LESSON COMPENDIUM IN

PROCESS OF TEACHING
PHYSICAL EDUCATION and HEALTH
ESSU Maydolong Campus
Disclaimer: This material is used for instructional purposes only and is not intended for sale. Should it be distributed
to persons other than those enrolled in this subject or should it be dispensed for commercial purposes the ESSU
and the faculty who compiled this material will not be responsible for any claims of the original author.

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This Learning Compendium is exclusively for the use of ESSU for its flexible learning
modality and is not for sale.

Made possible through the effort of:

PASEL R. DERATAS, EDD-PE

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 TEACHING
STUDENTS WITH
DISABILITIES
“ In Special Education, there’s too much emphasis placed on the deficit, not enough on the strength”
Temple Grandin

Introduction
This chapter discusses how the school and PE teacher diagnose, recognize and
give emphasis on the impact of academic success of learners with disabilities. With a
thorough knowledge on the SPED Program and Inclusive school’s Physical Education,
the students will be able to understand how these programs are integrated in the schools
with teachers who are adept in the teaching and learning processes of students with
learning disabilities through integration of learning adaptation strategies and differentiated
instruction.
Learning Outcomes
At the end of this chapter, the students will be able to:
CLO 1. Be equipped with the knowledge on lesson planning through the Kto12
curriculum with the use of the 21st century instructional methodologies in teaching PE
and Health.
➢ Identify the different parts of a lesson plan in teaching learners with
disabilities.
➢ Formulate a lesson plan in an Inclusive Physical Education by integrating
Learners Adaptation Strategies and Differentiated Instruction.

CLO 2. Appreciate the roles, qualities and skills that a PE and Health teacher must
possess in the organization and structuring of the teaching and learning process of
PE and Health.
➢ Recognize the roles of a PE teacher in the diagnosing, recognizing and
understanding students with learning disabilities.
➢ Give importance on the appropriate ways of teaching PE with students
with disabilities.
➢ Give value of the efforts made by a PE teacher in the SPED and Inclusive
PE School Programs.

CLO 3. Demonstrate skillful knowledge in the preparation and teaching of PE and

Health through the manifestations of effective classroom management both in the
regular PE and Health class and modified special physical education program.
➢ Organize and structure the PE teaching and learning processes with
students of learning disabilities through differentiated instruction.

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 •

The Identification of Disabling Conditions

A. Diagnosing Learning Disabilities

Learning disabilities are often identified once a child is in school. The school may
use a process called “response to intervention” to help identify children with learning
disabilities. Special tests are required to make a diagnosis.
Students who are struggling in school can also have individual evaluations. An
evaluation can:
• Identify whether a child has a learning disability
• Determine a child’s eligibility under Philippine law for special education
services
• Help develop an individualized education plan (IEP) that outlines help for
a child who qualifies for special education services
• Establish benchmarks to measure the child’s progress

A full evaluation for a learning disability includes the following:

• A medical exam, including a neurological exam, to rule out other possible
causes of the child’s difficulties. These might include emotional
disorders, intellectual and developmental disabilities, and brain
diseases.
• Reviewing the child’s developmental, social, and school performance
• A discussion of family history
• Academic and psychological testing

Ideally, several specialists work as a team to do the evaluation. The team

may include a psychologist, a special education expert, and a speech-language
pathologist. Many schools also have reading specialists who can help diagnose a
reading disability.
Role of School Psychologists
School psychologists are trained in both education and psychology. They
can help diagnose students with learning disabilities and help the student and his or
her parents and teachers come up with plans to improve learning.

B. Recognizing Student’s Disability

Even if a student “looks” fine, that doesn’t always mean that they are. Many
invisible disabilities exist and create obstacles for students in the classroom.
Educators with proper training on how to best support learners with disabilities
understand the importance of working with students and their families to understand
how to best teach them.

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 Examples of invisible/hidden disabilities include:

• Chronic fatigue and/or pain

• Mental illnesses such as anxiety, bipolar disorder, or depression
• Allergies
• Crohn’s disease or inflammatory bowel syndrome
• Diabetes
• Epilepsy
• Lupus
• Repetitive stress injuries
• Asthma and/or breathing issues
• Brain injuries

C. Knowing about the Mild General Learning Disabilities (MGLD)

Characteristics of Mild General Learning Disabilities (MGLD)

