The Inclusion Spectrum
The Inclusion Spectrum
The Inclusion Spectrum
Around two thirds of all young people who have statements of special educational needs attend mainstream schools. An
increasingly significant number of these pupils will present teachers with challenges when physical activity sessions are
planned and implemented.
Appropriate provision should be made for pupils to enable them to be included and participate in physical education lessons.
The Inclusion Spectrum is an activity-centred approach to the inclusion of pupils who have different abilities in physical
education games programmes. In a games or physical activity context, inclusion can be achieved by changing the
environment of the activity, or the way in which the activity is presented.
The Inclusion Spectrum provides deliverers of PE and sport with options and different methods of delivery. By delivering
activities differently we can balance different needs within the group. This avoids the situation where more able pupils
benefit at the expense of those whose skills are still developing.
Everyone doing the same
Everyone doing the
Task but with changes to
same, without
rules, area or equipment
adaption or
Everyone
A group of Plays the
pupils play same game
separately,
e.g
SEPARATE
ACTIVITY
INCLUSION but different
groups play
PARRALLEL
preparing
for a
SPECTRUM ACTIVITY the game in
different
disability ways and at
sport different
event levels
DISABILITY SPORT
ACTIVITY
Modified
Everyone does the same activity with adaptations to challenge and support all abilities.
Parallel
Participants are grouped according to ability - each do the same activity but at appropriate levels.
Separate
An individual or group Disability Sport – aspects of physical activity based on disability sport programmes can be included in
all approaches – provides specific opportunities for disabled pupils and a new challenge for non-disabled pupils - ‘reverse
integration’. do a purposefully planned different activity
STEPS
To support the Inclusion Spectrum it is useful to consider the following principals:
Space — Change the space; make it bigger / smaller / lower / higher / zone it
Task — Change the task; faster / slower / roll or bounce / walk / run / pairs / position / rules of the game
Equipment — Change the equipment; size / weight / shape / colour / texture / dry / wet
People — Change the people; size of team/ mixed gender/ mixed ability/ mixed mobility
Safety — Never change the safety issues.
- Be healthy
- Stay safe
- Enjoy and achieve
- Make a positive contribution
- Achieve economic well-being
This means that organisations involved with providing services to children, whether hospitals, schools, the police or
voluntary groups will be teaming up in new ways, sharing information and working together.
By using this resource children can learn new ways to stay healthy and achieve sporting excellence, whatever their level of
ability. Working through the activities will help young people to make a positive contribution to society and build towards a
better tomorrow.
http://www.everychildmatters.gov.uk/
For example:
Warm ups
Individual skill development
Cool downs.
PROS CONS
A great way to introduce sport Skills not extended for some pupils
No differences highlighted
Aim: to explore alternative ways of travelling and moving in movement warm up.
Ask the group to move around the playing area in a way they like( walk or move slowly, jog or move quickly)., Then ask them
to try and move in as many different ways as they can eg. More slowly, more quickly, change direction, move sideways
etc.
Most pupils will be able to express themselves through movement. However many children may have restricted movement
vocabulary.
Ask them to move round the room whenever they like. Tell them that they will have to perform a simple movement skill
whenever they hear a certain number.
The movements chosen must be able to have modifications for pupils with a disability i.e. a movement involving lower limbs
may also be performed in a similar way arms. Pupils in wheelchairs may use equipment to perform balance skills
The children move around using all available space within the grid. Whenever they reach a boundary o the area, they shout
Beep – Beep and change direction. Gradually reduce size of grid. Introduce markers to go around possibly simulating
driving a car.
Mushroom
All together on signal, raise arms, walk forward 2 paces as parachute flies in the shape of a mushroom
This section deals with small games and fun games that are inclusive in nature. These games are good for promoting inclusion
and show some generic teaching points when beginning to work with a widely different group of people. These games
work with most groups.
Divide the group into 2 teams – with wheelchair users (especially electric wheelchair users) all in 1 team. Spread the cones
around the playing area. Stand up half of the cones at random, leave the others down. The wheelchair/ less mobile
group have to knock down as many cones as they can in 1/2/3 minutes while 2 nd group around putting them back up!
Winners are declared by counting up after whistle. Plastic markers can be used if everyone can reach the floor.
Game 2 Snowball Fight
Split the group in half on each side of the net with 2/3 balls each. On the whistle everybody sends the balls over side of the
net and keeps going for a set period of time (1-3 minutes). When the whistle blows again, whichever side has the least
amount of balls wins.
Use chute if throwing action s difficult. Chute can go under the net.
Vary method of throwing action
Play without a net – use a throwing line or each team. Count up balls behind each throwing line at the whistle.
