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Title: GAA for ALL: Part II


1
GAA for ALL Part II Ulster Schools
Coaches Training, Loughrey December 18th, 2007
2
  • Todays Objectives
  • More in-depth understanding of special needs
    provisions in schools
  • Inclusive ideas
  • Practical progressions

3
Todays Schedule 9.30 Facts and history
10.15 Everyone Together 11pm
BREAK 11.15 Planning 1pm
LUNCH 2pm Adapted Games 3pm
Practical 4pm Quiz
Questions
4
The Study of movement is of importance to adults
who want to observe and understand
children (Gallahue, 1998) Teachers that overlook
these duties erect proficiency barriers at the
specialised movement skill phase The earlier a
child is identified as having a developmental
delay or disability, the greater the likelihood
that the child will benefit from intervention
strategies (Bruder,1999)
5
  • Special Educational Needs provision is matched to
    individual needs.
  • It may be made in special schools, special units
    attached to mainstream schools or in mainstream
    classes themselves.  
  • In Northern Ireland there are 45 special schools
    (including three hospital schools) and 170
    special units attached to around 100 mainstream
    schools which cater for a wide range of special
    educational needs.
  • The five Education and Library Boards also
    operate specialist outreach support services
    for children with literacy problems and behaviour
    difficulties.

6
Duty of care 2007 (Northern Ireland) Order
2005, the statutory responsibility for securing
provision for pupils with special educational
needs rests with the Education and Library Boards
and Boards of Governors of mainstream schools.
7
The Special Education Needs Order and
Differential learning Strategies The Code
emphasises that all should be educated
alongside other children in ordinary schools
'where appropriate and taking into account the
wishes of their parents' have the greatest
possible access to a broad and balanced education
which includes the National Curriculum.
Education (Northern Ireland) Order 1996 as
amended by Special Educational Needs and
Disability (Northern Ireland) Order 2005
8
TEACHERS DUTIES.
  • Not to treat pupils who have a disability less
    favorably, without justification, for a reason
    which relates to their disability
  • To make reasonable adjustments so that pupils who
    have a disability are not put at a substantial
    disadvantage compared to pupils who do not have a
    disability and
  • To plan and make progress in increasing
    accessibility to schools premises and the
    curriculum.
  • Education (Northern Ireland) Order 1996 as
    amended by Special Educational Needs and
    Disability (Northern Ireland) Order 2005

9
  • PARTNERSHIP WITH SCHOOLS
  • 1. TEACHERS/ SENCOS
  • Teaching methods
  • Integrate resources
  • Plan for continuity and progression (IEPs)
  • 2. Discuss organisation of groups
  • similar ability, mixed ability and themes
    explored or skills taught
  • 3. The use of classroom assistant/support
    personnel to
  • - assist in organising the equipment group work
  • - support particular student or students
  • - reinforce particular skills give
    encouragement.

10
UNIT 2 TERMINOLOGY
11
Mild Learning Difficulties
  • fitness levels
  • listening and responding
  • co-ordination and balance
  • spatial and body awareness
  • leftright orientation
  • Behaviour
  • social integration.

12
  • MLD Continued
  • Difficultly in acquiring basic literacy, numeracy
    and in understanding concepts
  • Delay in speech and language delay
  • Low self esteem, low concentration
  • Mobility

13
  • Example Dyslexia
  • A continuum of difficulties when learning to
    read, spell or write i.e- Thingies
  • Inefficient information processing
  • Short term memory loss
  • Sequencing and motor function
  • Inconsistent in performance
  • Difficulty in following a string of instructions
  • More concentration required
  • Praise where possible
  • Games reinforce learning

14
  • Moderate learning difficulty
  • Very individual learning needs
  • Wide range of abilities, learn in different ways,
    and are motivated differently.
  • Learning potential should be recognised and
    developed as fully as possible.
  • Entitled to a full educational experience, but
    the pathways they need to take and the time they
    need to achieve this may be different from many
    of their mainstream peers.
  • Areas to work on
  • Concentration, responding interacting with
    people
  • and objects
  • ABCs
  • Spatial and body awareness (Crossing the midline
    of the body)
  • Self confidence, self esteem
  • Social integration group activities

15
  • EXAMPLE Down syndrome
  • Gross motor Fine motor
  • Short attention span
  • Hearing Problems
  • Visual Problems
  • Weak Auditory memory
  • Language Delay
  • Immature social skills
  • strong visual awareness
  • Desire to learn from peers
  • IDEAS Rolling/ medicine ball/ jumping
    starting/stopping, eye contact and visual cues

16
  • Think Safety Atlanto-axial instability
  • This instability is present in a small
  • Laxity of the ligaments or muscles supporting
    the first two cervical vertebrae in the neck.
  • Forceful forwards or backwards bending of the
    neck may dislocate the upper cervical vertebrae
    causing damage to the spinal cord.
  • It is important to limit certain movements or
    activities for students who have been diagnosed
    as having atlanto-axial instability OR have not
    yet been assessed
  • The parents/guardians should be requested to
    contact the family doctor or appropriate
    specialist.

