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!!