Support Ideas for PE teachers handling Special Needs Kids.

Who is a special needs child?

It is a child who was born with a terminal illness, terminal disease, is mentally retarded, or suffers from debilitating diseases.

Can Special needs children participate in Physical education sessions? As challenging as that question may appear, laws have provided The Individuals With Disabilities Act(IDEA).

What Opportunity is there for Special needs children under IDEA?

The Individuals With Disabilities Education Act (IDEA) states that “physical education is a required service for children and youth between the ages of 3 and 21 who qualify for special education services because of a specific disability or developmental delay.”

The passing of IDEA provides an opening for the affected children to participate even in a limited way. This aids in the flexing of their motor skills and patterns on stead being idle. Also IDEA has helped challenged kids in the following:

  • Skills in aquatics, dance;
  • Individual and group games and sports (including intramural and lifetime sports); and
  • Creation of specialized school PE planning designs which close curricula gaps between able-bodied students and special needs kids. Kids with disabilities receive just slightly different curricula intake as their able counterparts.
Mental rewiring is required in handling kids with special needs

PE teachers must infuse personal or borrowed creativity to impact challenged kids. There are usually no clearly defined templates for these situations.

Mental rewiring – self-reflection on the part of handlers, especially PE teachers – must involve getting out the box or comfort zones in bringing inspiration to special needs children. Before drafting PE planning templates for both challenged and non-challenged kids, PE teachers and instructors should consider these personal mental rewiring questions below:

  • Can this activity be suited to challenged student?
  • How can I suit it?
  • What better way is there to restructure this to fit special needs kids in this program
  • What should productivity assessment record look like for special needs kids?
  • What examples exist elsewhere in assessing physical activity?
  • How should I motivate other students of my class to accommodate their special needs mates?

In terms of success in these matters, the following matter in succeeding at both planning and supervision of Special needs kids

  • action mindedness;
  • time orientation;
  • providing wholesome assistance;
  • creativity around equipment and what tools are and aren’t relevant;
  • boundaries and assistance; and
  • equipment and distances matter.

Further research and passion in this area coupled with these few tips listed here is needed. Let us keep up the work of inspiring PE teachers and their students: both challenged and unchallenged, going forward.