17
SEVERE PROFOUND LEARNING DIFFICULTIES
18
  • Severe Learning Difficulties
  • (SLD- very early stages of awareness)
  • Attending approach
  • changing body posture
  • tensing or relaxing body
  • changing facial expression
  • concentrating visual attention
  • concentrating auditory attention
  • ceasing or beginning vocalization
  • ceasing or beginning movement
  • pausing continuous activity
  • changing rate of continuous activity
  • NOTE Forms of distress
  • Be alert for subtle signs of distress, such as
    sweating, excessive muscle tension or changes in
    skin tone, such as flushing.

19
SLD interest in environment Responding approach
Demonstrating an interest in an object through
expression, action or vocalization reaching
out for interesting objects repeating an action
imitating actions visual tracking of people
and objects auditory tracking of people and
objects differentiating between familiar
people and strangers by expression, action or
vocalization demonstrating the ability to
choose when the opportunity is offered showing
anticipation of a previously experienced activity
when that activity is presented again.
20
SLD 3 Initiation- Interest in environment
Initiation Approach identifying and
developing a functional system of communication
for the student providing opportunities for
co-operating and turn-taking with familiar adults
and children providing opportunities for the
student to interact with unfamiliar objects,
people and places.
21
NOTE All students with severe and profound
disabilities require sensitive and careful
handling when being assisted to participate in
physical activity. The games programme provides
opportunities to use a selection of equipment of
varying size, shape, texture, colour and pace.
Handling skills, hand-eye coordination, carrying
and striking are explored through a variety of
selected activities.
22
Physical conditions Cerebal Palsy, Spina
bifida (Vertabrae), Muscular Dystrophy (muscle
wasting) Accidental injury
23
  • Example Cerebral Palsy
  • Lack of muscle control
  • limits control and coordination when jumping and
    throwing accurately.
  • Pupil will be able to participate in modified
    activity i.e- reducing the number/distance, or
    increasing the size of a target.
  • Adapted equipment, such as larger balls with easy
    grip and chutes.
  • - Pupils may also need to be held or supported
    through some activities.

24
  • Ideas for Cerebal Palsy
  • A lot of GAA skills are static/ begin static.
  • Top stars break skills down also to help
    themselves improve.
  • Its important to talk to the class about talents
    everyone brings to a session and encourage
    partner/buddy work
  • Station work is great for children to develop own
    skills
  • Sit down, throw balloon into the air and get up
    to catch at highest point
  • Turning- touch different coloured cones (varied
    sizes)
  • Drills against the wall sitting, kneeling,
    standing
  • Pick ball up on the run
  • Follow the leader/ mirror games

25
  • Cerebal Palsy ideas continued
  • Gross motor skills
  • Rope balance
  • Core skills/ wobble board
  • Press up jumps
  • Running/walking with a medicine ball
  • Rolling on a mat and getting up to knee/standing
    level
  • Reaction
  • Reaction balls
  • Balloon/scarf (solo, high catch, hand pass)

26
  • CEREBAL PALSY.CONTINUED
  • Running and stopping
  • 2 foot stop, one foot stop
  • Try to cut foot in half and move on balls of
    feet
  • Running Backwards
  • Most players even able bodied find it difficult
    stopping quickly as they have never been coached
    how to.
  • Stopping quickly is a deacceleration skill just
    like accelerating from a standing start.
  • Coach to drive front foot into the floor/ground
    to act as a brake, by placing it in front and
    bending the knee to help absorb the shock.
    Opposite arm must be opposite his front foot to
    aid balance and bent at the elbows.
  • The coaching tip here is to be as 'strong' as
    possible by tensing every muscle in his body.
    Start at a slow pace and get the mechanics right
    before challenging him to stop at a faster pace.

27
Cerebal Palsycontinued
  • Balance skills
  • Hopping
  • Coloured cones- have a friend calling out colours
    to run/hop skip to
  • Walking on bench
  • Moving around on different body parts
  • Shape change
  • Agility
  • Partner work, toe touch
  • Red light/green light
  • Mine field (travel through cones (mines) whilst
    soloing/ bouncing ball, sde step mines)

28
  • Example Ideas for Wheelchair users
  • -1/4 effort, 1/2 effort and 3/4 effort as an
    alternative to walk, jog and run.
  • - Place beanbags on cones to ease collection.
  • -Colour coded cones can be used as instructive
    indicators.
  • -Removing lower back and side guides (where
    appropriate)
  • Experiment with the angle of the wheelchair to
    assist the pupil with activities
  • Band to reach down and return back up again.

