CONFERENCE/WORKSHOP CALENDAR

This issue focuses on creating an inclusive physical education environment for students with cerebral palsy.  Physical educators often have students with cerebral palsy included in their classes and wonder where to begin. First it is important to understand that, as with most disabilities, there is no one specific description of the student's abilities.  Cerebral palsy is a condition that may affect some individuals minimally and others profoundly.   The key is to get to know the student and his/her abilities and interests.  This information can be gathered from the student, parent(s), school nurse or special education teacher.  Knowing the student's abilities allows physical educators to then focus on how to make the necessary modification in their classes to include the student.  Creativity is one of the most important qualities that the physical educator can have.   Caring about all students is the other.   Hopefully, this issue of the web page will provide some useful information.  If you have any questions or thoughts that you would like to share please contact the editor.   Cindy Piletic, Ph.D. Adapted Section Editor

Tips for modifying equipment

Create lighter rackets out of 2 plastic plates and a paint stirrer. Create lighter rackets out of a hanger and some panty hose material. Use velcro to assist the student in holding onto the racket, hockey stick, etc. Put a piece of cardboard in front of the student's wheelchair and have it go down to the floor so that the student can stop a hockey puck or soccer ball with chair and also "dribble" the implement. Use larger, lighter, and slower objects for catching (i.e. balzac balls and beach balls)

Allow time for relaxation training.  Stopping to relax will help reduce fatigue. Work to develop strength and flexibility. Include activities for eye-limb coordination and sensorimotor development. Focus on developing both the non-affected limbs and the affected limbs. Increase the boundaries and targets for activities. Use soft-textured and slow moving implements for manipulative games. Substitute walking for running, bouncing for throwing, striking stationary objects instead of moving objects, striking for throwing activities, and slow activities for fast activities.

For more information about Physical Education for individuals with cerebral palsy, check out the Texas Woman' s University Project INSPIRE web site re: physical education

Movement is learning; movement is life.  No matter how disabled a child, movement can make a difference in his/her life.  Movement can help a child become oneself.  If a child can move, he/she can become more of a master of the environment rather than being controlled by it.   -Jane R. Evans

Did you know?

The United States Cerebral Palsy Athletic Association has changed it's name to:  National Disability Sports Alliance. Cerebral palsy is the most common physical impairments of school age children. Individuals with cerebral palsy often experience primitive reflexes and are frequently slow to develop equilibrium. It is thought that 50% of individuals with cerebral palsy also experience difficulty with depth perception and tracking objects.

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Contribute YOUR Ideas

If you have ideas, comments, letters to share, or questions about particular topics, please email one of the following Adapted PE Section Editors:

	Carol Huettig
	Cindy Piletic
	Kristi Roth
	Chris Stopka
	Sue Tarr

Questions to Ask, or Thoughts to Share?

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Cerebral Palsy is a lifelong condition resulting from a nonprogressive lesion on the brain before, during, or soon after birth (before the age of five years) that impairs voluntary movement.   Classification of individuals with cerebral palsy relies upon the limbs that are affected and the motor patterns that are evident. The degree to which the limbs are affected ranges from little physical disability to serious involvement.  monoplegia (single limb involved) hemiplegia (both limbs on one side affected with the arm most affected) paraplegia (both legs affected with arms not affected) quadriplegia (all limbs affected to the same extent) diplegia (all four limbs affected with more extensive involvement of the lower limbs) Types of CP include: spastic (increased muscle tone which makes free movement difficult) athethosis (overflow of purposeless, involuntary, writhing movements) ataxia (difficulty in balance and organization of muscle groups, often hypotonia or floppiness) mixed (least common types of CP where there is a mixture of the characteristics of spasticity and athetosis) Individuals with cerebral palsy range in the degree of impairment from mild to severe.  Mild impairments usually refer to minor deficits in precise fine motor skills.  Moderate impairments indicate that both fine and gross motor skills are affected; speech may also be effected.  Severe impairment refers to individuals who require assistance from others to survive.

Teaching Tips

Transition: grouping students Physical educators group students for activities a number of different times during a class.  At a recent presentation  Dr. Pangrazi (Arizona State University) stated that if the transition is quick and the students are engaged there is less time for delinquent behaviors.    Tips for grouping students Use a signal to get students to freeze with their eyes on you.  Then use the phrase "toe to toe"  Students then match toes with another student closest to him/her Whistle, clap, etc. the number of students needed for each group. Students immediately match up with that number of students and sit down. Random grouping for 2 to 4 equal groups.  Begin with the above mentioned method.  Then one person for each group get on one knee.  The person left standing move to one side of the gym, and the person kneeling move to the other side.

Discussion Questions: Grading  Students with Disabilities

As physical educators are being asked to be more accountable for the learning that is occurring in their classes.  A question comes up - how do you grade and is your grading different for students with disabilities who are included into your classes? If so why?   Please share your thoughts on this with Cindy Piletic, Western Illinois University