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January 3, 2023

Special Education in PE Class: Lesson Planning for Inclusion

Physical education is a crucial part of a child’s growth and well-being. That goes for every kid — including those with special needs — yet one physical education teacher can only do so much without the proper tools and resources.

When it comes to lesson planning for inclusion in PE class, the teachers we know have a number of adaptable games that ensure most every student gets to take part. While the classroom activities in this list will not provide exhaustive solutions for every physical and cognitive condition, we hope these resources provide a guiding light for greater inclusiveness.

Defining PE Inclusion for Students with Disabilities

Before we dive into inclusive physical education activities, it’s important to note how our country’s education system is faring in the mission. Let’s take a look at how we define inclusiveness and examine performance data.

Every child deserves an education that benefits them for the duration of their life. This truth remains a sacred contract between educators and the young people they seek to help. The promise doesn’t change based on a student’s socioeconomic status, learning differences, or physical handicaps.

The National Center on Health, Physical Activity and Disability defines inclusion as such: “All children, regardless of ability or disability, have the right to be respected and appreciated as valuable members of the school community, fully participate in all school activities, and interact with peers of all ability levels with opportunities to develop friendships.”

No one in their right mind would disagree with that statement, but for students with physical disabilities, inclusive physical education means evolving lesson plans and acquiring appropriate equipment with each new cohort of students. In other words, blanket proclamations provide a mission statement, but not necessarily a plan of action.

Unfortunately, public K–12 schools have a lot of catching up to do. Data from the Centers for Disease Control and Prevention highlight the need for inclusive lesson planning in PE classes.

• 76% of students with physical, cognitive, or medical conditions are not receiving the recommended hour of physical education per day.
• 55% of schools provide only traditional physical education.
• Only 26% of schools are able to provide both adapted and traditional physical education.

While these numbers reflect a dire situation, the stats don’t consider how a lack of funding and resources often makes inclusion a difficult task. We hope these games help PE teachers create a more inclusive gymnasium that adapts for students of all abilities and differences.

Games for PE Inclusion

There is so much to consider when lesson-planning for an inclusive PE class. Every student’s situation is completely unique, so games for PE inclusion will be different from class to class. It never hurts to reach out to a parent, special education teacher, or occupational therapist to help you brainstorm how to modify activities.

On that note, students’ level of ability will change with each passing year. Some things to consider are:

• The use of a wheelchair, cane, or walker
• Visual and hearing impairments
• Students who are nonverbal
• Children with sensory needs
• Kids with extreme social anxiety

To that end, TES Therapy suggests modification strategies such as:

• Changing the distance or time requirements of physical education activities
• Larger, softer, and lighter weight sports balls and bats for students who have limited motor skills
• Lowered tennis and volleyball nets for students who have limited motor skills
• Allowing for walking instead of running

With these complicated truths in mind, let’s take a look at some games for PE inclusion you might use in your class. While they cannot offer exhaustive solutions, we hope teachers can use these frameworks as adaptable lessons.

Free-form dancing : With free-form dancing’s emphasis on non-choreographed movement, almost every kid will be able to participate. Depending on their abilities, children can move their legs, arms, or even just their heads. There need not be an emphasis on the speed or vigorousness of movements so that all students can move according to their abilities.

Breathing exercises : While breathing itself doesn’t involve much exercise, mindfulness techniques enable students to listen to their bodies, which is very much a part of physical education. Breathing exercises can involve counting breaths as a group, or having students take deep breaths as they relax major muscle groups.

Chair aerobics : These activities allow for more students’ involvement. Depending on students’ abilities and limitations, chair aerobics might include alligator claps, swim arms, shoulder shrugs, leg lifts, flutter kicks, and marching in place.

Adjustable limbo : The rope height must be adjustable for kids who can’t bend down. If there are students who need accommodations, PE teachers can create a more inclusive environment by toning down any competitive or score-keeping elements.

Color matching : Give each student or group hoops of various colors. Place gym equipment that matches those colors at the opposite end of the gym. Ask students to retrieve an item that matches the color of their hoop. Kids who have physical limitations will be able to participate by identifying the location of the appropriate color.

Freeze : Put on music and ask your students to move or dance. When the music stops, they have to stop what they’re doing and stay in as perfect a tableau as possible.

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Best Adapted and Inclusive PE Games

Looking for the best adapted and inclusive PE games for your students? Adapted physical education involves PE games and activities that have been modified to accommodate students with disabilities or who have gross motor delays.

We applaud PE teachers, run club coaches and schools looking for ways to provide a more inclusive physical education curriculum for diverse groups of students! After all, students with physical or other disabilities are, first and foremost, students. The following PE games, activities and modification strategies are great for groups of students with varying needs and abilities.

