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Kinesiology 120 > Inclusion > Flashcards

Inclusion Flashcards

1
Q

What is inclusion?

A

to contain as part of a whole

no matter what everyone can take part

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2
Q

What is integration?

A

Incorporating activity/facility etc.

-Needs something added so everyone can take part

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3
Q

How do inclusion/integration work in an educational setting?

A
  • Educating all students with disabilities in regular education and regular classes
  • providing appropriate educational programs based on ability/needs for support to ensure success
  • opportunity for all students to develop skills to learn, live and work in society
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4
Q

Is Inclusion/integration a process or a product?

A

process

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5
Q

In what ways does inclusion/integration suggest that diversity is valuable?

A

focuses on capabilities, all people are worthy, an array of contributions

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6
Q

Based on Social Inclusion, what are the goal areas?

A

learning social behaviors, facilitate equal status relationships, reduce social isolation, start and maintain relationships, skills necessary for specific things

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7
Q

What are the values of inclusion?

A

uniqueness, empowerment, belonging, security, purpose

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8
Q

What are the 3 types of inclusion?

A
  1. Physical
  2. Instructional
  3. Social
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9
Q

What are the characteristics of an inclusive environment?

A

decision making, social interaction, no stereotyping, personal meaning, responsive, achievement, resourceful, balance of experience

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10
Q

What are the risks of inclusion?

A

embarrassed (don’t feel like part of the group), rejection, safety in PA, vulnerable

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11
Q

What are the benefits of inclusion for PWD?

A
  1. learn social skills, more friendly environments, learn with natural cues/consequences
  2. stimulating/motivating environ.
  3. learn appropriate skills (greetings, age approp. clothing)
  4. Age appropriate role models who don’t have disabilities
  5. participation in variety of school activities (suited for age and neighborhood)
  6. New friends who don’t have disabilities
  7. integration of parents, special ed. teachers, staff into regular schools (relationships, less isolation)
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12
Q

What are the benefits of inclusion for Professional Staff and students without disabilities?

A
  1. Special ed. teachers have higher expec. for students w/ disabilities
  2. special ed. teachers learn what is approp. for students w/out disabilities.
  3. student attitudes towards PWD improve(less fears, teasing, stares, etc.)
  4. Students w/out disabilities learn to appreciate indiv. differences.
  5. future parents of kids w/ disabilities, future teachers (etc.) learn to face PWD with greater knowledge and understanding
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13
Q

What are the steps to Facilitate Inclusion?

A
  1. Enhance your attitude
  2. Improve Other’s attitudes
  3. Use sensitive terminology
  4. Encourage integration
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14
Q

Before we can enhance our attitudes, what do we need to be aware of?

A

-attitudes are based on our experiences with PWD

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15
Q

How can we enhance our attitudes to facilitate inclusion?

A

attend presentations, be self aware, direct contact

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16
Q

Before we can improve others attitudes, what do we need to be aware of?

A

People fear what they don’t know, what is different

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17
Q

How can we improve other’s attitudes?

A

focus on similarities, view people as part of humanity, person-centered approach
-structure interactions, encourage personal contact, promote joint participation, effective communication

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18
Q

What to we need to be aware of regarding the use of Sensitive Terminology?

A
  • using insensitive terms creates tension
  • sensitive terms shows a positive attitude toward PWD
  • people first philosophy
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19
Q

How can we use sensitive terminology?

A

focus on similarities, person first, emphasize individual abilities, dignity and respect for each individ., be consistent with term.

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20
Q

How can we encourage integration?

A

know the benefits of inclusion/integration, be aware of barriers, facilitate self determination, advocate for services

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21
Q

What are the 2 types of barriers to inclusion?

A

Internal & External

22
Q

What are some internal barriers to inclusion?

A

lack of: physical ability, time, confidence/motivation, awareness of the benefits of PA, awareness of opportunities,
-perceived attitudes of others

23
Q

What are some external barriers to inclusion?

A

architectural accessibility, prohibitive costs, discriminatory practices/policies, lack of staff or training

24
Q

What are the 9 steps to the “Inclusion Process”

A
  1. Obtain Information
  2. Identify Support
  3. Define Safety Concerns
  4. Assess Skill
  5. Set Realistic Objectives
  6. Contribute to I.E.P
  7. Select Activities
  8. Make Modifications
  9. Implement & Evaluate
25
Q

What is involved in “obtain information” of the Inclusion Process?

