthritis, epilepsy, multiple sclerosis, amputation, cystic fibrosis, stroke, cancer, traumatic
head injury, and many others. Runners participate with and without aids such as crutches, wheelchairs, and
prostheses.

Ontario Blind Sports Association

www.blindsports.on.ca
Plans, promotes, co-ordinates, and sanctions events and activities for people with visual impairments.

Ontario Wheelchair Sports Association

www.ontwheelchairsports.org
The Ontario Wheelchair Sports Association is dedicated to the development and promotion of
athlete-centred, amateur wheelchair sport programs. They provide support for children in wheelchairs with
varying disabilities.

ParaSport Ontario
www.parasportontario.ca
ParaSport Ontario delivers introductory sport sessions to athletes, coaches, and officials throughout Ontario, and partners
with communities to develop new ParaSport Clubs for athletes with physical disabilities.

Special Olympics Ontario

www.specialolympicsontario.com
The mission of Special Olympics is to provide year-round sports training, and athletic competition in a variety of Olympic-type
sports, to children and adults with intellectual disabilities.

Variety Village
www.varietyontario.ca
A world recognized authority, Variety Village provides integrated sports and life skills programs, applied research, and learning
programs that change childrens lives and strengthen communities. They support all disabilities.

23
 Support Organization Email Template

Date

To whom it may concern,

My name is ________________and I am a ______________________ at ______________________________.

I am writing to you in order to obtain further information regarding creating an inclusive environment for children with

special needs. There is a child with _______________________________ in my class/program and I would like to be able to

integrate him/her into the physical activity program as best I can. I would appreciate any information about

________________________________________that you can send. If there is any other organization that you can refer me to,

I would be most appreciative.

Thank you for your time and I look forward to hearing from you soon.

Sincerely,

24
 REF CARD D
REFERENCE CARD D
 Discussion Topics for Classroom and Special Education Teacher
(for child who does not have an IEP)

As soon as you can, connect with the principal and Special Education teacher at your school. It is important that you do so to
ensure the child is placed on an IEP and gets the accommodations and/or modifications that he/she needs. Here is a sample of
discussion topics to mention.

I have a child in my class that I believe has special needs.

I have looked in the childs OSR and it appears that there is no IEP.

I have checked to see whether or not the child is a transfer student from another school/board/province/country (if
s/he is, the IEP might not have arrived yet).

From what I have noticed so far, here are the childs limitations (e.g., vision, hearing, speech, behaviour, physical,
intellectual).

Can we ensure that the child is brought to the attention of the Special Education team to discuss his/her needs, and
begin the process of putting the child on an IEP?

We will need to determine whether or not the child requires support from any outside workers
(e.g., physiotherapist, speech therapist, social worker, or occupational therapist).

I have requested that the childs parent(s)/guardian(s) complete a questionnaire to gather additional information. I
will share this information with all appropriate individuals when it is returned.

I plan on filling out an assessment form which outlines my observations about the child so far, and once I have the
information from the parent(s)/guardian(s) and some information from a partner organization, I will compile the
information into one document.

25
REFERENCE CARD E

REF CARD E
 Strategies, Modifications and Accommodations for Success

Ophea has adapted its existing Health & Physical Education lesson plans to provide teachers and community leaders
with activity-specific accommodations for children with different disabilities.
Visit the Ophea website (ophea.net) for free access to these lesson plans.

Accommodations are supports that the child needs to successfully demonstrate learning. In schools, accommodations should
not change expectations of the curriculum grade levels.

Modifications refer to a change of expectations to meet the needs of the child. In schools, modifications of the curriculum
expectations should always be done in consultation with a Special Education teacher.

In order for inclusion efforts to be successful, teachers and community leaders need to be aware of the type and severity of the
disability, type of activity, modifications to equipment that can be made, and the need for staff and/or peer support.