Activity: Dance Warm-Up

Kids can warm up together for PE class or run club by moving their bodies to music. (Arms, legs, hands, feet and heads all count!) Everyone can first stretch their limbs as a group, and then perform any of the following that they are able to do: waving their arms, bending their knees, rotating their hands, feet and necks, touching their toes, doing jumping-jacks or clapping their hands, and so on. You can incorporate learning about the different muscles by having students call out muscle names, clapping with each one; those who are able can also touch those muscles on their own bodies, such as their biceps, pectorals and quadriceps. Younger students can also have fun warming up their bodies and voices at the same time by roaring and baring their “claws,” making bird squawks while flapping their “wings,” or barking or meowing while crawling on all fours.

Game: Life-Sized Chutes and Ladders

While this game requires a fair amount of equipment and setup, it’s fun for players of all ages and abilities, and a great choice for giving students practice in taking turns while developing their fitness skills.

Lay out a long rope (or series of ropes) on the floor of the gym, arranging it in a path with several straight sections as well as a few bends to change the path’s direction. Then, lay hula hoops interspersed with foam squares along the path, and set cones — weighted, if possible — at each turning point of the rope.

Similar to the board game, players take turns by rolling foam dice and then moving that number of hula hoop/foam square “spaces” along the path. Students with impaired vision can use the rope as a guide, while students on foot or in wheelchairs can step or hop in the hoops or wheel alongside them. Landing on a square sends the player back to the start; the first player to reach the end of the rope path wins. Players can also buddy up and assist each other to the finish line.

Activity: Obstacle Course

Students of all abilities can work in pairs to navigate an obstacle course complete with scooters for pulling each other along, hula hoops for stepping or crawling through, ropes laid out on the floor to create a path to follow, a parachute for whole-group play, and more.

Game: Balloon Polo

Students can use pool noodles to tap balloons, keeping them aloft in the air. They can divide into teams, set up goals (hula hoops and large open boxes both work great), and follow basic rules about passing to teammates, making goals, scoring points, and what to do when the balloon touches the ground.

Game: Soccer

Adapting classic team sports like soccer involves making simple shifts, such as having students walk or wheel instead of run; reducing the size of the playing field and clearly delineating boundaries; and using a larger, softer or lighter-weight ball instead of a traditional soccer ball. Players can also be allowed to use their hands in order to hit the ball or pass it to a teammate. Players in wheelchairs can hold the ball on their laps while they wheel across the playing space. (Note that similar adaptations can apply to other classic team sports such as basketball, softball and more.)

Activity: Cultivate Mindfulness

PE teachers and coaches know that mindfulness plays an important role in physical education, and it can also have a positive effect on students’ academics as well as their moods and self-confidence. Best of all, students of all abilities can practice mindfulness, cultivate related skills and reap the benefits.

Start with one of the simplest mindfulness activities: counting your breaths as you breathe slowly in and out as a group. Another great and simple activity involves taking slow, deliberate breaths as you talk your students through relaxing each major muscle group, starting with the head and neck and working downward.

Game: Bowling

Adapted bowling is fun and easy for students of all abilities, and it’s simple to set up. Stretch exercise bands between the legs of a chair or desk so that students can use their hands or feet, or enlist a partner, to slingshot a ball across the floor toward bowling pins. Balls can be foam, yarn or any other type that is appropriate for your students; pins can be plastic cones, blocks, smaller balls, or anything else that works. For students with visual impairment, use tape on the floor to mark off the optimal path for the ball.

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Making PE More Enjoyable for Students With Physical Disabilities

For many of these students, physical education activities can be difficult. Personalized stories that cast them as their favorite hero may motivate them to persevere.

It is 11:28 a.m. on a Friday, and I (Nicole) walk into a second-grade classroom and tap Evan on the shoulder. Evan, who typically dislikes physical activity because he easily fatigues, lights up when he sees me.

“Are we doing a ninja adventure in adapted PE today?” he asks.

He skips and hops with excitement to the gym, where I have set up an obstacle course and placed a ninja adventure story on the floor nearby. Evan grabs the book and lies on the yoga mat, ready to begin. I’ve been working with Evan for months, and his willingness to get started is a major accomplishment.

Personalized Physical Education

For many of my students with disabilities, completing tasks that require movement, strength, or endurance can be difficult and overwhelming. Many have low muscle tone or other mobility-related challenges. I’ve found that the best way to get them to engage in physical activity is to use a set of characters they love—most often from a movie or TV show—and design a book featuring these characters. So far, I’ve created books featuring Super Mario, Marvel, PJ Masks , Toy Story , Lego Ninjago, and Sonic characters.

At the beginning of the year, I play an interview-style game with each student to learn about their preferences and the types of characters and activities that are most motivating for them. This helps me to engage with each student about a topic they love, build rapport, and make our sessions more enjoyable.

Each book I create includes up to 10 physical education tasks (one per page). Each page includes a picture of the character, a brief narrative, and related physical activity. For example, a character might need an escape route, so the page might direct a student to walk across the balance beam four times to help the character escape.

Every page includes a large number to indicate the number of each step the student is on (for example, a “4” to designate the fourth task, so that students understand how much longer they need to work) and a simple Boardmaker picture of the activity (for example, a stick figure on a balance beam). This helps ensure that the most important information on each page is accessible to students of all abilities, whether I read the narrative to them or they do.

