Adapted Lesson Plans

About This Resource

Introduction

Research studies indicate that children with disabilities are at risk for lower participation in physical activity at home and in the
community.

For success in physical activity programs, children with disabilities may require more specific skill instruction, modifications or
accommodations to help them succeed. Unfortunately, there is a large gap in support for community leaders including
teachers, educational assistants, community coaches, recreational program leaders, program assistants, and parents in delivering
high quality, safe and inclusive physical activity instruction and programming for children and youth with disabilities. This
resource has been designed to help fill that gap by providing a clear guide to creating an inclusive physical activity environment
in which every student can be successful regardless of ability.

Defining Inclusion and its Importance

Inclusion is the belief that everyone deserves and benefits from a physical activity program based on the simple principles of
respect, participation and belonging. An inclusive physical activity environment is void of discrimination, put-downs and
negativity. All members participate fully, regardless of ability.

An inclusive physical activity environment is part of an inclusive education which:

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; and
Is demonstrated throughout the system.

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

About the Resource

This resource contains over 95 lessons for grades 1 through 8. It builds upon current initiatives from partners including Ophea,
Special Olympics Ontario, Ontario Blind Sports Association, ParaSport Ontario, the Ontario Wheelchair Sports Association, Variety
Village and Thompson Educational Publishing. Each lesson contains the following components:

Lesson Descriptors
Learning Goals
Facility
Equipment
Warm-Up
Minds On
Action
Cool-Down
Consolidation
Teacher Resource

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About the Resource continued...

By using this resource as a guide, community leaders will confidently lead inclusive physical activity programs while ensuring each
childs needs are met and everyone is able to participate fully and safely. The overall goal is to provide user-friendly lessons,
allowing teachers and community leaders to provide inclusive physical activity programs for children and youth with disabilities.
This resource also exists to illustrate that inclusive physical activity programming is easy to do with a little creativity.

The following is a brief overview of the components of the each lesson within the resource.

Lesson Descriptors
Lesson Descriptors outline the general information pertaining to the lesson including the intended grade level, strand, unit name,
lesson title and the time that should be allotted for the lesson.

Learning Goals

The Learning Goals outline the expected skills and competencies that the student will develop throughout the lesson. Refer to
students Individual Education Plan (IEP) to determine if modifications need to be made to the learning goals to achieve success.

Individual Education Plan (IEP)

An Individual Education Plan or IEP is a written document that identifies expectations from the curriculum (http://www.edu.gov.
on.ca/) that are either modified (changed) or accommodated to ensure success. An IEP outlines the learning goals, assessment
methods and/or behaviour plan for the student requiring special education services. It is essential to refer to a students IEP to
ensure consistency of modifications and/or accommodations specifically outlined. Note that assessment charts may need to be
modified depending on the specific needs of the student.

Facility and Equipment

These two sections outline the recommended facility for the lesson as well as the required equipment. In creating an inclusive
physical activity environment, it may be necessary to make certain accommodations and or modifications to the facility and/or
equipment. Creativity and resourcefulness are important factors in creating an inclusive environment.

Be creative
Creativity is an essential component in modifying activities and equipment to accommodate everyones skill level and ensure
success. Some examples of possible equipment modifications and/or accommodations might be to use lighter, larger, or slower
moving equipment (e.g., discs, balloons, beach balls, beanbags); to shorten sticks (for hockey); or to lower goals (for basketball).
There are many more ways in which to modify activities and equipment for an inclusive environment, which are outlined through-
out this resource in the facility and equipment sections.

Disability specific modifications for each of the lesson components are also included. The legend below identifies the modification
categories and symbols. If no specific modification is identified for a disability, refer to the [ALL] symbol. It is important to keep in
mind that not all suggested modifications will be appropriate for all students with the specified disability and teachers may need
to incorporate different strategies to achieve success.

Lesson Legend
[ALL] Can be applied to all disabilities listed below (in most cases)
[A] Upper and lower limb amputations
[CP] Cerebral Palsy
[D] Deaf
[I] Intellectual
[V] Visual Impairment
[W] Wheelchair

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Safety Requirements
Safety should always be the first priority in creating an inclusive activity environment. A list of safety considerations has been
included in this resource to ensure the safety of children is kept as the top priority. It is important to keep in mind that children
and youth with disabilities may require additional safety considerations.

