. Description of a self-developed pedagogical project
As already mentioned in the essay inclusive teaching is a possibility to involve
every student into the lesson in order to push them to achieve their biggest
personal learning outcome. Unfortunately many teachers think an inclusive
classroom, especially in PE (=physical education), is impossible or they just do not
know how to do it. Therefore I want to organize a workshop for physical education
teachers and educators-in-training to show them methods for an equitable learning
environment and take away some of their concerns along the way. At first, I
wanted children with special needs to participate in the program as well, so they
could get a chance to be their own voice. But in the end I decided not to do so,
because it rather felt like they would be showcased.
The pedagogical project in regard is called „one sport — many approaches“ and is
focussing in particular on children who suffer from severe motor impairment (they
use a wheelchair) as a result of the progression of their chronic disease.
Illustration 1: The Ikigai. Designed by
Katharina Annalisa Orasch
The main goal of this venture is to sensitize the teachers regarding inclusion and
integration and make them change perspectives. Especially in the academic
context inclusion should be seen as a chance to expand the proper horizon and
develop a sense of belonging among the pupils.
Further, the project will be realized within the framework of a workshop where
teachers will get an insight in the problems paralyzed people have to face
everyday. In the beginning the participants will get presented the theoretical
framework and the current state of research. Secondly, they can experience
themselves what depending on a wheelchair really means and elaborate possible
methods for a boundary-free sports class by asking questions like:
– What would you change if you could regarding the topic?
– What can be done in order to reach those goals?
– How is this going to improve the project rational?
– Who could help us?
– What are the main obstacles and why?
– Are you willing to take action?
– How should we start this project and when?
The target group:
According to the micep it is fundamental to define a target group which is
influenced directly and positively by my project idea und asserts that „the goal of
working for target group engagement is to make your project relevant to personal
concerns of beneficiaries and stakeholders“ (Modul 1, lesson 2). The target group
will therefore be made up to 40 physical education teachers and educators-intraining
irrespective of their age as they are the ones capable of making the
difference in the end.
In the elaboration of the project I designed a „problem tree analysis“ in order to
illustrate the main issues concerning social exclusion to set the main attendance
aspects in the workshop.
During the further procedure there will be a discussion about how to resolve the
upcoming challenges staking methods for simultaneous learning and establishing
equal opportunities in the collection of operation movement experiences.
The project design:
In the organization of such a project first of all it is essential to plan the proposal
to see the parties involved and to find out the surrounding conditions such as the
Illustration 2: Problem Tree Analysis.
Designed by Katharina Annalisa Orasch
location where the workshop will take place and whether or not experts will be
assisting in the theoretical and/or the practical parts of the project.
Given that the workshop is targeted for teachers as an advanced training the place
of conduct can be the gym hall of a school, but therefore obviously I have to get
the permission of the headmaster first. The next step is to set the launching date.
Given the importance of this project it would be a good idea to choose a period
where the teachers are not overstressed so they can make the most of the
situation. In addition it is fundamental to check up who is going to come up for the
costs. In fact, there are federations for the disabled which offer free sample
workshops for disabled people so maybe they would agree with a collaboration in
this case or pay a small contribute. Moreover, there has to be done a time schedule
and a strategy on which communication channels to utilize. In this case I would go
either for web communication and for print media. In general, the preparation of
the project will take about two weeks and the workshop will take place a Friday
from 9 to 16.
In order to guarantee the success of the workshop there has to be built a
productive team including the workshop leader, two teachers with a lot of
experience in inclusive education and two experts for the theoretical background
and its practical approach.
All these information is usually collected in the so called project handbook to
facilitate the process and to give strangers an overview of the project.
At the beginning of the workshop experts are going to do a conceptual discourse
about the current state of research regarding „inclusion in sports education“ and
the sport pedagogical consequences that occur in this context. The lecturers are
experts in wheelchair basketball and dance, among whom I have already
participated in a seminar of one of them.
Subsequently, they are going to show some practical approaches of movement and
sports games for heterogenous groups by presenting the basic techniques of driving
a wheelchair and sensitize the educators to what to pay attention to.
Then, the teachers are going to experience a radical change of perspectives as
they will try the wheelchair as athletic equipment themselves. Thus, they will be
able to perceive not only the basketball basket, but also their environment from a
complete new angle. Self-awareness ist the most important aspect to make them
understand the peculiarities of a sedentary life and give them the chance to
collect new movement experiences.
Before explaining the specific exercises in the workshop I want to dwell on the
ground rule in the order of inclusive education: TREE.
Tree is a model which combines all the significant aspects in the adaption of a
lesson. It says to focus of the Teaching Style by expressing yourself clearly and
using practical demonstrations, that are coordinated with the possible
requirements of the students. The concept also distinguishes to change the rules so
inclusive processes can be fourthly supported and to modify the learning
environment by paying attention to noises, lights, structural barriers and
possibilities of withdrawal. Finally, the model claims to use adequate equipment.
Exercise 1: Coexisting leraning situations
During the first exercise the educators should focus on their self-awareness, where
the teachers try the elemental techniques of locomotion in a wheelchair in
combination with a basket ball. In a second part they particularly try to use
movements in order to express themselves in an esthetic way.
Exercise 2: Communicate learning situations
In this specific exercise the focus is on creating a good communication basis
between disabled children and their classmates. The content and the individual
performance are not important in this context. This can be achieved by mixed
standard dances in order to facilitate harmonization and weaken „the fear of the
Exercise 3: Subsidiary learning situations
In this exercise the participants should learn how to support each other without
getting distracted from their own goals. An example could be station activities
where both are training individually, but the non impaired people help disabled
people by bringing them the ball back if they loose it.
Exercise 4: Social learning situations
In a social learning situation partner A would not follow his/her own goals but
concentrate fully on partner B. A possible exercise would be supporting the other
person to pass an obstacle course with the basket ball.
Exercise 5: Cooperative learning situationsbedingt
The last exercise should make both partners follow different goals which can not
be reached independently. Therefore they need to collaborate, for example by
playing „bump basketball“ —> Partner A can not compete against B without B, but
both are willing to win the game.
Exercise 6: Solidary learning situations:
A common target can only be achieved together, for example when the
participants need to tell a story by expressing their feelings and moving across the