The tasks I choose for each book are determined by each student’s individualized education program (IEP) goals. For example, a goal might be: “Using a narrow base of support (feet close together), Evan will demonstrate the ability to remain balanced while engaged in dynamic movement exercises in four out of five opportunities.” To improve Evan’s dynamic balance skills, we might start by working on balancing on a line on the floor, then move to a balance beam that is a few inches off the floor, then to a balance beam that is a few feet off the floor.

When Evan demonstrates some control over his balance at each stage, I might introduce skills such as bending over and picking up a beanbag every few steps without falling off the beam or catching a ball that is thrown. These skills can be easily tied into our stories, which helps make the skills feel less repetitive to the students as they are learning and mastering each one.

For each student I see once a week, like Evan, I create a new storybook for each session. While it’s a lot of work, I can easily edit the skills we are working on at the bottom of the page so that I can use the books with other students too. In each session, students are excited to see what the characters are going to do and are active participants in their learning.

Benefits of This Strategy

These books have a positive effect on my students. First, the consistency and predictability of using the stories each week eliminated many of the behavioral issues some of my students exhibit in other classrooms. The books provide a routine that is highly engaging and reduces student frustration. In particular, the predictable structure reduces cognitive load, which is particularly important for my students who have other disabilities that tax their working memories. Students feel safe and supported and behave with increased levels of calm and enthusiasm.

In addition, students make strides in their physical abilities and confidence. The stories provide them with opportunities to practice agency by communicating that their physical efforts are important and even necessary—they are helping to save the day as the hero. As a result, students work harder at physical tasks they otherwise avoid or refuse. Consequently, I can set farther-reaching IEP goals for students’ motor skills and meet their IEP goals more fully. In addition, students gain more confidence in their abilities as they improve. When they join their peers in general physical education classes, I see a difference in their performance and confidence.

As a bonus, I see my students being more open and receptive to creating meaningful relationships with their peers during their general PE class. Despite the research on inclusive education, many disabled students who receive special education services spend most of their academic time outside of the general education classroom, so it’s difficult to make friends with their peers and have appropriate social experiences. When they’re included in the general PE classes, my students find peers with whom they want to connect, and my bond with my students allows me to facilitate my true goal as an adapted PE teacher: making schools inclusive for students with disabilities.

I spend my school year watching my fair share of children’s TV shows, but it pays off when I can chat with my students about the characters they love, watch a student proudly walk a balance beam unassisted, or cheer on a student’s enthusiastic participation in a game of basketball with their peers. 

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Inclusive PE Curriculum

Ensure all abilities participate successfully in physical education! SPARK Inclusive Guidebook includes strategies for including students with disabilities in general PE. Get students active appropriately while learning key concepts that align with national and state standards. Proven again and again, the SPARK PE program produces positive results that impact all students for a lifetime.

This isn’t just a curriculum – you also get training and content-matched equipment packs. SPARK PE curriculum is designed to address specific age groups and abilities, and each set is researched-backed with effective, specific tools and lesson plans for teachers.

Focus on adapting lessons and equipment so K-12 students of all abilities can participate in PE. Created to help teachers adapt lesson plans and equipment, the SPARK Inclusive Guidebook ensures students with disabilities are included and successfully participate in physical education. Content helps teachers understand what and when to modify and is organized by skill adaptation, disability category, or disability-specific lesson plans. This content can be used on its own or with any of the four SPARK PE modules or After School curriculum. Choose the guidebook in a digital or print format, or purchase them together in a Complete Set.

SPARK Inclusive Physical Education program is made up of three key components:

Inclusive Physical Education Curriculum

This inclusive guidebook focuses on adapting lessons and equipment so K-12 students of all abilities can participate in PE with their classmates. Teachers learn how to adapt lesson plans and equipment, and content helps teachers understand what and when to modify. Find disability by category and disability-specific lesson plans. This content can be used on its own or with any of the four SPARK PE modules or After School curriculum.

Inclusive Physical Education Development & Teacher Training

Bring SPARK to life and ensure program longevity with engaging, personalized trainings! The SPARK Inclusive PE curriculum is not just a book, it’s a program. Over the years, SPARK has tested numerous instructional strategies that are best conveyed during face-to-face training opportunities. The “what to do” (the lesson plans) come alive when the “how to do it” is provided via SPARK training. SPARK workshops are fun and “hands-on”, and teachers are motivated by SPARK’s dynamic and knowledgeable trainers. To learn more or schedule your SPARK training, contact us at 833-73 SPARK or [email protected].

Inclusive PE Equipment Packages

All the quality equipment you need to successfully implement your Inclusive PE program! Proper equipment is the key to successfully implementing any curriculum. These hand selected equipment packages were designed specifically for the Inclusive PE program and include everything you need to properly instruct each activity in the SPARK curriculum. And best of all, each package is made up of the industry’s top-quality equipment exclusively from GOPHER!

