Modifications in Physical Education for Students with Disabilities Modifications can be made in many areas. Equipment modifications, changes n the physical environment, modification of the rules and changes in the movement requirements can all be utilized to provide a more active and successful experience in physical education. Modifications should address the following questions: Will the modifications increase the student’s level of participation? Will the modifications create a safe environment for both the students and the remainder of the class? Will the modification change the essence or nature of the game? Will the modifications help the student with disabilities blend in more or stand out even more than before? Will the modifications create a successful experience for all students? Modifications can be made for certain deficiencies, for specific motor and fitness skills. The following are examples of each of these areas: For a student with limited strength: For a student with limited speed: Shorten distance to move or propel object Shorten distance or change distances for different Use lighter equipment students Use shorter and lighter striking implements Change locomotor pattern Allow students to sit or lie down while playing Equalize competition among teams Allow students to monitor their own fatigue Make safe areas in tag games Use deflated balls or suspended balls Change movement requirements For a student with limited balance: For a student with limited endurance: Shorten distance and playing area Provide bar or buddy for support more rest periods Teach balance techniques (widen base, use arms) Change movement requirements to reduce activity Increase width of surfaces to be walked time Use carpeted rather than slick surfaces Allow student to sit while playing Teach student how to fall Decrease activity time for students Place student near wall for support Lower center of gravity For a student with limited coordination and accuracy: Use stationary objects for kicking/striking Decrease distance for throwing, kicking, and striking Make targets and goals larger Use scarves, balloons, bubbles to enhance visual tracking skills Increase surface of striking implements Use larger balls for kicking and striking Use softer, slower balls for striking and catching Use lighter, less stable pins in bowling-type games.
Modifications in Physical Education for Students with Disabilities Modifications can be made in many areas. Equipment modifications, changes n the physical environment, modification of the rules and changes in the movement requirements can all be utilized to provide a more active and successful experience in physical education. Modifications should address the following questions: Will the modifications increase the student’s level of participation? Will the modifications create a safe environment for both the students and the remainder of the class? Will the modification change the essence or nature of the game? Will the modifications help the student with disabilities blend in more or stand out even more than before? Will the modifications create a successful experience for all students? Modifications can be made for certain deficiencies, for specific motor and fitness skills. The following are examples of each of these areas: For a student with limited strength: For a student with limited speed: Shorten distance to move or propel object Use lighter equipment Use shorter and lighter striking implements Allow students to sit or lie down while playing Allow students to monitor their own fatigue Use deflated balls or suspended balls Change movement requirements Shorten distance or change distances for different students Change locomotor pattern Equalize competition among teams Make safe areas in tag games For a student with limited endurance: For a student with limited balance: Shorten distance and playing area more rest periods Change movement requirements to reduce activity time Allow student to sit while playing Decrease activity time for students Provide bar or buddy for support Teach balance techniques (widen base, use arms) Increase width of surfaces to be walked Use carpeted rather than slick surfaces Teach student how to fall Place student near wall for support Lower center of gravity For a student with limited coordination and accuracy: Use stationary objects for kicking/striking Decrease distance for throwing, kicking, and striking Make targets and goals larger Use scarves, balloons, bubbles to enhance visual tracking skills Increase surface of striking implements Use larger balls for kicking and striking Use softer, slower balls for striking and catching Use lighter, less stable pins in bowling-type games.
10.03.03_modifications.docx