Teaching Students With Disabilities Proposal

Professional Development for P.E. Teachers who teach Students with Severe/Profound Disabilities Proposal

Inclusion within the Lawton School District has become a part of the educational culture throughout the district from Pre-K thru High School. The inclusion of students with disability in Physical Education classes is rapidly becoming the norm. It has become imperative to provide further professional development for our P.E. teachers. Providing P.E. teachers with additional training will increase the confidence of our P.E. teachers, which will benefit both the teachers and students. The district overall will also benefit from P.E. teachers gaining knowledge about teaching students with disabilities. School districts are seeing more and more

period each day will not only improve the quality of life for the students, but will also provide the P.E. teachers with a better understanding of what it takes to teach children with disabilities. This proposal will provide the guidelines and procedures in order to help insure all P.E. teachers will gain a high level of proficiency when teaching students with severe and profound disabilities.

The objectives

A. P.E. teachers within the district will embrace the opportunity to teach students with special needs.

B. P.E. teachers within the district will improve school culture and student success.

C. P.E, Teachers within the district that deal with students with special needs will have the support and training needed.

D. Through coordinated partnerships with special services and the special education department, P.E. teachers in the district will be able to further support academic enrichment and health, mental health, and social development for students with disabilities.

The Lawton School District will commit to the following:

A. Providing resources and knowledge regarding children with severe and profound disabilities as it pertains to P.E.

B. Managing collaboration between P.E. teachers and Special Services/Special Education Department.

C. District wide Professional

The study also showed that “the teachers were particularly concerned about limited motor skills and fitness outcomes for students with various disabilities.” (Hodge et al., 2009). One positive that come out of the study is the majority of Special Ed. teachers that participated shared a common belief that inclusion was the right thing to do, although there was a difference in the understanding of inclusion. The study also showed that teachers who had five or more professional development workshops in dealing with students with disabilities felt more positive about inclusion (Hodge et al.,