SPARK Inclusive Physical Education curriculum is available in two options to meet the needs of your program

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Just do adapt it., nike inspires action with “just do it.” yet for our athletes in adapted physical education, sport, fitness, and recreation, we champion “just adapt it.” this inclusive motto underscores the importance of personalized, supportive environments across all domains of physical activity, ensuring accessibility and success for every individual, regardless of their abilities. “just adapt it.” is a call to action, urging communities, educators, and participants to embrace diversity and to contribute to a world where physical activity is a source of joy and accomplishment for all. join us on this transformative journey, and together, let’s adapt, include, and celebrate every step of the way., explore adapted sports diy equipment inclusion teacher tips assistive technology downloads professional development assessment unit outlines adaptive training autism data video models store teaching tips.

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How to Integrate Social and Emotional Learning in PE to Improve Classroom Climate

Have you ever been stunned when your best student acts out of character with inappropriate words or actions? When was the last time a student seemingly lost control and did something impulsive that hurt someone else physically or emotionally?

Unfortunately, these types of incidents are becoming more and more prevalent in classrooms across the country. It’s time to integrate social and emotional learning in PE — and throughout the school day.

Social and emotional learning (SEL) enhances students’ ability to succeed in school and beyond by teaching them how to self-regulate their emotions, problem solve, make responsible decisions, maintain positive friendships, and more.

Social and Emotional Learning in PE

Teaching SEL through health and physical education helps students navigate many of the challenges they face each day. It promotes academic achievement and positive social behavior, while reducing conduct problems, substance abuse and emotional distress.

One challenge many physical education teachers have is they don’t know the best way to integrate social and emotional learning in their PE program. Others overlook SEL entirely.

I understand that it seems like “something added to your plate,” but trust me, it will save you and your students valuable learning time throughout the year.

Understanding the value of SEL and the role it can play in developing the whole child, SHAPE America has been proactive and innovative in developing the Crosswalk for SHAPE America National Standards and CASEL SEL Core Competencies , which embeds SEL competencies into the SHAPE America National Standards and Grade Level Outcomes for K-12 Physical Education. 

Using the PE/SEL Crosswalk Document

How do I use the Crosswalk document to integrate SEL and meet PE grade-level outcomes? When planning, I use backward design. I first look at the Crosswalk, SEL competencies, and grade-level outcomes to determine what I want students to achieve.

Using my knowledge of students, I plan developmentally appropriate activities that will meet the needs of those students.

For example, one grade-level outcome for third grade is “Describes the positive social interactions that come when engaged with others in physical activity” (S5.E4.3). To meet this, I created a partner “copycat” activity where one student led an exercise/dance while the other copied, then switched roles.

The activity ended with a partner discussion. As I walked around with my rubric, I listened as students shared how much fun they had because they were able to be creative, express themselves using their own funny faces, and socially interact. They felt important when they were the leader (voice/choice).

These discussions, along with a Plicker self-assessment at the end, allowed me and the students to know whether they met that grade-level outcome.

Improving Classroom Climate

One way to see significant results when trying to create a positive classroom climate is by planning purposeful lessons that naturally embed SEL competencies within the PE curriculum rather than simply adding an SEL strategy at the last minute.

Creating a student-centered environment where students apply these concepts within activities helps deepen understanding and increases the chance of retaining the information. It’s also important to establish strong relationships with students. Take time to get to know each child individually. Ten years from now, they might not remember each lesson you taught them, but they will remember how you made them feel.

At my school, I start by teaching my students grade-level outcomes relating to SEL to establish a positive, welcoming culture. Then, I revisit them frequently after that month. Below is a planning progression (created by Casey Barclay and Joe Burch ) that I use to develop my first month’s curriculum, as well as examples of activities I use.

Level 1: Building a Classroom Community I have students answer ice-breaker questions like “What superhero power would you choose and why?” New friendships develop as students quickly discover they have more in common than they thought. This is also where I share a bit about myself and show my students that I am a real person too.

Level 2: Communication We practice using a positive tone of voice when things don’t go as planned, which helps students better handle future disagreements. We play “Line Your Manners” (from Randy Spring ), where students practice approaching others, greeting them by name and with a handshake, playing “Rock, Paper, Scissors,” and showing empathy as the winner lets the other pass.

Level 3: Cooperation We practice by doing many team-building activities. One example is “Hula Hut Relays,” where students have six hula-hoops and must work together to build a hula hut as fast as possible.

Level 4: Problem-Solving Students use “Rock, Paper, Scissors” to solve small problems. For practice I have them do a warm-up called “Run the Bases,” where students challenge others at their base to a “Rock, Paper, Scissors” match. They finish with a handshake, and the winner gets to move on to the next base while the other student challenges someone new at the same base. Bigger problems are solved at the “Conflict Corner” (see below). Being proactive and having students practice this method early on gets them familiar with it, so they can easily use the method to solve problems during future activities.