• Students with Mild General Learning Difficulties (MGLD) have significantly
below-average general intellectual functioning. This is reflected in:
- slow rate of maturation
- reduced learning capacity
- inadequate social adjustment
• manifest itself in delayed conceptual development
• difficulties in expressing ideas and feelings in words
• a limited ability to abstract and generalize content learnt
• a limited attention-span and poor retention ability
• slow speech and language development
• difficulty adapting to change and an underdeveloped sense of spatial
awareness
• Students may experience difficulty with reading, writing and comprehension
and have poor understanding of mathematical concepts
• A student with MGLD is likely to struggle with the content, process and
presentation of his/her work
• Some students may display poor adaptive, inappropriate or immature
personal behavior, low self-esteem, emotional disturbance, general clumsiness
and lack of co-ordination of fine and gross motor skills.
• Students’ self-esteem can be affected, particularly when they enter post-
primary provision, which may result in unacceptable behavior as a way of
avoiding failure
• Each student with a MGLD has different strengths, learning style, personality
and varied interests and the same need for affirmation and success

D. Learning Disabilities Impact to Academic Success

Disabilities can affect students in myriad ways in the classroom, depending on the
disability at hand. While the list below is not exhaustive, it presents a few common
challenges.

• Reading and writing slower than other students due to language processing
disabilities.
• Needing to reread information or receive instruction multiple times due to memory
disabilities.
• Requiring additional time to process new material.

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• Inability to participate in classroom activities or discussions due to processing
disabilities.
• Finding it difficult to focus and/or pay attention due to ADHD/ADD.
• Trouble participating in activities such as holding a pencil or creating a science
project due to issues related to motor disabilities.
• Difficulty maintaining friendships because of challenges with impulse control and
understanding social cues.
• Problems reaching the classroom due to inaccessible buildings.
• Inability to see class materials or hear the teacher due to issues with visual or
hearing impairments.
• Challenges understanding numbers and symbols due to dyscalculia.

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 The Physical Education Program for Students
with Disabilities
A. The Department of Education Special Education (SPED) Program

The SPED Program of DepEd provides a holistic approach in catering to the needs
of learners with various exceptionalities. This program ensures that learners with
exceptionalities will have access to quality education by giving them their individual and
unique learning needs.

This initiative caters to learners with visual impairment, hearing impairment,

intellectual disability, learning disability, autism spectrum disorder, communication
disorder, physical disability, emotional and behavioral disorder, multiple disability with
visual impairment, and to those who are orthopedically handicapped, chronically ill, and
gifted and talented.

DepEd has recognized SPED Centers and regular schools offering the
program— of which are catering to elementary students and to High School students.

In fact, as of School Year (SY) 2015-2016, the Education Department has

recorded around 250,000 enrollees with certain exceptionalities at the elementary level
and around 100,000 at the high school level.

• The SPED Instructional Programs

The parents or guardians of learners with certain exceptionalities may
reach out to principals or guidance counselors of schools where they wish to
enroll their children to determine the necessary instructional program that their
children need best.

The instructional programs that the SPED teachers shall implement are the
following:
1. Self-Contained/Special Class
This refers to a separate class for only one type of exceptionality which
serves moderate to severe types of disabilities.

2. Itinerant Teaching
This is a kind of program which a traveling teacher reaches out to children
with special needs in other schools or at home to provide direct and consultative
services.
3. Resource Room
This refers to a designated place where the child with special needs
enrolled in the regular school program goes to in order to make use of the

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 specialized equipment, either in a tutorial situation or in a small group session
handled by a SPED teacher.

4. Pull-out
This is a kind of program where the child enrolled in the regular class
reports to the resource room for a period of time for special instructions by the
SPED teacher.
5. Integration/ Mainstreaming
Refers to the enrolment of a child with special needs in a regular class
with support services.
There are two degrees of integration: Partial Integration and Full
Integration. In Partial Integration/Mainstreaming, a child with special needs
enrolled in a special class is integrated with regular children in non-academic
activities like work education, physical education, arts, school programs, etc,
then gradually integrated in the academic subjects if qualified.
In Full Integration/Mainstreaming, a child with special needs sits in the
regular class in all academic and non-academic subjects.

6. Inclusion
All children with disabilities, regardless of the nature and severity of their
disability and need for related services, receive their total education within the
regular education classroom.
All children, regardless of ability or disability, have the right to be respected
and appreciated as valuable members of the school community, fully participate
in all school activities, and interact with peers of all ability levels with
opportunities to develop friendships.

