T. iaenagy soci and cultaral factors which may constitute barriers to students having @ meaningful educational experience in and through SEPEP. [Page 2 Page 3 Page 4 Page 8 Pagel4 | EQUITY ees Ao am SLE cey LOLA What teachers and students said about equity Cultural equity: The story so far Cultural equity: What you need to think about Gender equity: What you need to think about Students with disabilities: What you need to think aboutWHAT SEPEP TEACHERS AND STUDENTS SAID ABOUT EQUITY [> Fantastic. The way teaching should be. Students played and umpired excellently. Everyone had a job to do and did well. Excellent interaction between sexes. Good players tried to include the girls as ‘much as possible which helped team unity and total enjoyment. (Teachet journal, Victoria} The girs in my group totally dominated the management side of t, and the boys let them do that. (Teacher teleconference, Queensland} We though basketball was an appropriate sport to start SEPEP with. In all the previous surveys we hhad done about perceived male and female sports, it came through as one that was perceived to be a fairly mixed sport, not necessarily mate or female. (leacher teleconference, Vitoria) Being needed in a team made a difference to several gis, (Teacher questionnaire, South Austala) The most impressive part that we found was the female participation: they were bringing their uniforms and getting changed, plus actually aking part in the games and running around — they used {0 forget uniforms or just opt out (Teechet teleconference, Cieensland) | rrr Everyone ts starting to get a team spirit and pass the ball o everyone, boy oF gl (Student journal, New South Wales) The chicks in my team are improving the most. (Student journal, New South Wales) _Bven though I don’t mind the boy, it just seems to be more fun in a gis’ class. It’s muck more relaxed because you don’t have to wory about boy's making fur of you when you do something wrong. (Scudent journal, Australian Caplal Tenitory} When we did SEPEP we played Touch which was fun and taught us to share, but it would have been better if the boys would have shared the bal a bit more and given us a falr turn instead of assuming we were bad players just because we were gti. (Student journal, New South Wales} Girls played girts again. It was good as we got a better go (than in the coved games) I noticed that girls who used to sit out got up and tried. (Student journal, Austalian Capital Tenitory) Today | helped set up a ty. It's about tine I did something useful for the team. I know I drop the ballTHE STORY SO FAR. ‘The isue of equitable participation has been adéressed in this manual in sections suct as game modifications, selection and student roles. However, we believe equity needs tw be tackled directly and on a number of fonts. Therefore we have prepared separate ‘module on equity and focused, in particular, on gender, disability and race. Central to the SEPEP philosophy is the idea that every student should have a ‘meaningful educational experience in sport. Meaningful educational experiences should be developmental. That is, they should contribute to the social, emotional, ‘moral intellectual and physical development of the student SEPEP works from the assumption that a school community is a Key social agency responsible for providing meaningful and educational sporting experiences for all children. A second assumption is that some social groups appear to be facing barriers to their participation in school physical education. A third assumption i that {f SEPEP. teachers remain unaware of such barriers, then the provision of meaningful, ‘educational experiences through sport in physical education forall students will remain dificult. ‘The aim of this module isto alert teachers to how formidable those barriers might be {or students. At the same time, it provides strategies which might be used by teachers seeking equity In thelr programs. PE eee eng oe eC aero fhe knowledge we obtained through the national trial of SEPEP. The limited information from the SEPEP trial is evident in the preceding page of quotes. There were only two ee nC meng econ tee cnay to Aboriginal students or students with disabilities. It wil only be through further work with SEPEP teachers that a better understanding of the potential of SEPEP to provide ese etme coma Equity ssues for the focus groups (Aborigines, the disabled and girs) in thls module are discussed in three sections: Context, Bartiers and Strategies. Its important to consider the broader context within which the group participates in SEPEP in order to appreciate the extent to which the group is marginalised in society, and in school in, particular. Barriers are considered because it is these which SEPEP teachers must ‘overcome to achieve equity. Finally, broad strategies for equity are sugzested for each, group. ‘Note: In preparing the following information the authors would lke to acknowledge the valuable input of Simon Forrest and Graeme Gower of Edith Cowan