Level 5: Trust We do an activity where every student holds an Uno card face out on their forehead (without looking), and everyone must silently find their group based on their color. Students have to trust each other that they are being sent to the correct group.

By proactively teaching SEL competencies and using these levels, students learn real-world skills that will benefit them now and in the future.

Use Visuals to Convey SEL Concepts

Having visuals for students to see and use in your learning space can help as well. Here are four posters I have in my PE room. They convey significant skills and concepts that can be transferred to other settings.

We reference these posters daily. They help my classroom run smoothly, while also helping students develop competency in many SEL skills and grade-level outcomes.

Poster 1: “The Good Sport Code” (from Ben Landers ), emphasizing being grateful for playing, and how to congratulate opponents if they win.

Poster 2: “Be the Nice Kid.” Don’t worry about comparing yourself to others. Be nice and everything else will fall into place.

Poster 3: “Calm Corner” (from Dan Hill), where students can visit to calm down if needed, teaching self-regulation and coping skills.

Poster 4: “Conflict Corner” (from Ben Landers ), where students can visit and solve conflicts with another student. They realize they don’t need me to solve everything. After all, they will have to do this on their own in the real world, so I might as well prepare them now.

End-of-Class SEL Integration

Near the end of each lesson, I have students complete an exit ticket. Below is a Plickers student self-assessment example I have used (from Ross Chakrian ). These self-assessments hold students accountable for their actions, while also giving me an opportunity to meet privately with students who answered differently than what I observed, clarifying any confusion.

We finish each class with a “Mindful Minute,” which I learned from SHAPE America’s health. moves. minds. ® program . I have students close their eyes and listen to peaceful music. Students pretend to be in their “happy place” and we focus on breathing in through the nose and out through the mouth, which helps them calm down before heading back to their classroom.

Additional Resources

• Incorporate SEL with SHAPE America’s health. moves. minds. ® program
• Tips for Teaching SEL in Your Skills-Based Health Classroom
• Social Justice, Equity, Diversity, Inclusion, SEL
• Social and Emotional Learning: What Health and Physical Educators Should Know
• Crosswalk for SHAPE America National Standards and CASEL SEL Competencies

Kyle Bragg is a National Board Certified Teacher, as well as the 2018 Arizona Elementary PE Teacher of the Year. He received his bachelor’s degree at Illinois State University and his master’s degree from Nova Southeastern University. Kyle utilizes technology to create developmentally appropriate lessons, which allow students to experience success and improve their physical literacy. Follow him on Twitter @ElemPE1 .

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Differentiating Instruction for Students with Disabilities

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Inclusive School Physical Education and Physical Activity

All students, regardless of ability, should get the recommended 60 minutes or more of daily physical activity . Schools can help all students meet this recommendation by providing equal opportunities for students with disabilities . 1 Creating an inclusive culture for physical education and physical activity helps every student learn to lead a healthy and active lifestyle.

Inclusion means that, “All children, regardless of ability or disability, have the right to be respected and appreciated as valuable members of the school community, fully participate in all school activities, and interact with peers of all ability levels with opportunities to develop friendships.” 2

Inclusive physical education and physical activity:

• Includes students with disabilities in regular physical education classes. Specifically, teaching strategies, equipment, environments, and assessments have been adapted to meet the needs of all students.
• Supports students with disabilities who want to participate in other physical activities before, during, and after school.
• Encourages students with disabilities to have the same roles and experiences as their peers who do not have a disability during physical education and other physical activities.

Download the research brief [PDF - 1 MB] , Inclusion in School Physical Education and Physical Activity .

Federal law requires states, districts, and schools to provide children and adolescents with and without disabilities equal opportunity to participate in physical education and physical activity. 3

• The Americans with Disabilities Act (ADA) bans discrimination on the basis of disability. 4 Therefore, schools are required to comply with the accessibility requirements of the ADA and provide appropriate physical education and physical activity opportunities for students with disabilities.
• Section 504 of the Rehabilitation Act and Title II of the ADA are federal civil rights laws that prohibit disability discrimination, including in schools. 5
• The Individuals with Disabilities Education Act (IDEA) provides for a “free appropriate public education” in the “least restrictive environment” to all children with a disability. 1 IDEA also states that students with disabilities are to participate in physical education with children without disabilities to the maximum extent appropriate. IDEA includes language for instruction in physical education that may be a part of the special education services prescribed in students’ individualized education program (IEP) , a legally binding document that has been tailored specifically to a child’s educational needs.

Schools are required to have adequate policies and practices that align with the federal policies for inclusion. Schools also need to be aware of any additional policy guidance from their state or school district. At the state level, relevant policy information might be found in the 2016 SHAPE of the Nation report and NASBE’s state policy database . 6,7 At the district level, expectations for inclusion might be found in the local wellness policy. 2 See examples of model wellness policies for inclusion .

Most school districts require schools to meet the physical education needs of students with disabilities by 8 :

• Including accommodations in physical education in 504 plans or IEPs (98%).
• Mainstreaming into regular physical education as appropriate (97%).
• Providing adapted physical education as appropriate (91%).