A

info about participant: age, skill/fitness level, interests/goals
behaviours/attitudes towards active living
past PA experience
nature of disability and activity
venue (where activity will be held)
requirements for activity

26
Q

What is involved in “Identify Support” of the Inclusion Process?

A

Identity persons who currently support

participant, family, teachers/program leaders, therapists, comm. organizations, friends, volunteers

27
Q

What do we need to be careful of when identifying supports?

A

We need to recognize and respect when no support is needed.

28
Q

Regarding “Define Safety” of the Inclusion Process, what are the 4 aspects that can be affected by safety?

A

Participant, Environment, Equipment, Instruction

29
Q

How can we ensure safety of participants?

A

Respect personal space, protective/appropriate clothing/equip., aware of disability if it relates to participation (seizure triggers, breathing difficulties.)
know partic. limits, environ. factors (sunscreen, hats,)

30
Q

How can we ensure safety with the equipment?

A

protective equipment, in good condition, assistive devices in working order, age/skill approp. equipment,

31
Q

How can we ensure safety within the environment?

A

set up to ensure safety, consider surface (gravel), temperature issues (weather, pool), familiarize participants with environment, cleanliness, reduce clutter, good lighting, proper signage

32
Q

How can we ensure safety within instruction?

A

clear concise instruction, eye contact, clear path to instructor, cues/prompts, use rules, have a clear STOP signal

33
Q

Based on the “Inclusion Process”, why is assessing skill important?

A

-cornerstone of programming, implementation & evaluation

needed to ensure individuals receive appropriate instruction

34
Q

Based on the “Inclusion Process” how do we set realistic objectives?

A

objectives lead to the ultimate goal, info from assessments help identify objectives, objectives are SMART

35
Q

In regards to objectives, what does SMART stand for?

A 
Specific
Measurable
Attainable
Realistic
Timely
36
Q

In the “Inclusion Process” we must contribute to I.E.Ps, what are they?

A

Individualized Education Plan

parents may share with you

37
Q

Based on the “Inclusion Process”, how do we select activities?

A

appropriate for interests, age, capabilities

based on: expressed interest, program, situational, resources, facility, etc

38
Q

Based on the “Inclusion Process” when should we modify?

A

when necessary, to the extent necessary, without jeopardizing the purpose of the activity

39
Q

What elements can modifications be made to?

A

Participants, Activity, Equipment, Environment, Instruction

40
Q

When modifying activity based on the “inclusion Process” what things should we use as guidelines?

A

Create opportunities for success, encourage cooperation rather than competitiveness, be aware of group dynamics, strive for inclusion rather than elimination

41
Q

When modifying activity based on the “Inclusion Process”, what 2 subcategories can be modified?

A

Skill level and rules

42
Q

What ways can skill-levels be modified (based on the “inclusion process”) and what are their effects?

A

look in binder

43
Q

What ways can Rules be modified (based on the Inclusion Process) and what are their effects?

A

look in binder

44
Q

What are the guidelines associated with modifying equipment based on the “Inclusion Process”?

A

age appropriate, colorful, auditory, durable, multiple uses, inexpensive, available

45
Q

What variables of equipment can we modify based on the “Inclusion Process” and what do they help with?

A

size, shape, weight, color, texture, density,

speed, distance, timing, force, accuracy

46
Q

What ways can equipment be modified and what are their effects? (based on “inclusion process”)

A

look in binder

47
Q

How can participants be modified based on the “inclusion process”?

A

groupings, role in activity, methods of locomotion

48
Q

Based on the “inclusion Process” how can we modify the environment?

A

size of play area, boundaries/zones, decrease clutter/traffic, decrease distractions, increase visual cues, lighting, orient participants to environment

49
Q

In what ways can we modify the environment (based on the inclusion process) and what are their effects?

A

look in binder

50
Q

Based on the “inclusion process” how can we modify instruction?

A

consult participant, involve participant immediately, begin with least modified tasks, determine future modifications.

51
Q

According to Step of the “Inclusion Process” we need to Implement and Evaluate. How do we do that?

A

observe: communication with others involved with the participant, equipment needs, teaching techniques, activity modifications, peer involvment

Kinesiology 120 (4 decks)

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