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Pet 735 presentation week 8
- 1. DePauw, K. P., & Karp, G. (1994). Integrating Knowledge of Disability Throughout the Physical Education Curriculum: An Infusion Approach i. Adapted Physical Activity Quarterly,11(1), 3-13. Renee’ Brown
- 2. Type of, purpose of study/paper, theoretical framework/background • Literature Review • Purpose – to present a model that integrates knowledge and understanding of disability issues and infuses them throughout the undergraduate physical education curriculum. • Theoretical Framework- Inquiry approach (Zeichner, 1983) – This approach infuses knowledge about individuals with disabilities.
- 3. Background and significance of study • U.S Federal legislation in the 1970s mandated education – Ongoing discussion • Programs were developed and designed to meet these federal mandates – Most popular approach: Two-tier (Dual) system: Specialized education and regular education – Buzz words: IEP, LRE • Effectiveness of Model Questioned. – Regular Education Initiative (REI) aka Inclusive schools.
- 4. Background and Significance of Study • Integrated Education Approach – Direct services to disabled students has greater significance. • Regular Physical Education Model (RPE) – Focuses on the conventional model of education – Step toward progressive inclusion and acceptance – Shortcomings of RPE • Toward the 21st century – Educational Reform movement is a growing trend – Recognize the need for collaboration
- 5. Infusion Approach • Level I (Additive Level) – Adding students to specific classes without being modified – Specific knowledge about disability is added to the given course • Value is added – Commitment by faculty and students is minimal • Level II (Inclusion Level) – Inclusion of students and modifying curriculum – Allows for knowledge of students and faculty to be clarified and assessed. – Predispositions, assumptions, and educational goals should be questioned – Commitment by faculty and students is greater • Level III (Infusion Level) – Disability topics and issues are linked throughout the curriculum – Strong Commitment is required – Ownership, understanding and appreciation of disabilities evolved during and after infusion model.
- 6. Infusion Model • Secure general commitment – Crucial for success – Administrative support (internal and external) • After commitment- process begins with identification of knowledge and understanding • Knowledge should be matched with existing course content • Appropriate levels and inquiry strategies • Implementation • Evaluation
- 7. Findings/Main arguments • Problems with undergrad adapted PE programs – Students are not prepared and do not have the adequate training when dealing with students with disabilities – Falls short of truly integrating knowledge throughout the curriculum • Movement toward an “integrated,” curriculum approach exists in the public school system. – Higher education professionals are slow to modify their curricula to address the trend toward progressive inclusion • Benefits of the Infusion model is worth the risk especially for all that are involved. – 7 Specific benefits • Evaluation is the necessary key – Through acquisition of knowledge & understanding – Changes through behaviour and attitudes – Changes in teaching/learning strategies
- 8. Conclusions/implications for practice and/or future research • Integration and collaboration is key – The most obvious beneficiaries are students with disabilities. • Integrated Educational approach promotes inclusionary thinking and attention to significant social and moral issues. • Single greatest benefit of infusion approach is the creation of an affirming environment and inclusive society. – Benefits us all and enriches our lives
- 9. Questions? • Do you have any experience with the infusion model? If so, could you tell the class about your experience? • How do you hold teachers accountable for providing students with at least restrictive environment? • Some argued that special education could become more of a problem than a solution? What do you think?
Editor's Notes
- Theoretical Framework- The flow of knowledge is often unidirectional, based on insights and concepts generated within theoretical frameworks. Inquiry Approach- encourages students and faculty to reflect upon the origins, purposes and consequences of their actions with individuals who has disabilities.
- *Discussions about how to provide free, appropriate public education in the least restrictive environment *Specialized education and regular education are structured as separate educational systems they flourished and was considered the norm. -Individualized education plan- focus on quality education and the students unique need. -Least Restrictive Education- Students with disabilities should have the opportunity to be educated w/ non-disabled peers. *REI , LR, Integration, are similar yet they are not agreed upon or completely understood by all who use the terms. *To sum this slide up, Special Ed and Regular Ed need to collaborate, communicate and intergrated an educational sytem that provides education for all.
- Integrated Education Approach has been slow but an ongoing process. In order for this change to take place- integration must be desired and valued by all involved in the process. Shortcomings of RPE- is that it falls short of advocating for radical change or reconstruction of our current system of education.
- *Infusion approach- to teach someone a body of knowledge or a perspective on a body of knowledge. Level I examples- guest lecture; assignment to view a videotape on modified games for students with disabilities. Inclusion level- including students with disabilities in all courses and modifying the curriculum to adjust to their needs Level II examples- lectures on disability topics followed by class assignments; practicum experiences that incorporate journal writing about how students perceive and think about individuals w/disabilities in relation to work context. Level III- Strong commitment is required- Students and faculty MUST value education about the disability issues Level III examples-Every activity taught in elementary PE method classes could include individuals w/disabilities; Action Research could analyze behaviors and settings of all participants.
- http://www.vcu.edu/partnership/C-SAL/downloadables/PDF/DisabilityAwarenessPacket.pdf *secure general commitment-administrative support (internal and external support ie grants, partnerships with public schools After commitment process– knowledge should be identified in three domains: Cognitive, Affective and Psychomotor. Knowledge should be matched --Examnitation of textbooks, discussions w/ course instructors would be most appropriate way to achieve this. Appropriate levels and strategies- will be individualized. Examples are journals, class assignments, guest lectures, presentations, and role playing activities Implementation Evaluation– provides feedback and assess the stregnths and weakness and where/how to move on from there.
- * Higher education professionals- The need exists to prepare professionals, including regular physical educators to work in a truly integrated educational system. *7 Specific Benefits- increased knowledge, understanding and issues of equity; increased commitment to disability issues and concerns of individuals w/ disabilities; increased working knowledge of and respect for specialist/generalist about each others specialty areas; increased collaboration; acquisition of new skills; increased integration; increased ownership and commitment to disability and elimination of stigma. *Evaluation is key– it provides feedback about the effectiveness of the infusion approach.
- *Integration and collaboration is key– Inclusion is already modeled in society. Instead of exclusion and segregating students with disabilities in the school setting, we need to include and empower them. -By empowering the students, they will be acknowledged for who they are and accepted as contributing members of society *Integrated Educational approach- will change attitudes, increase knowledge and understanding of disabled students.