When providing inclusive physical education, the teacher must: ensure that a student who may need assistance has a helper
such as a Teaching Assistant (TA) or a student helper; be familiar with restriction(s) to participation; have an awareness of each
students ability and fitness level, and understand that activity expectations can help avoid injury and create an environment in
which all students feel comfortable and confident to participate fully. Parent(s)/guardian(s) are also an excellent source for
support as they know their childs disability the best.

For more information on safety please refer to the Ontario Physical Education Safety Guidelines: Elementary Curricular Programs and
the Safety Matter section. Further safety considerations are also addressed in the Notes to Teacher section in each lesson.

Warm-Up

The Warm-Up section describes a number of activities intended to gradually increase heart rate and prepare students for physical
activity. The modifications listed in this section outline numerous adaptations that can be made to ensure the Warm-Up activities
are inclusive. Use the suggested adaptations as a guide, keeping in mind that each student is different and may require alternative
modifications to achieve success.

Minds On
It is important to bring students together in order to share and clarify the lesson Learning Goals. This way you ensure
understanding of important safety considerations. Demonstrations, allowing extra time for reflection and visual cues (such as
displaying discussion topics and student responses on chart paper) can assist students with disabilities.

Action

The Action section describes in detail the activities for the particular lesson. Disability specific modifications are provided for each
activity included in the action component.

Making use of all of your resources

An inclusive environment involves everyone! In the classroom, the support of Teaching Assistants, Educational Assistants, peer
helpers or cross-grade helpers is extremely important to a students success in inclusive physical activity. Student helpers can
provide support by:

retrieving equipment;
assisting in the locker room;
being a partner;
providing clarification and re-direction;
offering encouragement and positive feedback;
being a role model.

Parent(s)/guardian(s) are the true experts and they know their children best. When planning for children with disabilities, it is
important to view parent(s)/guardian(s) as partners. When connections are made and parent(s)/guardian(s) 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.

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Cool-Down

The Cool-Down is intended to gradually decrease heart rate and allow students to stretch the body parts that have been active
throughout the lesson. The Cool-Down section offers possible modifications to consider and Appendices provide additional
information such as diagrams of stretches.

Consolidation

During the Consolidation, students are encouraged to discuss the Learning Goals of the activity in a group discussion. Using chart
paper to record main points of the discussion and allowing extra time for understanding are effective accommodations to ensure
student comprehension and success.

Ideas for Extension

Ideas for Extension provides suggestions on how to extend the lesson if time permits. Modifications are provided for each activity
listed.

Teacher Resource

The Teacher Resource once again outlines the curriculum expectations and provides success criteria for student evaluation.
Depending on the students disability and IEP, some of the evaluation criteria may need to be modified to better meet the specific
needs of the student.

Note for Students on the ASD Spectrum

Due to the diverse needs and behaviours associated with Autism Spectrum Disorders, this resource does not provide specific
modifications for students with autism. Detailed information on guidelines for including children with autism in physical activity
can be found in Steps to Inclusion at www.ophea.net/inclusion

Additional Support

Achilles Canada www.achillescanada.ca

Ontario Blind Sport Association www.blindsports.on.ca
Ontario Wheelchair Sport Association www.ontwheelchairsports.org
Ophea www.ophea.net
Steps to Inclusion http://www.ophea.net/inclusion
ParaSport Ontario www.parasportontario.ca
Special Olympics Ontario www.specialolympicsontario.ca
Variety Village www.varietyontario.ca

Copyright
Copyright 2011 Ophea. All rights reserved. Limited duplication for personal use is acceptable, without permission, provided
suitable credit is given.

ISBN #: 978-1-926555-60-7

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Acknowledgements
Ophea wishes to acknowledge the following writers and reviewers for their contributions to the Adapted Lesson Plans:

Lead Writer
Lorraine Holt, Peel District School Board

Writers
Frank Ferrante, Hamilton-Wentworth District School Board
Monica Moran, Hamilton-Wentworth District School Board
Andrea Pivetta, York Region 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
Erin Koebel, Limestone District School Board

Safety Reviewer
Bob Soroko, Ophea, Safety Guidelines Research Consultant

We gratefully acknowledge the Ontario Government for their contribution to the development of the Adapted Lesson Plans.

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