University’s ‘Kurongkurl Katijn Schoo! of Aboriginal Studtes and Darren Godwell and Peier Downs of the Australian Sports Commission.WHAT YOU NEED TO THINK ABOUT “Teachers should be aware ofthe diversity of their students’ cultutal backgrounds and give each culture similar consideration to the group highlighted in this module, The gathering of information about context and batters, as well asthe planning of strategies to encoutage equity in SEPEP, is important for each cultural group. In examining cultural equty Issues in SEPEP, this module loos atthe specific example of Aborigines and Torres Strait Islanders as they comprise a significant cultutal minority group in ‘Austilian society CONTEXT: THE IMPORTANCE OF SPORT IN ABORIGINAL CULTURE Wersow very tule about the deivery of SEPEP to Aboriginal and Tomes Strat lander students. Despite this lack of information, It Would be inesponsible to write a module called ‘Equity’ nd not acknowledge shat is effectively one of Australia's most consistently marginalised populations. Greater understanding in this area is likely to occur once Aboriginal teachers or students start sharing stories about their SEPEP experiences. Reading this module will not give teachers 2 ful understanding or appreciation of Aboriginal cultural equity sssues, Its impossible co account fr all local contexts and differences amongst Aboriginal sub-culpares. A key strategy isto establish contact with the Iocal Aboriginal Education Worker ot other person/s suggested Dy the AEW. They should heve the expertise and knowledge regarding the local issues which must be considered. Colin Tatz' suggested “sport can, and does, rave more important functions in Aboriginal societies than it does in the lives of otier Australians.” Tatz’s research suggested these functions included: © providing some purpose and meaning in ife ‘enhancing social cohesion and togetherness ‘enabling a few moments of total empowerment and sovereignty acting, on occasion, to offset alcohol abuse ‘occupying time in the absence of real employment ‘helping overcome chronic ill health reducing serious intemal violence and juvenile delinquency; and proving an avenue for successful competition against mainstream society 318) Aborigines have recognised the opportunity forded by spor for many years and more recently thishas been edenced by the enormous success ofthe annual Yuendurmu Games.a According in Colin Tats’ "Aboriginal sporting sucess. has given Aborigines more upit, more colecive pride, more kudos, than any other singe activity.” (1987, p.128) An example of this profing ws Cathy Freeman's parading ofthe Aborlgal fag atthe 1994 Commonvreaih Games. Howevey, sigicant evens such asthese canbe misleading becawse they sugest that equi ha been subslantialy achieved fon Aborigines and Torres Stat Islanders through spor As a Warning against complacency Tatzretnindd us that: aL eau Cer Poe , they are never pa ‘In the following section, some batrers to participation in sport faced by Aboriginal Ausullans are discussed. BARRIERS: IS IT REALLY A LEVEL PLAYING FIELD? The outstanding feats of Aboriginal and Tomes Suat lander athletes suchas Cathy Freeman, Graham Polly" Farmer, the Eliz brothers, Lionel Rose, and Evonne Goolagong Cawley reinforce the perception that ‘there are fewy barriers to Aborigines’ equitable access to sporting opportunites. For a group of people who comprise less than 2% of Australia’s population, Aborigines have produced a remarkable number. of ‘international standard performers However, a Tatz suggests, there is much we do not now ~ in partcuia about the thousands who never td the opportunity lo get to the starting line. This polnt was reinforced by Alma. Ihope? who, when receiving a special award fr her services to black spot, sald: I’ve never played sport — it wasn't available in my I ‘The lack of opportunity to which Alma Thorpe referred i caused by a number of factors: ‘© Politica, legal, economic ot social situations that limit Aborigines’ access to opportunites. Fox example, there have been few examples of elite Aboriginal ccketes inthis century, and almost none in spor such as go skiing, sling, ad lavin bowls. This may be due to social exciuson and/o: economic disadvantage © Other factors such as isolation and lack of facies and resources e.g, coaches, scholarships and quality equipment). ‘Ihe berries wil vary according to local factors, ard this sone area where the Aboriginal Education Workei can provide valuable adviceSTRATEGIES TO CONSID! Tesstmportantto follow stateses which are able to avo neues. But when they do oceut teachers need to be able to identify and respond to problems As you conser these points, you may find yourself thinking they could be applied to any cultual group. However, itis impostant not to fall into the trap of thinking that all cultures ae the same, Aboriginal and Tomes Sitait lander students are from very diverse and complex backgrounds and are often faced with unique dificutes when they are required to Darcipate in ‘mainstream’ educational activites, To assume everybody is ona level paving, field is to refuse to acknowledge the ways in which non-Abovigiral Austallans have Instnically and tadtonally placed these goups a a disadvantage The context in which the SEPEP season is to be implemented is an important factor to consider Abotiginal communities, Uxe non-Aboriginal communities will diff in many ways The following principles and sttatgies should be explored to identify appropriate approaches to teaching KEY STRATEGIES: Establish community support for the program. [tis important that SEPEP is accepted and supported by the Aboriginal community as a worthwhile in school activity A common problem concerning prograin is that they are imposed. Ihis means Aboriginal communities rarely have input ftom the beginning anci ‘hus rarely fel any ownership. The 1991 government regort ‘Recreation in the Abotiginal Community” stated “All oo often an event ot activity is forced on a group as being what is needed, when infact it was developed outside the community. Thete is litte interest in continuing the activity because it does not belong Ownership of programs is the mast essential element in all this * (p 46). Engage the assistance of the Aboriginal Education Worker (AEW) in the planning of the program. SEPEP SPECIFIC STRATEGIES: Leaving problem-solving activites to a team captain o1 coach may initially be ‘unptod.lctive. Aboriginal students who are made coaches may expetience ‘shame’ (in the ‘Aboriginal sense of the word) by being singled out in flont of their peets Othet team (ont ayes ‘membets may resent being told to do something, Icy be bette to adopt a co-operative team approach where all have input ot to involve the Aboriginal Education Worker to assst the coach In oder to overcome any problems. ‘Modelling and imitation is important forthe learning of skis. Instructors [especialy if they ate students) nee to be (and feel) capable ofthis task. There should be an opportunity for private practice: it is important to avold public demonstations until students fee! competent. The use of role mode's irom the Aboriginal community ot Abotiginal Education Workers to assist in the teaching ofthe program can be helnful strategies. law coaches tobe flexible with taining sessions — learning by playing the gamne may be seen ‘as being more important than conducting ‘artificial’ training.It's likely that games will become very competitive. There is a need for the teacher to ensure the motivating asgects of competition are balanced with an ethic of equal patticipation by ll students tis important that the teacher is aware ofthe ways In which, Aboriginal students may zeact to conflicts (especially if the reaction is likely tobe physical), and that ways of dealing with them are worked out in advance Aboriginal students expect to be physicaly competent and they don’t tke to seem incapable because of Gesire tobe equa with others in the goup Game modification isa charactatstic of SEPEP. Charging established rules and game stuategies may be perceived esdemeaning This aspect of SEPEP needs cateful consideration Absences area real problem in aSEPEP season. The teachet should be aware ofthe social, family ané cultural obligations Aboriginal students have. No amount of SEPEP afiation ‘will alte the fact that some Aboriginal students will have to leave school to attenc “pusiness’ (funerals) ot other ceremonies. Be aware of the socal conventions that particular spotts catty Ae they realiy necessary? Do they conflict with the culture of the Aboriginal students inthe class? Cent Pies enas Im tying to encowage schoolcormmmunlty links, it fs Important to be aware of the accessibility of falities and equipment in local communities. Also, be aware that requting | sucents to tutn up in team uniforms may not be practicel It is Likely that games will be seen as being important, but that many of the roles — particularly in organisation and management of the season ~ may be seen as itelevant ot not students’ responsibilty. The teachei may need to show how performance of these roles i vital fot a successful season and how important sklls can be gained through ‘experience in these positions. h(a identificationWHAT YOU NEED TO THINK ABOUT Nae Ge aga ONIN ULO Ezsucation in Ausnalia cumenty operates, amongst othe things, under The National Acton Plan fo the Education of Gils 1993-97 (Curriculum, Conporation forthe Australan Education Cowl, 1993), The Plan ‘was based on a range of ecucational values and assumptions inchuding: © Equality of opportunity and outcomes n education for gis and boys may tequite differential provision, at east fora petiod of time © A high quality education for ghls is a mainstream profesional responsibility for all educators in all primary and secondaty schools and school systems © ‘Schools should educate girs and boys for satisfying, responsible and productive living, including work Inside and outside the nome © ‘schools should provide @ curriculum which in content, language