Reflection Paper: Week 8
UD with disability Accommodations and Modifications
While reading for Shaw, S, F., Madaus, J. W., & Dukes, L. L. (2010) Preparing students with disabilities for college success: A practical guide to transition planning. I realized how students with disabilities are required to make this huge jump between the secondary setting and the college setting without being prepared or trained. Basically the normal student who doesn’t suffer from any kind of disability feels over whelmed by the level of independency he has to show at the beginning of his college life trying to manage things without getting the regular assistance he used to get from his school and educators. Now we can imagine the extra load that a disabled student has to bear on top of all other things any regular student has to do. Shifting this burden from the student’s shoulder, as suggested in the reading is to have these students prepared to cope with this kind of transition. Although teaching them how to be more active, independent and to hold them responsible for the requesting and receiving accommodation process from the start “self-disclosure of the disability & supplying evidence” through carrying on the logistics of the accommodation to the end “evaluating the effectiveness of any received accommodation, are good skills to learn for future life but that is most of the time very physically and emotionally exhausting as this process for most of the times needed to be done for every course and for every class. In my point of view as there is an IEP team in the school that help students in transition planning, there should a similar team in the colleges that are specialized to deal and facilitate the process of providing disabled students the needed accommodations for successful access and not success to post-secondary education.
I enjoyed reading Lieberman, L. J., Lytle, R. K., & Clarcq, J. A. (2008) Getting it right from the start: Employing the universal design for learning approach to your classroom as we as educators always focus on the academic part of education such as the problems with reading, writing and maths and neglect giving more attention to universally design physical education classes. For a long time disabled were not included and even in the few cases that they would participate, the lack of suitable tools and instruments would limit their access. I really liked the “fame model” because it is an approach where students are not categorized according to their abilities. It is an approach to create modifications for lessons to promote learning regardless their ability level so the focus here is to create a lesson that is wide enough to absorb all students. This model involves determining the underlying component of the game so its level and rules can be varied to suit different groups. Students capabilities are also determined in advance to match modifications to students’ needs and all these modifications are always subject to ongoing evaluation for further improvement. This model allows physical education teachers to universally design their lesson so every student find a place in and enjoy it instead of facing a chaotic situation in which unplanned adjustments would make it even worse.
The debate around including extreme sports and dances to the physical education curriculum drew my attention. The lack of interest that students show towards the traditional kinds of sports in addition to the excessive exposure through media to these kinds of sports and dances with all the excitements they add brings us to reconsider this issue. I couldn’t really make up my mind as both logics that I read were justified in a way or another. That may require more discussions and researches to answer good questions
Related to students’ safety, skills, abilities, preferences and related to schools’ resources, budget, trained teachers, safety equipment etc… Until all these are resolved, I think sticking to traditional physical education classes with some modifications is a good choice.