the Lieberman Brian inclusion scale for
physical education was created with the
philosophy of Universal Design for
Learning this tool can assist teachers
with the planning and instruction of
their classes to ensure all students are
taking part in the lesson although this
is not insured the feeling of being
included for students with disabilities
it helps teachers be inclusive as
possible and execution of all lessons
the rating scale can be used in
professional preparation classes as an
intervention to improve teaching and a
training protocol for reflective
practice we hope this will be helpful on
your journey to include all students
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when the general physical education
teacher welcomes children into the gym
all of the kids in the class are
together
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children with disabilities are sitting
or standing with their peers and
included in the instructions during
introduction
have the class do the warm-up together
with everyone working at their own pace
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very speed of play based on the
performance of all children to avoid
leaving anyone behind
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provide instructions that allow all
students to succeed and benefit within
the program by accommodating different
learning styles
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be sure the lesson provides a variety of
choices to execute skills
give students opportunities to make
decisions on their individual learning
make sure proper support and
accommodations are available options to
the class
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for demonstrations use different members
of the class to show skills
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work with support stop to assist
children in learning as needed
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provide the lessons to a paraeducator
before class and explain their role
throughout the activities
when using partners make sure that
students with disabilities have chances
to partner with same-aged peers when
appropriate
not just the paraeducator
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the paraeducator should encourage social
interactions with peers when possible
plan ahead to organize and manage
partners effectively and ensure that
children with disabilities have a
partner
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do not allow students to pick teams
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avoid elimination games
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avoid students waiting in line to
maximize physical activity during the
class
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distribute as much equipment as possible
to provide more opportunities to respond
maximize engagement time in
opportunities to respond by modifying
the organization and rules of the game
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be sure there is a range of equipment to
meet the learning needs of all students
in the class
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reduce noise and distractions to
maximize success
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when assessing the class children with
disabilities should be assessed
alongside their peers provide
modifications as needed
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when children with disabilities are
assessed the score should count at least
for the baseline of performance
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give feedback in regard to skill
performance that is positive general or
positive specific with the use of first
names
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the whole class should be together
inattentive as you present the closure
or cooldown of the class check for
understanding of all children during
closure
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[Applause]
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