Among schools that have students with disabilities, 91% include physical education in IEPs or 504 plans for these students. 9

Among schools that have students with disabilities, 62% require students with long-term physical, medical, or cognitive disabilities to participate in physical education. 9

However, 52% of schools exempted students with cognitive disability, and 86% exempted students with long-term physical and medical disability from physical education. Both percentages increased between 2000 and 2014. 9

More information and data can be found in CDC’s research brief, Inclusion in School Physical Education and Physical Activity [PDF – 697 KB] .

Below are six actions state leaders can take to promote inclusion in physical education and physical activity at the district and school levels.

• Share any state laws, policies, and guidance for participation in physical education and physical activity for students with disabilities with district and school staff. This includes policy language around inclusive physical education and physical activities, adapted physical education, professional development for administrators and staff about building a culture of inclusion, and certification of staff working with students with disabilities.
• Share your state-level data about students with disabilities with educational and health leaders. The National Survey of Children’s Health provides an interactive data query site that you can use to identify state estimates about students with disabilities. Starting in 2020, CDC’s School Health Profiles survey will have two questions related to inclusion.
• Identify and reach out to state and district partners that are already leading inclusion efforts and look for opportunities to collaborate. Potential partners include state disability program staff, Special Olympics state affiliates, local university departments working on adapted physical education and inclusion, state Society of Health and Physical Educators (SHAPE) America affiliates, adapted physical education specialists, adapted sport programs or clubs, and allied health–occupational, physical, and speech therapists. CDC funds 19 states under the State Disability and Health Programs .
• Conduct a brief assessment of current activity and needs. This assessment should identify any current activities for inclusion at the state and district levels (e.g., programmatic efforts, built environment improvements, funding, professional development) and any needs at the district and school levels for inclusion. The National Center on Health, Physical Activity, and Disability’s Community Health Inclusion Index is an example of an assessment tool. It is designed to collect information about healthy living resources and the degree to which they are inclusive.
• Provide training to district and school staff on how to create an inclusive Comprehensive School Physical Activity Program (CSPAP) to ensure that physical activity opportunities are accessible and inclusive before, during, and after school.
• Engage partners and university programs to train current and future school leaders, physical education teachers, and classroom teachers on best policies and practices for inclusion. This could include learning about how to make adaptations and accommodations to facilities, rules, equipment, instructions, and assessment.
• Adapted Physical Education Standards
• Adapted Physical Education Resources for Teachers
• Adapted Physical Education/Physical Activity Workshops
• I Can Do It!
• National Center on Health, Physical Activity and Disability Resources for Educators
• Special Olympics Unified Champion Schools®
• Individuals with Disability Education Act (IDEA), 33 § 1400-1482 (1990).
• National Center on Health, Physical Activity and Disability. Discover Inclusive School Wellness . Birmingham, AL: National Center on Health, Physical Activity and Disability; 2016. https://www.nchpad.org/fppics/NCHPAD_Discover%20Inclusive%20School%20Wellness(1).pdf [PDF – 4.4 MB] . Accessed December 18, 2019.
• U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs. Creating Equal Opportunities for Children and Youth with Disabilities to Participate in Physical Education and Extracurricular Athletics . Washington, DC: US Dept Education; 2011. https://eric.ed.gov/?id=ED524248 . Accessed December 18, 2019.
• Americans with Disabilities Act, 42 U.S. Code § 12101 12102 (2009).
• Section 504, Rehabilitation Act, 29 U.S.C. § 701, as amended through P.L. 114—95 (2015).
• SHAPE America; American Heart Association. Shape of the Nation. Status of Physical Education in the USA . Reston, VA: SHAPE America—Society of Health and Physical Educators; 2016. https://www.shapeamerica.org/advocacy/son/2016/upload/Shape-of-the-Nation-2016_web.pdf [PDF – 1.4 MB] . Accessed December 18, 2019.
• National Association of State Boards of Education. NASBE State Policy Database. https://statepolicies.nasbe.org/ . Accessed December 18, 2019.
• Centers for Disease Control and Prevention. Results from the School Health Policies and Practices Study 2016 . Atlanta, GA: Centers for Disease Control and Prevention, US Dept of Health and Human Services; 2017. https://www.cdc.gov/healthyyouth/data/shpps/pdf/shpps-results_2016.pdf [PDF – 1.5 MB] .  Accessed December 18, 2019.
• Centers for Disease Control and Prevention. Results from the School Health Policies and Practices Study 2014 . Atlanta, GA: Centers for Disease Control and Prevention, US Dept of Health and Human Services; 2015. https://www.cdc.gov/healthyyouth/data/shpps/pdf/SHPPS-508-final_101315.pdf [PDF – 1.9 MB] . Accessed December 18, 2019.