and methodology meets the educational needs of gts and which recognises the contibutions of women to society © ‘Schools should provide a challenging leaning environment which is socially and cultwaly supportive and playscey comfortable fr gis and boys © The effective change and lasting improvements needed in schools will recognise awareness and understanding of the educational needs of gis on the patt of students, parents, teachers and aciinistators, and institutional support for addressing those needs. Aising ftom these and other assumptions were four objectives focusing on: 1 Raising awareness 2 Equal access to 3. Supportive school 4 Equitable resource of the educational participation in environment allocation, needs of girs appropriate cunticulum To achieve these objectives, eight protties were outlined: | JEW stom conaroanan — - Ee eee eT i Seer eee eet ohBARRIERS: SOME PROBLEMS IN SCHOOL FACED BY GIRLS Despite moves throughout the 1980 and into the mid 90s to improve gender equity in schoo! physical education, curtent satsics show ghls ate not becoming mote interested in spoct. According to the ‘Austin Sorts Commission's ‘Toward Gender Equly in Spor’ document, “Females represent only about 23% ofl registered sporting paricganss Only about 5% of adult Austllan females, compare with twice the percentage of males, take sulicont regular exercise to havea benelical taining eect or. the heat and Jungs” 3) With more than 3 out of every 4 gis not expesencing the benefits sprt may ofr them, blame must be directed squarely atthe processes which ae designed to ‘introduce them to sport. Physicl educators are ceatrl to these processes. In examlning whether we have, in SEPEP, identi a sucoasfl catalyst ox change inthis rea, ts iuportantto conde the range of problems which PE mus edaress ‘The Report to the Committee overseeing the Review of the National Policy for the Education of Gils’ ‘suggested a range of problems affected girs’ educational experiences in schools, This report was besed on Consultation with over 800 schoolgils of age 4-18 years ftom government and independent schoois in 1991. The consideration of these problems. provides us with some impottan: guidelines for the implementation of SEPEP. The problems include: © Sex-based harassment (which includes sexual harassment) of sinls by boys and sometimes teachers, is fendemic in most co-educational classrooms and school yards. This harassment contributes to gis’ passivity; restricts thelr access to space, equipment and attention; uncetmines thet feelings of safery and selfworth; and reduces the risk-taking behaviour necessary for their complete development. © The quay of teaching and learning Is of paramount concern to ghis They want to leatn, are highly critical of bad teaching and are warmly appreciative of teachers wo allow for @ more paticipatory, student controlled approach to leaming,———__————_ ==, —______—_ © Gus’ patctpation inthe curriculum is still very much gendet stereotyped, and they leave schoo! with ‘very different patznns of knowledge, understandings, and skills from those of boys. © Gils who have dlsablities, who are Abottginal ot Torres SuaitIslandets, who ate from non-English speaking backgrounds, from 1utal backgrounds, ot who lve in poverty, expetience the compounding effects of belonging to mote than one disadvantaged group, © There ate some practical daytoday issues that worry gis; menstruation, frtlty and sexuality are amongst the most often mentioned. According o gis, schools need tobe better at helping thera manage these issues in ways that ensure prlvacy, comfort and wellbeing In this regard, school unifotms ate also a significant issue for gis © Many guts are concetned about the extent they ate lstemed to when they tise issues with teechers. © Schools do tte to assist gis to challenge thet exoectatlons of thel! postschool options, which reinforce existing patenns of gendet segregation © Gitls :arey acknowledge theit success, talent and worth, and often develop an unrealistic and negative image of theit bodies. These images are desuuctive and damaging to theit ecucation © Opportunities for gis and boys to lean about the roles and worth of women in Australian society are limited. Students have litle critical awareness of the effects of gender in social politcal and economic domains, and the subsequent effect on thei lives E FOR TEACHERS FROM THE ‘S’ © Take advantage of the fact the gils favour more social, mixed sport with less emphasis on winning and ae also sirongly interested in schemes which train them to coach younger children in sport. Fost this interest and involvement. It will have the dual benefits of widening the choles available to younger ciilldren and incteasing the competence of older gs © Pay atteation to the restrictions gil place on clothing. Young gil are sensitive to how othe: people see them This is especialy ttue if they are overweight, or belleve they are. Gils in this age sroup prefer to be ‘modestiy' dressed duting group spotting