B. The Inclusive School Physical Education and Physical Activity

Creating an inclusive culture for physical education and physical activity helps
every student learn to lead a healthy and active lifestyle. Schools can help all students
meet this recommendation by providing equal opportunities for students with disabilities.
All students, regardless of ability, should get the recommended 60 minutes or more of
daily physical activity.
Characteristics:

1. Includes students with disabilities in regular physical education classes.

Specifically, teaching strategies, equipment, environments, and assessments
have been adapted to meet the needs of all students.
2. Supports students with disabilities who want to participate in other physical
activities before, during, and after school.
3. Encourages students with disabilities to have the same roles and experiences as
their peers who do not have a disability during physical education and other
physical activities.

C. The Importance of Physical Education for Special Needs Children

Physical education can enhance academic performance and cognitive
function. However, for children with special needs, it’s valuable for so many reasons,
from providing an opportunity to build collaborative and social skills, to teaching
individuals how to focus on specific goals and overcome obstacles. Parents and
teachers are encouraged to find creative ways to implement reasonable

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 accommodations to ensure that all students with special needs can be successful in
physical education and the school environment.

D. Benefits of Physical Education for Students with Special Needs

1. Physical Improvements
Participation in physical activity and sport leads to improved levels of well-
being and physical health. Children who have a diagnosed intellectual disability may
have additional physical disabilities which can result in below age-level performance
in typical motor skills. Regular involvement in physical education and sport can help
them to develop the skills they need.

When encouraged to participate in frequent fitness measures, many

students with special needs see improvements in everything from their hand-eye
coordination and flexibility, to their muscle strength, endurance, and
even cardiovascular efficiency. These are all simply the natural benefits of exercise
— a development of better motor skills and enhanced physical health that helps
individuals to fight back against problems such as obesity, and the health
complications that follow.
2. Mental Improvements in Confidence and Well-Being
Regular exposure to sports through physical education classes isn’t only
good for a child’s body — it’s beneficial to their mind, too. Physical activity improves
general mood and wellness in psychiatric patients suffering from anxiety and
depressive disorders. What’s more, regular fitness links to improvements in self-
esteem, social awareness, and self-confidence — all essential for empowering the
lives of young people with special needs.

Providing a physical outlet may help students reduce or cope with anxiety,
stress and depression — while interaction and involvement with other students will
help to give children a sense of accomplishment and confidence. For students with
special needs, developing a sense of self-esteem can be particularly important, as
they may often feel isolated and removed from the group. These children need their
physical education teachers to involve them in environments where they can feel as
though they’re successfully contributing to a group (can feel successful or are
successful), and their abilities in other areas will improve according to (as a result
of) their positive self-image and confidence.

3. Behavioral Improvements in Attention, Relationships, and Academics

Finally, the hands-on nature of physical education leads to cognitive
improvements in children with special needs, allowing them to access skills that they
couldn’t challenge within a traditional classroom setting. The structure of sport – which
comes with a set of rules and organization, can be a learning tool that helps children
to practice self-regulation and enhance their decision-making skills. On top of that,
children with special needs can learn to focus on specific goals, and work on their
verbal communication by interacting with peers through sport.
Physical education is about a lot more than simply learning how to engage
in a particular sport — it teaches children a range of skills, from how to work as a
team, to how to solve problems, increase attention span, and focus on task-based
behavior. Eventually, those skills can transfer into other classroom settings too, so
that students with special needs have a greater ability to learn and engage with their
peers outside of physical education.

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 Teaching Processes on Students with Disabilities

A. How to Make Physical Education Class More Inclusive

Inclusive PE is the term used for a General Education (Gen Ed) physical education
class in which ALL students are included. This includes any student with a disability
who may or may not also be receiving Adapted Physical Education (APE) by a special
APE teacher. While APE is provided to students with disabilities as part of the special
education services they receive, Inclusive PE is part of the Gen Ed services and involves
placing students alongside their peers with support and proper accommodations to help
make everyone successful.

Inclusive PE incorporates everyone who can safely be included in a general PE

class. Most students with disabilities (92% at elementary and 88% at secondary level) are
mainstreamed into general PE classes. The greatest percentage of students with
disabilities falls under the group “specific learning disabilities” (~45%) followed by “speech
and language disorders” (~19%). The rest of the students with disabilities fall into the
categories of “Autism Spectrum Disorder (ASD),” which can include emotional
disturbance, hearing impairment (including deafness), intellectual disability, orthopedic
impairments, other health impairments, traumatic brain injury, visual impairments
(including blindness) and multiple disabilities.

