| Overview: |
Student self-advocacy gets a good start when it begins at the Individualized Education Program meeting. By participating in the IEP, students with disabilities can see how others view their abilities and limitations and they can share their strengths, needs, and futures goals with others. Students can remind teachers of goals, objectives, and accommodations to increase their own participation in activities.
Catherine, the example in this article, had an adapted physical education specialist assigned to her to write appropriate IEP goals and provide consultation. Catherine participated with the class unless she felt she couldn't be successful such as when playing basketball. At those times, she worked on her goals with peers. Her eighth-grade goals were to improve cardiovascular fitness through walking, focus on skills and rules of volleyball that she wanted to manage, and be in a weight-lifting program.
She participated with the class in group aerobics, group stretching, stepping activities, and jump rope where she jumped over the rope while supporting herself with crutches. Catherine also participated in all fitness tests.
To assist students with physical disabilities to be their own self-advocates in physical education:
Educate them about their disability
Develop a rapport to learn about their needs or wants
Provide examples of individuals with similar disability involve in physical activities.
Have them educated peers about their disabilities
Meet often to discuss modifications and address questions
Be a good listener and provide feedback
Do the homework to know how to modify activities. #1949
MacDonald, C., & Block, M. (2005, April). Self-advocacy in physical education for students with physical disabilities. Journal of Physical Education, Recreation, & Dance 76(44), 45-48.
Keyword: Students |
