Inclusion of Children With Disabilities in Physical Education in Zimbabwean Primary Schools
Fundamental Question: What does inclusion mean in physical education?
Inclusion in physical education means to include all students in physical education. Inclusion allows recognition of “diversity, values difference, responds to the uniqueness” of each student and centres the “strengths of children instead of their deficits” (Majoko, 2019)). Providing accommodations and modifications for students will allow students to further succeed academically, and in other aspects of their life. Inclusion is adaptable and ensures that all students, regardless of their abilities and disabilities, feel seen, valued and are given equal opportunities to participate. Through physical education, inclusion involves “changes to curriculum and providing necessary support” (Majoko, 2019) for students to succeed.
Part-Whole Question (1): Why is inclusion of students with disabilities in physical education important?
Creating an inclusive physical education classroom can improve various aspects of students’ lives. This can include equal opportunities for students to participate in physical activity and improve fitness and health outcomes. Having an inclusive classroom fosters a diverse and inclusive learning environment, thus creating an accepting, supportive and stigma-free environment for students to achieve within. Ongoing inclusion of students with disabilities will “increase the number of children with disabilities educated” (Majoko, 2019), thus improving one’s life and surrounding society. Inclusive environments enable students to have ongoing “opportunities for meaningful participation in [physical education]” (Majoko, 2019), thus leading to improved health. Furthermore, inclusive environments absent of stigma can promote social development by “creating a sense of belonging to a group” (Majoko, 2019), therefore improving connections and relationships among peers, family members and others. Students who feel accepted, valued and seen are known to succeed.
Part-Whole Question (2): How can educators work towards the inclusion of students with disabilities in physical education?
For educators to create an inclusive learning environment for their students they must adapt their teaching methods towards an inclusive pedagogy. To accomplish this, the educator must work with a team made up of individuals such as “parents, headteachers, teachers, occupational therapists, educational psychologists, physiotherapists, social workers, and other specialists” (Majoko, 2019) to create and implement individualized educational programs for students with disabilities to participate in and ultimately improve various aspects of their life. Discovering various ways to support students with other professionals will promote a holistic and comfortable learning environment for all students because of the various perspectives, relationships, knowledge and opportunities. Teachers must actively train and engage with “special needs education and PE in inclusion” (Majoko, 2019) to improve the learning and well-being of all students. Having accurate knowledge surrounding disabilities assists one when creating an inclusive and respectful environment. Lastly, educators must “foster relationships and teach specific curriculum content” (Majoko, 2019) to enable students to thrive and contribute to inclusivity.
Hypothetical Question: If students with disabilities are included in physical education, what would happen?
If inclusive education was adopted in more schools, students would feel safer participating and being involved, which creates more strong and meaningful opportunities for learning. This type of environment will increase the rate of success for “children with disabilities educated in regular schools” (Majoko, 2019) and promote lifelong learning. Inclusive pedagogy and environments benefit “children with and without disabilities” inside and outside of school. It educates students on how to have respect, create relationships with others surrounding them and improve the quality of humanity. Adopting inclusive curricula and practises in schools will “support all children” (Majoko, 2019) and their lifelong learning, therefore improving one’s life and society. Furthermore, inclusion within physical education will enable students to show improvement in their physical health and fitness, leading to improved self-esteem, confidence and overall health for a lifetime.
Critical Question (1): What are examples of inclusive physical education?
To create an inclusive environment for all students, teachers and other people involved in the student’s life must work together to form a team of support and motivation. Various individuals must work together to create environments that are suitable for students with and without disabilities. Inclusion should go beyond “more than keeping score or watching from the sidelines” (Majoko, 2019) for students with disabilities. One could use inclusive equipment such as “large and light balls with sounds to aid in tracking” (Majoko, 2019) for physical education classes to involve students with disabilities more in the process of learning and health wellness. When grading students “using formative assessment to support learning” will focus more on “what children can do instead of what they cannot do” (Majoko, 2019), thus allowing students to participate to the best of their ability. Simply creating wheelchair ramps for students to enter schools enables students to feel seen and welcomed, thus increasing their rate to become involved and participate. Students must feel respected, valued and seen to become more involved within the environments that surround them, especially in school.
Critical Question (2): What is my opinion on this article?
I believe as a society we lack inclusiveness. Many buildings do not have ramps for those who have wheelchairs to use to enter, nor do all students fit in regular classrooms. A teacher needs to adapt the curriculum to become more inclusive and push for change in a student’s life. Not only will this enable students to succeed inside classrooms, but they will succeed outside of classrooms as well. Teachers must focus on “what is to be taught and how it is taught, instead of who is to learn” (Majoko, 2019) to better benefit all students. All students learn in differing ways, similar to how students with disabilities may need accommodations to succeed. If a student is presented with the materials and environment they need, they will succeed. Discovering new ways to support all children with the assistance of various professionals will increase students’ ability to achieve and create an environment for all students to thrive.
References
Majoko, T. (2019). Inclusion of Children With Disabilities in Physical Education in Zimbabwean Primary Schools. SAGE Open, 9(1), 215824401882038–. https://doi.org/10.1177/2158244018820387