Inclusive PE has Benefits for all Students:

1. Students with disabilities gain valuable social skills when working and playing
in the Gen Ed environment. All students learn appropriate behavior from a
variety of their peers whether they are disabled or not.
2. Students with disabilities have more opportunities to participate in age-
appropriate physical activities in an inclusive PE environment compared to
APE.
3. Students develop relationships with their Gen Ed peers. Oftentimes, higher
expectations lead children with disabilities to achieve more, gain confidence,
and develop a stronger sense of self. On the other hand, the Gen Ed students
also gain many advantages from inclusion. First, as they are exposed to
children with disabilities, they tend to become more understanding of and
develop more positive attitudes toward others with differences. They are less
likely to see disability as an impairment and more likely to see it simply as a
difference and accept them more readily.
4. It has also been shown that when students are given the chance to be an
“expert” in an area and become peer tutors, it helps them and increases
their abilities in that area.
5. In addition, when teachers create opportunities for students to learn in a
variety of ways, it helps not just those with disabilities, but all students.
There is no evidence at all that Gen Ed students lose academic or social
skills as a result of inclusion. All evidence points to a win-win situation for
all students.

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B. Factors Affecting Performance of Students with Disabilities in Physical
Education that the PE Teacher must be Aware of
1. Ability to Focus
2. Age
3. Experience
4. Cognitive Understanding
5. Self-Responsibility/Control
6. Sensory Perception
7. Skill Related Fitness
8. Health Related Fitness
9. Disability Contraindications
C. Physical Education Teacher’s Strategies to Students with Disabilities to Reach
Full Potentials
The following strategies will help build a more inclusive environment:
1. Talk to class about inclusion.
Have a conversation about expectations and etiquette. Students will have
questions and concerns, so give everyone an opportunity for discussion.
Help them to understand that all people have needs and rights and that
everyone is different.

2. Use “People First” language.

By putting the individual first and the disability second, this will help
create mutual respect. (E.g. “My student with autism” as opposed to “An
autistic student.”)

3. Get to know your students.

Find out about their abilities, strengths and challenges, rather than
making assumptions based on their disability. Find out about their learning
needs and which specific strategies work for them.

4. Consult with specialists.

Specialists such as PTs, OTs, APE teachers, speech and language
therapists, and others with more experience or education regarding working
with students with disabilities can be a very effective resource.

5. Engage students when adapting activities.

Help them see that there are many ways to adapt to help them be
successful. Guide them so that eventually they will know best how to adapt for
themselves.

6.Adapting rules and instructions.

If students are having difficulty following rules, simplify so there are fewer
rules to remember. Make instructions clear and add resources where needed
(e.g. white board, demonstrations, minimize background noise, etc.)

1. Modify activities.
Sometimes students will need modifications and sometimes they won’t. It
will depend on the student and the activity/skill/game being taught. Don’t assume
that if a student has a disability they will always need things to be modified. The
following are some general ideas for adapting activities:

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 ▪ Let partners/peers assist
▪ Eliminate time limits
▪ Allow balls to be stationary
▪ Modify the purpose of the activity
▪ Use models to show the activity
▪ Reduce number of players per team
▪ Slow the pace of the activity
▪ Provide rest periods as needed
▪ Define boundaries clearly
▪ Modify the activity area
▪ Use a variety of sizes, weights, densities of toss/catchables
▪ Make lower/larger goals
▪ Use lighter equipment
▪ Provide balance support

D. Teaching Strategies and Modification

Teaching Tips:
• Know what the law requires and advocate for the rights of Individuals with
Disabilities (IWD).
• Stay up to date with current practices and the programs available to LWD.
• Learn about the various disabilities at your school. Recognize the
characteristics of each disability, limitations/restrictions, and modifications.
• Get to know the individual students and their support system: students’
sibling(s), parent(s), paraeducator, special education teacher, occupational
therapist, communication therapist, physical therapist, etc.
• Use assistance when needed: peer-tutor, paraeducator, interpreter, etc.
• Have high expectations for your students and don’t underestimate their
abilities.
• Provide instruction in multiple modalities: visual (pictures, demonstrations,
task cards), audio (adjust speed and tone, sign language), and kinesthetic
(physically assist students in activity).
• Utilize visual aids, "check-off" or "to-do" lists, "this then that" cards, schedules,
guides, whiteboards, and routines.
• Create a positive atmosphere with a growth mindset. Negative attitude is a big
barrier to physical activity and attempts.
• Create an inclusive atmosphere that bonds students with and without
disabilities (i.e. peer mentors or support groups).
• Bring in guest speakers to talk about their disabilities, the challenges they face,
how they overcome these challenges, and their abilities and accomplishments.