29
  • Sensory Hearing, Visual, Multisensory
    Impairment
  • Clear instructions e.g. the beanbag is on the
    floor at 12 o clock in front of you.
  • - Ensure that pupils are familiar with and aware
    of the area in which they are expected to move.
  • - Don t stand with light source behind when
    talking to pupils.
  • A ball with a bell inside
  • Verbal encouragement - calling name before
    delivering an instruction.
  • Audible prompts and sound beacons for activities
    that utilise a target e.g. clapping or the sound
    of a whistle.
  • - Strong colour contrasts for pupils with low
    vision.
  • - Define a playing area with brightly coloured
    tape or flags to
  • distinguish boundaries for visually impaired
    pupils.
  • -Buddy system
  • -

30
Social, Emotional and Behavioural
  • ADHD 1-3
  • Inattention, hyper activity and impulsiveness
  • Difficulty in controlling their own behaviour
  • Laziness, lack of sleep, tv and food additives

31
  • 2. Autism
  • Difficulty understanding using non-verbal
    communication
  • Understanding Social Behaviour i.e- interacting
    with children or adults
  • Obsessional/repetitive activities a range of
    other difficulties
  • Literal thinkers and fail to understand the
    social context
  • High levels of stress/anxiety leading to
    inappropriate behaviour
  • Perception of sounds sights smells and tastes
  • Hard to generalise skills and have unusual sleep
    patterns although they prefer routine not change
  • Barnardos intervention scheme structured
    programme behavoural therapy

32
Example Aspergers When I was 8 I found out
about Asperger Syndrome and since then my life
has changed completely. Before that life was
very hard for me...I always knew I was different
and that I wasnt like other children. I
detected differences and I felt that things were
not the same for me as for other children. They
seemed to behave differently, but I didnt know
why. At that time, although I felt different I
felt normal about being different. I thought I
was the normal one and that it was the other
people who were different, not me. Which is a
perfectly feasible way of thinking.
(Kenneth Hall, Age 10, from his own book)
33
  • 3. Aspergers (asp)
  • Similar to autism
  • Higher intellectual abilities
  • Impairment in social interactions and
    communication skills. Stereotyped behaviour
    interests/activities

34
Speech and language difficulties (SL)
  • Difficulty in understanding and communicating
    through language
  • Stammar when speaking
  • Reduced vocabulary
  • Expression of ideas
  • Recalling

35
  • Medical
  • Epilepsy
  • Asthma
  • Diabetes
  • Mental Health issues
  • Other

36
  • For Example Epilepsy
  • abnormal electrical activity in the brain
    causing the manifestation of seizures
  • 80 of children lead normal lives
  • Learning disorders as a result of medical/therapy
    and or seizures
  • 1- Absence
  • 2- Partial (confused to distorted consciousness)
  • 3- Tonic-Clonic (Severe convulsions)
  • Inability to listen at times
  • Affectively socially and emotionally immature

37
Practical Stations
1 Boccia Disabled
5 New Age Kurling
2 Rounders ADHD
4 Boccia Downsyndrome
3 Handball
38
Its a matter of lighting a candle instead of
cursing the darkness
39
Association for Spina Bifida And Hydrocephalus
(ASBAH) Website www.asbah.org British
Association for Teachers of the Deaf
(BATOD) Website www.batod.org.uk Northern
Ireland Dyslexia Association Website
www.nida.org.uk British Deaf Association E-mail
northernireland_at_signcommunity.org.uk Contact a
Family Northern Ireland Website
www.cafamily.org.uk Downs Syndrome
Association Website www.downs-syndrome.org.uk Me
ncap in Northern Ireland Website
www.mencap.org.uk PAPA Website www.autismni.org
40
The National Deaf Childrens Society Northern
Ireland Website www.ndcs.org RNID Northern
Ireland Website www.rnid.org.uk RNIB Northern
Ireland Website www.rnib.org.uk SENSE Northern
Ireland Website www.sense.org.uk The Cedar
Foundation Website www.cedar-foundation.org Disa
bility Action (Northern Ireland) E-mail
hq_at_disabilityaction.org PEAT (Parents Education
as Autism Therapists) Website www.peatni.org NICC
Y (Northern Ireland Commissioner for Children and
Young People) Website www.niccy.org
41
CHRISTMAS CRACKER QUIZ!!
Nollaig Shona Daoibh!!
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