activity. Shorts or skits to mid-thigh length, and baggy rather than close ting, will be prefetred. Cpitalis on the pressure to confoim to peet groups and alow clothing that the girs themselves prefer to weat © Consider ways in which teachers across vatious subject ateas might use the subject of participation in spoit as an interdsciplinary topic. For exampl ‘Debate issues of women and sport as pat of social scence, genetal/legal studies, media studies ‘Use pot, patticulaly women’s spot, asa topic for historical study ‘© Use the topic of relative physiological capability of men and women and its influence oa sporting ability as part ofthe science curriculum © Most important, make out an action plan to attack the problems. Unless a co-ordinated effort, wher= goals are set, suategjes are devised and performance indicators ate measured, it will be unlikely that much will change © Fo: futher suategies, refer to the Active Gils Information Kit, available through AUSSIE SPORTCO-ED OR NOT CO-ED? THAT IS THE QUESTION Sore sores tom SEPAP teachers about thet ri sesons sugested get quite suongy thet they were no} abe to share equally, particulatiy «players, in a co-educational setting Although girls appeared to be ‘more involved in SEPEP than they had been in past PB, the bottom line was boys sill tended to dominate ‘This domination varied, but is exaggerated in more physical sports such as basketball, and has also been evident in sports such as touch and volleyball Single sex SEPEP seems to present a bettet picture. However, this segregation may be counterproctuctive since the idea of SEPEP is for students to identify problems and work them through Its unlikely, where ails and boys are sexregated, that existing stereotypes which lead boys to subjugate gil to less meaningful, roles in sport willbe chellenged. Teachers need to decide which approach Is more worthwhile. As we show ‘below, SEPEP olfers ways to balance single sex and co-ed classes There have been some positive repotts from teachers Who have run two tournaments within a season: One ‘ubere girls and boys are segregated, followed by 2 co-educational one The idea is that gis are free to Decome more confident in the sport by playing in & more suppoitive environment, and that both boys and ‘its fist have the opportunity to deal with other probier areas (such 5 disputes with umpires and disagreements among team mates) before geting them to address the gender issue in ‘postseason toumament’ Regardless of the decision to segregate ot combine, itis ultimately up to the teacher to be sensitive problem areas and to ensure students recognise these and make moves to redress them Responses o this teacher developed SEPEP Class Questionnaire about Gender Equity emphasise the need {ot careful thought about coed SEPEP. These students were quite positive about boys and gis playing together but other classes were not ALWAYS (25%) Typical responses © We always worked well together © twas alays boys and boys axguing ot gs and gs arguing © Boys always argued with the boys and the gils always argued with the g's so they got along well © Because there wasn't any contact except for touching, ey Mera MOSI OF THE TIME (75%) ie (92%2! responses ESRI © [ove cn’ pss tothe gis sometimes Because they were congatulating eachother Sometimes the boys had diferent rales to the gils Sometimes the boys jgnored the gis Because some ofthe gis ate etter than the boys Sometimes the boys/gils dot pass to the opposite sex Because they agued sometimes Because sometimes we didn't get ot They sometimes had afew fights Serres te eovcvcce Asa inal word there have been peste signs in cent years or women in spot. equals in areassuch SaaS eee Sete cre eset gt eae ate ddeectfied ‘andl oma gtealesten to TerkeeresSOME REFLECTIONS ON GENDER EQUITY FROM A SEPEP TEACHER Janine Cumow, Runcorn State High School, Queensland) From metal quesionnat, the moto students enloyed the season and peceived that thad bees fat and equtable to both bos and gis They believed that there fad been equal opportrty to parcgte, but not al tought at thd been at in ame play. Many ils ‘elttha the boys ‘hoggd” the ball ard some of the boys said that the ghls wee tbo ‘bossy In my intial Impressions, J felt that there were no glaring signs of gender stereotypes Howevel, on reflection and in conjunction with the literzture 1 had teed, there was considerable evidence that the underlying notion constiued by the boys was that they consldeted that the giuls were not physically capable of keeping ap with them. This was witnessed in the fact that they did not pass the gitls the ball vey offen and the siliful ils like Asten} were treated as honorary boys duting play. Some of the gitls were ‘Rustated” ‘with this as they felt they wete more thar: able to play the game. These gils play representative sport for school and club, and ate highly co-ordinated and fit In spite ofthis ‘act, the boys still tended to Seave them out. Gitls compensated and became verbally "bossy" Dut boys