• Differentiating Instruction for Students with Disabilities

Quality adapted physical education involves the physical educator differentiating
instruction to meet the needs, interests, and abilities of each individual student. That
differentiation might involve the teacher adapting/ modifying the content, process,
environment, and/or student assessment.

Below are some numerous ways that some sports and activities can be modified
and/or changed to meet the needs of each student. The goal is to have students
participate in activities where all students can learn and be successful.

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 General Adaptation Suggestions
Equipment Boundary/Playing Time Rules Prompts/ Actions
Field Cues
Larger/lighter bat Decrease distance Vary the tempo Demonstrate/model Change
Use of Velcro activity locomotor
Use well-defined Slow the activity patterns
Larger goal/target Boundaries pace Partner assisted
Modify grasps
Mark positions on Simplify patterns Lengthen the Disregard time
playing field time limits Modify body
Adapt playing area positions
Lower goal/target (smaller, obstacles Shorten the time Oral prompt
removed) Reduce number
Scoops for Provide frequent More space of actions
catching rest periods between students
Use different
Vary balls (size, Eliminate body parts
weight, color, outs/strike-outs
texture
Allow ball to remain
stationary

Allow batter to sit in

chair

Place student with

disability near
teacher

Sports Adaptations for Specific Activities

Basketball Use various size balls (size, weight, texture, color)
Allow travelling
Allow two hand dribbles
Disregard three second lane violation
Use larger/lower goal
Slow the pace, especially when first learning
If student uses wheelchair, allow him to hold ball on his lap while pushing wheelchair
Use beeper ball, radio under basket for individual with visual impairment
Volleyball Use larger, lighter, softer, bright colored balls
Allow players to catch ball instead of volleying
Allow student to self-toss and set ball
Lower the net
Reduce the playing court
Stand closer to net on serve
Allow ball to bounce first
Hold ball and have student hit it
Sports Adaptations for Specific Activities
Softball Use velcro balls and mitts
Use larger or smaller bats
Use a batting tee
Reduce the base distances
Use Incrediballs
Shorten the pitching distance
If individual is in wheelchair, allow them to push ball off ramp, off lap, or
from tee
Use beeper balls
Provide a peer to assist
Players without disabilities play regular depth defense
Students without disabilities count to ten before tagging out person with
disability
Tennis Use larger, lighter balls
Use shorter, lighter racquets
Use larger head racquets

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 Slow down the ball
Lower the net or do not use a net
Use brightly colored balls
Hit ball off tee
Allow a drop serve
Stand closer to net on serve
Do not use service court
Use a peer for assistance
Soccer Use walking instead of running
Have well defined boundaries
Reduce playing area
Play six-a-side soccer
If student uses a wheelchair, allow him to hold ball on his lap while pushing
the wheelchair
Use a deflated ball, nerf ball, beeper ball, brightly colored ball
Use a target that makes noise when hit
Bowling Simplify/reduce the number of steps
Use two hands instead of one
Remain in stationary position
Use a ramp
Use a partner
Give continuous verbal cues
Golf Use a club with a larger head
Use shorter/lighter club
Use colored/larger balls
Practice without a ball
Use tee for all shots
Shorten distance to hole

For more Teaching Strategies for Disabilities, please see link:

A. Teaching Strategies for Educators to Support and Advocate for their Students
https://www.accreditedschoolsonline.org/education-teaching-degree/teaching-students-with-disabilities/

B. Strategies for Mild General Learning Disabilities (MGLD)

https://www.slideshare.net/missgrice/teaching-students-with-general-learning-disabilities

References

Internet

https://www.nichd.nih.gov/health/topics/learning/conditioninfo/diagnosed
https://blog.schoolspecialty.com/make-physical-education-class-inclusive/
https://www.cdc.gov/healthyschools/physicalactivity/inclusion_pepa.htm
https://www.pecentral.org/adapted/adaptedactivities.html
https://www.sunstar.com.ph/article/128141/Business/DepEd-ensures-inclusive-
education-for-learners-with-special-needs
https://www.region10.org/r10website/assets/File/apeinclusion(2).pdf

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 ASSIGNMENT 1

To do:
• Use bond paper/s in this activity.
• You may print following the format, however answers must be handwritten.
• In the box, write your name, student number, etc.
• For your activity 3, follow directions accordingly.

