Legal and Equity Issues

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Legal and Equity Issues
Duty of Care
Gender
Disability
Ethnicity
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Disability

• DETE students with disabilities policy 1992
• Physical
• E.G. Cerebral palsy, spina bifida, muscular
  dystrophy, accidents, amputations
• Intellectual
• Sensory
• Visual
• Hearing
• Language / speech impairment

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Disability

• Negotiated curriculum plan
• Resources
• Outreach services
• Regency park
• Townsend house
• Adapted equipment
• Special schools
• Specific disability organisations
• Collaborative action plan
• For students with severe multiple disabilities

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Disability Implications for Teaching

• 1 Examine appropriateness of regular curriculum
  for specific disability
• Goals
• Activities
• Childs needs abilities

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Disability Implications for Teaching

• 2 Determine whether adaptations needed if so,
  how
• Instructional modification
• Equipment modification
• Environmental adaptation

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Disability Implications for Teaching

• 3 What level of support is needed?
• For teacher
• Studentteacher ratio
• Other staff or parents
• Staff training
• For the student
• Handling
• Other disability specific requirements

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Disability Implications for Teaching

• 4 Prepare all students for inclusion
• Do you need to brief a buddy?
• Discuss ways able students can be of help?

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Disability Collaborative Action Plan

• Students with severe multiple disabilities who
  need special personal health care needs in
  order to participate in schooling

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Disability Collaborative Action Plan

• Severe intellectual disabilities, in
  association with physical sensory impairments,
  are the primary criteria that define a person as
  having severe multiple disabilities
• Critical factor level of overall severe
  intellectual disability, which may be a condition
  since birth or as the result of accident or
  disease

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Disability Collaborative Action Plan

• Examples of student needs include
• Frequent repositioning
• Full personal assistance for eating, dressing
  personal hygiene
• Technological applications that enable
  communication (voice synthesisers, communication
  boards, word processors)
• Therapy to improve or maintain physical condition
• Technically assisted mobility

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Duty of Care

• There is a higher duty of care expected of a
  teacher than a prudent parent because
• Of training
• Assume control of a number of students

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Duty of Care

• 5 steps to ascertain reasonable care
• Is a duty of care owed?
• Is there a breach of duty of care?
• That as a result of this breach an injury
  occurred
• The injury was a foreseeable result
• Were there other factors contributing? E.g.
  negligence

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Duty of Care Implications for PE Teaching

• Supervision
• Sequential progressive skill learning
• Equipment
• Spacing
• State of repair
• Appropriateness
• Use protective equipment
• Warm up cool down

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Duty of Care Implications for Teaching

• Physical environment
• Medical conditions
• Freedom from harassment
• Clothing/footwear
• Fluid replacement
• Learn injury management

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GenderStatus of Women

• Education
• Essential tool for achieving equality and
  development
• Catalytic effect on every dimension of
  development

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GenderStatus of Women

• Of 1.3 billion people living in poverty, 70 are
  women
• Women41 workers in developing countries, but
  wages are 30-40 less than men for comparable
  work
• Women hold only 10 of the seats in the worlds
  parliament and 6 in national cabinets
• UNDP human development report 1995

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GenderGirls Physical Activity

• Huge discrepancy in skill ability between males
  females already in existence at reception level

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Gender Girls Physical Activity

• Discrepancy often perpetuated through
• School
• Media
• TV/newspapers/magazines/radio/billboards
• Expectations
• Characteristics of femininity
• Gentle/dependent/non-competitive/emotional

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Gender Girls Physical Activity

• Doubly disadvantaged if female also member of
  minority group (NESB, aboriginal, from single
  parent household, disabled)
• Myths fallacies e.g.
• Menstruation
• Increase in muscle bulk if sporty

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Girls Physical ActivityImplications for
Teaching

• Equal access to space esp. Oval playground
  equipment e.g. rostered days
• Clothing
• Segregated classes
• Anti harassment policy

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Girls Physical ActivityImplications for
Teaching

• Role models
• Catch-up skills
• Program
• Resources

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Fundamental Motor Skill Proficiency

• Research undertaken by Dr. J Walkley, Melbourne
  Institute of Technology
• Reported to the 1992 Australian Parliament Senate
  Standing Committee Report on Physical and Sport
  Education (Crowley Report).

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Over-arm ThrowPercentage SUCCESSFUL
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Overhand ThrowPercentage SUCCESSFUL
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KickPercentage SUCCESSFUL
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Forehand StrikePercentage SUCCESSFUL
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CatchPercentage SUCCESSFUL
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Two Hand Strike Percentage SUCCESSFUL
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