Strategies for Inclusion

The following are specific strategies to think about when planning your lesson or activity. Strategies are ways in which you can
teach or instruct to maximize learning for children with disabilities:

Emphasize social interaction (often the priority for children with Autism Spectrum Disorder) and assign peer
helpers to act as guides and/or supports
Allow for extra time to complete tasks
Use positive reinforcement
Incorporate written and oral language strategies (lists of what is being done, or pictures for those who cannot read
or have trouble with oral directions)
Use explicit and repeated instructions
Provide peer support assign a peer helper to provide support during the activity
Place the child in a location where he/she can listen/hear and maximize understanding
Provide clear, defined examples of behaviour that is expected
Always be patient
Allow for flexibility in your plans
Break up tasks into smaller steps
Use demonstration at all times
Understand that waiting in line may be difficult for some children
Use consistent routines in your plan
Play games over and over
Provide ongoing prompts or visual cues
Use mixed ability groupings
Celebrate the process
Use a variety of equipment to modify program (see next page).

26
 Strategies, Modifications and Accommodations for Success

Ophea has adapted its existing Health & Physical Education lesson plans to provide teachers and community leaders
with activity-specific accommodations for children with different disabilities.
Visit the Ophea website (ophea.net) for free access to these lesson plans.

Changing what is expected (either an outcome or an expectation) is modifying. Giving supports to help achieve what is
expected is accommodating. The following are suggested modifications and/or accommodations in the physical activity
setting.

Equipment Modification and/or Accommodations:

Use lighter, larger, or slower moving equipment (e.g., discs, balloons, deflated balls, beanbags)
Shorten sticks (for hockey)
Lower goals (for basketball)
Using a tethered ball (attached to wrist) for a visually impaired child or a child in a wheelchair
Move target closer to the child who is visually impaired or in a wheelchair
Use brightly coloured balls or balls that make sound
Use scooter boards
Use larger sized racquets for easier hand-eye coordination
Use stationary rope (not moving) to jump over
Lower nets or do not use nets
Use a lighter striking implement (i.e., bat) in baseball
Move the start/finish lines closer
Use hula hoops as nets
Use a ramp to assist with throwing and/or kicking a ball.

Skill Level Modification and/or Accommodations:

Wheeling can be substituted for running
If dribbling a ball, allow children in wheelchairs to place ball in lap
Allow the child to use a noodle to tag people
Simplify tasks (drop and catch ball vs. bouncing it consecutively)
Use lead-up activities to prepare the child.

Rule Modification/Accommodations:
Allow extra tags so the child is not out right away
Allow child to use hands (in soccer)
In kicking games (e.g., soccer baseball) allow child to throw instead of kick
Play soccer baseball instead of regular baseball
Add an extra goalkeeper to assist the child
Decrease distance
Increase points scored for the shot/goal
Give points for passing and giving appreciations
Reduce the size of playing area
Adjust throwing and/or kicking distances
Modify boundaries
Decrease/increase the number of students in the activity
Permit additional strikes, throws, or kicks
Passes may be bounce passes, not chest passes.

Other:
Train peer helpers to assist with throwing and catching or being designated runners
Establish a designated laneway/area for the student to travel within
Provide pinnies for students to wear for easy identification.

27
REFERENCE CARD F

REF CARD F
 Ice Breaker Activities

These activities are designed for children to build teamwork and assist in the early stages of inclusion. Modifications are noted
for older children (where applicable).

Pass The Bunny: Pass a bunny (or other stuffed animal) around the circle and say My Favourite is.. (ideas
include: ice cream flavour, restaurant, sport, TV show, etc.) This helps create an environment where all ideas are
listened to, validated, and shared. Children may only speak when they are holding the bunny. They may pass if they
do not wish to speak. If there is a child in a wheelchair, the children all stand.
For older children: Pass the football, soccer ball, etc. Sharing is the same.

Line Up: Have children line up by age, height, or birthday. This creates an environment where children are
encouraged to find out information about themselves.
For older children: Have them line up without using any vocal communication and/or set a time goal before you
start.