.
. Score Rating

Name____________________________________________________________________
Student Number________________________ Course/ Year & Section ________________________
Contact Number____________ Email Add.________________ Messenger Acct Name___________
Address: ___________________________________________________________________

P
Activity: Identification of Disabling Conditions in a Public School

Direction:
3. Talk with a public-school PE teacher in your community whom you know has
handled pupils/ students who have disabling conditions. Discuss how the PE
Teacher together with the school, identify the disabling conditions of their
pupils/ students.
4. Ask the teacher to state the process on how the school help her DIAGNOSED
the disabling conditions of the pupils/ students.
5. Allow the teacher to RECOGNIZE the disabling conditions of his/ her pupils/
students in terms of :
• Invisible/ Hidden Disabilities
• Mild General Learning Disability (MGLD)

School Grade Level

Teacher Section
School Year Learning Area Physical Education

PROCESSES ON HOW THE SCHOOL DIAGNOSED THE DISABLING CONDITIONS OF THEIR

PUPILS/ STUDENTS. (give answers as many as you can)
1
2.
3
4
5
DISABLING CONDITIONS OF PUPILS/ STUDENTS
Invisible/ Hidden Disabilities Mild Gen Learning Disabilities
1 1
2 2
3 3
4 4
5 5
6 6

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 ASSIGNMENT 2

To do:
• Use bond paper/s in this activity.
• You may print following the format, however answers must be handwritten.
• In the box, write your name, student number, etc.
• Follow directions accordingly.

.
Score Rating
.

Name____________________________________________________________________
Student Number________________________ Course/ Year & Section ________________________
Contact Number____________ Email Add.________________ Messenger Acct Name___________
Address: ___________________________________________________________________

P
Activity: The School Program on Students with Disabilities
Direction: With your data on activity 3, DISCUSS with the public-school PE
teacher in your community whom you know has handled pupils/ students who
have disabling conditions. Answer as many as you can.
1. Ask the teacher to describe the SPED Program in the school and/ or
the Inclusive School Physical Education
2. Identify the benefits received in the school by the students with
disabling conditions.
School with PE Teacher
SPED Handling in the
Program SPED Program
School Year Year Level

DESCRIPTION OF THE SCHOOL’S SPED OTHER BENEFITS RECEIVED IN THE SCHOOL BY

PROGRAM THE PUPILS/STUDENTS IN THE SPED
PROGRAM.
1 1
2. 2
3 3
4 4
5 5

School with
PE Teacher
Inclusive
Handling in the
Physical
Program
Education
School Year Year Level

DESCRIPTION OF THE SCHOOL’S INCLUSIVE OTHER BENEFITS RECEIVED IN THE SCHOOL BY

PHYSICAL EDUCATION THE PUPILS/STUDENTS IN THE INCLUSIVE
PHYSICAL EDUCATION
1 1
2. 2
3 3
4 4
5 5

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 ASSIGNMENT 3

To do: Provide a short bond paper/s for your answers.

Follow the format of this assessment, however answers must be HANDWRITTEN.
You may print this format but do not encode your answers.

.
. Score Rating

Name______________________________________________________________________________
Student Number________________________ Course/ Year & Section ________________________
Contact Number____________ Email Add. ________________ Messenger Acct Name___________
Address: ___________________________________________________________________

Activity: Lesson Plan for Inclusive Physical Education with students of Mild Learning
Disabilities (MLD)
General Direction:
P
Assuming you have students in the class with Mild General Learning Disabilities
(MGLD), create a lesson plan adapting modified strategies.
Specific Direction:
• Identify who are the students with mild general learning disabilities (MGLD) in the
class- specify their names and type of disability/s.
• Modify the learning objectives geared for realistic expected output of the MGLD
students within the class hour (Part I).
• Indicate the General Learning Adaptations in terms of Equipment, Activity Area,
Time, Rules Prompts and Actions (Part III).
• Specify the different Adaptation Strategy/s (Part IV).
• Give Reflection Activity/s (Part V).
School Grade Level
Teacher Section
Teaching Dates Learning Area
Modified Lesson Plan
for students of Mild Learning Teaching Time Quarter
Disabilities (MLD)
Students with Mild Learning Disabilities (MLD)
Name of Students Type of Mild Learning Disability/s

I. LEARNING OBJECTIVES
At the end of the lesson, students are able to:
C (Cognitive Objective )
A (Affective Objective)
P (Psychomotor Objective)
II. LEARNING CONTENT
Topic:
III. General Learning Equipment Activity Area Time Rules Prompts/ Actions or
Adaptations Cues Activities

IV. Adaptation Strategies

V. Reflection

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