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ChatGPT for Teachers

Trauma-informed practices in schools, teacher well-being, cultivating diversity, equity, & inclusion, integrating technology in the classroom, social-emotional development, covid-19 resources, invest in resilience: summer toolkit, civics & resilience, all toolkits, degree programs, trauma-informed professional development, teacher licensure & certification, how to become - career information, classroom management, instructional design, lifestyle & self-care, online higher ed teaching, current events, teacher lesson plans for special education students.

For educators, keeping a classroom organized and structured can be difficult. For special education teachers, it can sometimes seem impossible. Teacher lesson plans help educators enter a class prepared with objectives and strategies for their goals. However, special education requires a lot of extra effort, changing plans when they go awry, helping students struggling to comprehend material and working hard to achieve the main objectives.

While many websites offer teacher lesson plans, some are better than others for finding lesson plan ideas and building upon them. After special education teachers develop their teaching style, understand their students’ capabilities and craft realistic goals, they can create their own lesson plans that fit the class’s specific needs and they can use the Internet to help get them started on preparing the right lesson plans.

Creating special education lesson plans

While many lesson plans can be used universally, special education requires a bit more crafting. Even the best special education lesson plans will be catered to a specific class style and level of development. Each teacher must do some added work to decide what parts of the lesson plan need to be adjusted for the class as a whole.

Certain students will also require varying levels of attention in their assignments. Special education teachers know how important it is to individually work around their student’s abilities and lesson plans can incorporate different approaches for specific students.

Learning from experience

Special education teachers learn a great deal from their experience in handling each class. They might utilize some of their past experiences years later with similar students and have new ways of handling difficult situations.

A special education lesson plan might seem like a disaster the first time around, but as the teacher redevelops the outline based on what events occurred, he or she can better prepare for where the objectives did not come through and how assignments and instructions could be better explained.

Where the lesson plan ends

Lesson plans are a crucial part of any teacher’s approach to the classroom. However, they are just one added tool in the educator’s belt. A great lesson plan can help special education teachers maintain better control of their classroom with clearer objectives and purposeful assignments.

As the course unfolds, teachers can make adjustments and rework their lesson plans to accommodate their students’ needs. While a lesson plan may work well with one class, the next year it may bring about a completely different result. Teachers must not get discouraged and instead use their own experiences and the lesson plans of other educators to keep changing their work and preparing for each new class.

Online teacher lesson plans

Technology has embedded itself into nearly every aspect of education. Today, teachers can find lesson plans online to help them get a jump start on the course or compare how others are approaching the curriculum. Many websites showcase free lesson plans and some include categories for special education. Here are some popular websites for finding free teacher lesson plans in special education:

• Teacher Planet
• Teachers.net
• TeAchnology

The importance of top quality

Every teacher knows that the quality of a lesson plan is determined by how well it can be followed during a course. Top-end materials yield more engagement from students who will better follow handouts and assignments and show more interest in the studies.

While there are many online lesson plans available for free on the Internet, another option is to purchase them at sites like TeachersPayTeachers, which lets educators upload and sell their own lesson plans, prompting them to put more effort into their work and allowing other teachers to buy, review and rate each lesson plan.

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Special Educator Survival Guide

Mastering Special Education Lesson Plans: Your Ultimate Guide

Are you ready to master your special education lesson plans up to the next level? Prepare to embark on a journey that will revolutionize your teaching experience and empower your students’ success. In this blog post, we unveil the secrets to creating exceptional special education lesson plans. From the what, how, where, and why of the concept to real-life stories and frequently asked questions, this guide will equip you with the tools and knowledge needed to make a lasting impact in your classroom.

Unleashing the Power of Special Education Lesson Plans

The Catalyst for Extraordinary Learning

How can you transform your special education classroom through effective lesson planning?

Special Education Lesson Plans are more than just a roadmap for instruction. They serve as the catalyst for extraordinary learning experiences. By adopting a structured approach and leveraging tailored strategies, you can unlock the potential of each student and ensure their individual needs are met. In this section, we’ll explore the fundamental components and benefits of special education lesson plans.

Crafting Effective Special Education Lesson Plans

From Vision to Execution

How can I create effective lesson plans that cater to diverse learner needs?

Creating effective special education lesson plans requires careful consideration and intentional design. This section will guide you through the step-by-step process of crafting comprehensive lesson plans that engage and empower your students. We’ll explore techniques for setting clear objectives, differentiating instruction, and utilizing appropriate accommodations. Prepare to discover the power of intentional planning and the impact it can have on student outcomes.

Accessing Resources for Special Education Lesson Planning

Your Toolkit for Success- parts of a special education lesson plan

From engaging warm-up activities to meaningful closure, each component plays a vital role in supporting your students’ individual needs. Join us on this journey as we delve into the essential elements that will empower you to master the art of special education lesson planning.

Setting the Stage for Success

Engaging Warm-up Activities

Every great lesson begins with an engaging warm-up activity that sparks curiosity and activates prior knowledge. Learn how to captivate your students’ attention right from the start by incorporating interactive questions, thought-provoking prompts, or intriguing visual aids. Discover the power of setting the stage for success and paving the way for meaningful learning experiences.