Game 3 Trap it
All the players dribble a ball (with hand, foot or castor/front wheels) a designated distance eg between 2 lines towards the
teacher. Each time the teacher shouts 1,2,3 they turn round and face the group who have to be still (similar to “What
time is it Mr wolf”) If anyone continues to move, or fails to control the ball, they are sent to the start.
The group is divided into 2 equal teams with each player having an opposite number who has similar mobility/ability
Each pair has a number, letter, name of a chocalate bar or the name of a fruit.
Rules & Procedures
The teams can stand in line facing each other, in single file relay formation. Team A opposes Team B and each player always
competes in a race against their opposite player by racing to the top of the line behind all their players and back up the
line to their original place.
No Equipment running/pushing
Tips
This game allows the teacher to offer a one to one competitive situation to everyone regardless of level of ability
Warming up – use general instructions that the whole group can respond to at their own level. The use of inclusive language
itself can open up an activity.
Continuous Activity
Where activity is continuous individual differences are much less noticeable and often not apparent
1 V 1 Competition
If competition between 2 pupils who are similar ability it becomes fairer and extends individuals.
Exercise Tolerance
Begin by alternating ‘active’ and ‘passive’ activities until the exercise tolerance of individuals is assessed.
Groupings
Gradually increase interaction eg pupils working on their own (individual skills): working with a partner eg sending and
receiving: small groups for co-operation and competition. Use ability groups. Adjust numbers in groups to balance
outcomes.
Safety and Confidence Explore including rather than excluding on spurious medical grounds, initially by consulting with
parents and carers, medical and physiotherapy staff and importantly with disabled pupils themselves. REMEMBER
MOST PUPILS WILL BE ABLE TO DO MOST THINGS, MOST OF THE TIME.
MODIFIED ACTIVITIES
If an activity is modified then more players can be included and participate at a level appropriate to their ability.
EQUIPMENT
SPACE
RULES
SPEED
INTERACTION
POSITION
Modified Activities are used when changes are made to the game or activity to promote inclusion.
Modifying Activities
Equipment size: weight: texture: shape: colour: length of handle
Space level (height): adaptation of playing area eg more space gives more reaction time: length / height of barrier:
distance travelled: use of zone playing area.
Rules Simplify game: rotate roles: allocate specific roles: change rule to aid inclusion: allow more lives for some pupils:
flexibility: try different ways of playing.
Speed Vary speed (slower / faster) eg roll or bounce ball instead of throw: make ball still (use a tee)
PROS CONS
Each pupil stretched in skills Can present organisational problems
Standing or seated
In ability groupings
Example: Badminton
Using a balloon, balloon ball, or slow moving beach ball, players strike the ball back to the feeder with flat hand, bat or
racket, or glove-bat if required.
Feeder
SKILL CONTINUUM
Every sill or game can be placed in a ladder of continuum, which gives the coach a variety
of ways of enabling people at different levels. The bowling and striking of a ball have
many different access points.
BAT BALL ACTION
A parallel approach is an extension of modification and presents different activities at different levels. but with a common
theme. For example there may be 3 invasion games happening in the area simultaneously:
1. 5 V 5 traditional game
OR
Pupils may access the same game in different ways. e.g Some players playing volleyball from a seated position while others
from a standing position.
PROS CONS
Pupils can access a game at an appropriate level. Supervision may be difficult.
Progression available for pupils within games Disabled pupils could be grouped together and may
need a lot of equipment.
Can include recognised disability sports
Table Cricket
Poly Bat
Seated volleyball
Goalball
Table Hockey
Floor Lacrosse
Zone Hockey
See TOP SPORTABILITY – RESOURCE CARDS Please contact [email protected] for this
resource
A group of non disabled pupils are introduced to an activity which focuses on a specific sport played by disabled people. E.g.
everyone plays either seated volleyball, boccia or goalball
PROS CONS
Raises profile of sports played by disabled pupils. May fail to extend some pupils.
Can enable disabled pupils to shine in their sport. No exit routes for non-disabled pupils
Or
when it is more appropriate that the young disabled pupil work individually on a more appropriate activity to the rest of the
group. E.g. Rest of the group playing Rugby outside in inclement weather.
A pupil or group, are taught seperately from the rest of the class. Either in a different place or on a different
sport/activity.
PROS CONS
May remove a pupil from an appropriate activity Used as ‘cop out’ by staff.
Used to build pupil’s confidence Disabled pupils feel excluded
If the pupil is very different in ability may be able May not be a line with National Curriculum
to increase pace of the rest of the group.
Carolyn Rylander
Inclusion SSCo