Let Me Guide You: Have children lead a partner around an open area (e.g., gymnasium or outside area) while their
partner is blindfolded. Make sure instructions include safety considerations (e.g., no running, lead slowly, always
hold hands).

Words of Appreciation: Have children move to music. When the music stops, have the children find an elbow
partner (touch elbows) and say something kind to that person. For the hearing impaired, tap that child on the
shoulder when the music stops.

Animal Talk: Give each child an animal (horse, cow, sheep, cat, dog, etc.) so that there are three to four animals of
each given out. When you say go, the children walk around, making their animal noise until the group finds each
other. If there is someone in the group with a hearing impairment, instead of walking around making noises, you
may ask everyone to perform an action instead of a sound.

What Am I?: Put two signs up in the playing area. Depending on the age of the children, it could be two different
animals, two different occupations, two different famous people, etc. The children are asked to decide who they
are and walk to that area. They must be able to communicate with the others in the group why they have chosen
the way they have. For the visually impaired, read the signs out to them and direct them to the appropriate sign.

Sharing Our Feelings: Children sit around a circle. The group leader poses a sentence starter such as I feel happy
when I feel sad when The children go around the circle and finish the sentence. This builds feelings of
inclusion in the group. Children may pass if they are not comfortable. For older children: Make the sentences more
sophisticated such as, If I were Prime Minister, one thing I would do is

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REFERENCE CARD G

REF CARD G
 Child Information Log

Childs Name:

Date of Birth:

Medications:

Allergies:

Medical Issues:

Disability:

IEP in OSR (if applicable): Yes No

Physical Limitations:

Social Skills:

Communication Level:

Behavioural Concerns:

Sources Contacted (e.g. parent(s)/guardians, support organizations, previous teachers/ instructors):

Additional Support Required (social work, physiotherapy, occupational therapy, speech therapy):

Restrictions to participation:

Form completed by: Date:

29
REFERENCE CARD H

REF CARD H
 Safety and Environment Checklist

Precautions necessary to ensure safety in a physical activity program are the same for everyone. There may be restrictions to
participation that apply to the child with the disability (ensure that this is filled out on Child Information Log).

Examples of disability-specific restrictions include:

Children with visual impairments will require additional supervision while weight training and/or diving.
Children with Down Syndrome may be prone to atlanto-axial instability (loose ligaments in the neck) and should
avoid forward rolls that place stress on the neck if the condition is present.
Fatigue may increase the probability of a seizure for someone with a seizure disorder. Make sure to monitor fatigue
level closely and take breaks with quieter activities when you feel it is necessary.

Ask yourself the following questions while planning for the inclusion of a child with disabilities:
Is the activity appropriate for the age and development level of the child with the disability?
What are the specific safety needs of the children? For example, survey the environment (check playing field for
evenness for a child in a wheelchair, make sure that the child with visual impairments knows the whereabouts of
obstacles, stairs, and exits, and provide helmets when applicable).
Always verbalize (or demonstrate for those with hearing impairments or cognitive disabilities) the boundaries of the
field or playing area.
Always check the equipment.
Go over specific safety issues (do not put hands under the scooter boards, do not kick the basketballs, do not swing
skipping ropes) that pertain to the specific activity.
Check equipment that the child brings with him or her to the activity (including wheelchairs).

When instructing:
Make sure that progressive lead-up activities have been taught to avoid injury.
Ensure that children are safely supervised for the activity at hand (and children requiring one-on-one assistance
have proper support).
Review safety rules for the particular activity.
Ensure that you are aware of the buildings emergency procedures.

Set Appropriate Expectations:

Ensure that you have referred to the Child Information Log to check their skill level.

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blank inside page
1 Concorde Gate, Suite 608,
Toronto, ON, M3C 3N6
Phone: 416 426 7120
Toll Free: 1 888 446 7432
Fax: 416 426 7373
Email: info@ophea.org
Website: www.ophea.net