Crafting Clear Objectives

Navigating the Learning Path

Clear objectives provide a roadmap for your lesson and guide both you and your students throughout the learning journey. Discover strategies for formulating concise and measurable objectives that address individualized goals and align with academic standards. Learn how to break down complex concepts into manageable steps, ensuring that your students are on track to achieve success.

Differentiating Instruction

Meeting Diverse Needs

Special education classrooms thrive on differentiation, where instruction is tailored to meet the unique needs of every student. Explore techniques for providing multiple entry points, offering varied levels of support, and implementing accommodations or modifications. Discover the joy of watching each student grow and succeed within an inclusive learning environment.

Engaging Activities and Assessments

Fostering Active Learning

Engaging activities and assessments are the heart of any special education lesson plan. Dive into the world of interactive learning experiences, such as hands-on experiments, collaborative projects, or digital simulations. Learn how to design formative and summative assessments that accurately gauge student progress and inform future instruction.

Meaningful Closure and Reflection

Sealing the Learning

Closure is a critical element of effective lesson planning, as it allows students to reflect on their learning and solidify their understanding. Discover strategies for facilitating meaningful closure activities that encourage student reflection, such as exit slips, journaling, or group discussions. Learn how to celebrate achievements and set the stage for future learning.

You have now explored the key elements that make up a successful special education lesson plan. By incorporating engaging warm-up activities, clear objectives, differentiated instruction, engaging activities and assessments, and meaningful closure, you can create transformative learning experiences for your students. Remember, Cultivating Exceptional Minds is here to support you on your journey. Connect with us for further assistance and explore our Special Education Lesson Plan Template product in our TeachersPayTeachers shop. Let’s work together to unlock your full teaching potential and make a lasting impact in your special education classroom.

Overcoming Challenges and Maximizing Success

Navigating Roadblocks to Achieve Excellence

How can you overcome common challenges in special education lesson planning?

In this section, we’ll address common challenges faced by special education teachers during the lesson planning process. From time constraints to individualized accommodations, we’ll explore practical strategies to overcome these obstacles and maximize success. Discover innovative techniques to streamline your planning, effectively differentiate instruction, and ensure the success of every student in your classroom.

Remember, Cultivating Exceptional Minds is here to support you every step of the way. Connect with us for further assistance, explore our Special Education Lesson Plan Template product in our TeachersPayTeachers shop, and unlock your true teaching potential.

You are now equipped with the knowledge and tools to master special education lesson planning. By implementing the strategies and resources outlined in this guide, you can create exceptional learning experiences that meet the unique needs of your students. Read more lesson-planning tips here in this blog post !

Ready to transform your special education lesson plans? Connect with Cultivating Exceptional Minds today for personalized assistance and explore our Special Education Lesson Plan Template product on our TeachersPayTeachers shop. Let’s work together to create exceptional learning experiences for your students!

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Teacher (Special Education) - Marietta RYDC- Marietta Ga

🔍 georgia - cobb - marietta.

JOB SUMMARY:

Under the direction of the supervisor, develops lesson plans and presents lessons in subject areas to students with disabilities.   Plans, organizes, and implements an appropriate instructional program and learning environment for students.

JOB SPECIFIC DUTIES:

·          Develops Individual Education Programs (IEP), provides instruction, completes data collection and prepares progress reports.

·          Adapts teaching and instructional methods or uses specialized techniques to individualize instruction.

·          Assesses student`s needs, prepares lesson plans, provides instruction and evaluates students.

·          May supervise the work of assigned staff.

MINIMUM QUALICATIONS:

·          Completion of an undergraduate degree from an accredited college or university and be eligible to obtain a Georgia Clear and Renewable Teacher Certificate as required by statute.

·          OR Hold a Provisional Georgia Educator’s Certificate AND eligible to obtain a Georgia Clear and Renewable Teacher Certificate as required by statute.

PREFERRED QUALIFICATIONS:

Preference will be given to applicants who possess all the following:

·          Bachelor’s Degree in Education or Special Education

·          A Clear Renewable Certification SRT- 4 or higher in Special Education General Curriculum (P-12)

·          May Include Special Education (Content Area: ELA, Math, Science, or Social Studies) Cognitive Level (4-8) or (6-12)

·          Knowledge of developing IEPs for students with disabilities

Note:   Prior teaching experience in a youth facility or with at risk youth is a plus but not

THIS IS AN INTERNAL AND EXTERNAL JOB ANNOUNCEMENT

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PLEASE INCLUDE ALL RELEVANT JOB INFORMATION ON THE APPLICATION FOR

CONSIDERATION. ALL APPLICATIONS WILL BE PRESCREENED.

DJJ IS AN EQUAL EMPLOYMENT OPPORTUNITY EMPLOYER

• Requisition ID: EDU0838
• Number of Openings: 1
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• Shift: Day Job
• Posting End Date: May 15, 2024

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