still tended to dominate the space and contact wile paying The conclusion is drawn that my SEPEP season cid little to change the sexist structures in sport, andl In some cases actualy reinforced them, Stereotypes weie stwonaly indicated from ‘obgerving classes and talking to students. However, the nevis for SEPEP is rot all bad: there are steps the teachet can take to avoid these negative expetiences. I will now suggest some stategies that could be implemented in a SEPEP season that ae designed to intervene and provide @ more equitable disuibution of participation and powe The fits suggestion is premised on value; the sport needs tobe given equel value by both boys. and gils [ suggest inttoducing a spoit that is not preconceived as a particular gender's domain. Inventing a new game with home designee equipment ot using a minor game such as Neweomb or UniHfoc may be an appropriate stating point to giving gender inclusivity a chance, Secondly, teaching strategies need to be mote guided. It is necessary to take the acess to, and the reasons for boys to want, powet away. The teacher needs to guive students into working out playing and management sls. In my season, I was not attempting to Interfere with student arrangements but | feel that it isa necessary pat ofthe process to develop awareness of the underlying capabilites of both boys and gins It is probably irapetatve to take away some ofthe ‘tee choice’. In the group situation, ensure all members of the group patilpate ‘equally. This could pessbiy be implemented by rotating the stucents through the allocated roles giving students equal tars and equal chance to patticipate in each role Thirdly, student roles need more definition — discussion about specific aspects of each role with more gender knowledge included in the desctiption is essential. An example can be found in the definition ofthe cozch ~ a petson who prepares and participates in the practice activities for the team. The coach should be aware of all players’ abiltles and prepare appropriate skills so that all earn members have the prosgect of improvement Asa fourth point, in conjunction with gender appropriate definitions ofthe roles, definition ‘of a clearer set of guidelines relating to sporting behaviours, treatment of umpires and—____ 6, Fifth, students should be made aware that while there may be differences between boys and gils this does not mean that gis ae inferior. Possible starting points include: discussion of why git’ sills are not as advanced as boys; directing the discussion in the diction of ‘gender equity; ot hinting that the boys are aftaid to let the gils get better. There is a need 10 equip the students to deal with the effects of gender. Team work needs mote encouragement, developing a positive policy of play where each team sets their goals each ‘week and/ot has 2 team motto or team cheet ‘A final stategy that may be of use in Improving the gender inclusivity of SEPEP isto provide ‘opportunites etthet informally ot formally for students to teach ask to a student of the other sex. This activity may be dificult in the beginning ofthe program but may be possible toward the middle ofthe season wien students have been bette equipped in gender knowledge and have insight into the equal value of activity to all In conclusion, if SEPEP fs to be used asa gende'-Inclusive methodology in physical education, itis essential that teachers take a critical view of, and an active agenda to achieve, gender equityWHAT YOU NEED TO THINK ABOUT Today I helped set up a ty. It's about time I did something useful for the team. I know I drop the ball 4 lt, and alot of the time itis often my fault, but alot of the time I get bad passes which of course I don't catch. Even when itis a bad pass that I don't catch, some players get angry at me. Them getting angry at me just makes me feel like a bad player. (Student joumnal, Austaln Carital Texitory] CONTEXT: STUDENTS WITH DISABILITIES AND SCHOOLS IN AUSTRALIA Th tating about students with disabilities, itis worthwhile fst consieting some ofthe tems, such es impalment, disability and handicap, which are commonly used Inpatrent isthe “oss or ‘abnormality’ of psychological, physiological, or anatomical tucture or Ancion”. A dlsablly ls “any resbeton ot lack of abiliy to perform an activity in the manner ot within the range considered normal for a human being” Studenss with disables ofen face handicaps, ie, “a dlsadvantage resulting fom an impaliment ot disabity that limits or prevents the fulliment ofa role Wats normal (depending on age, sex, social and cultura factors) for an individual”, Soudents with impairments do not necesslly have disabilies, and students with disbites do not (and should not) necessarily experience handicap ‘Australia has Federal and State legsiation (including the Disability Discrimination Act, 1992} which states that young people with disabilities have the ight to take pa in sporting activites in the same way es young people without disabilities. This means that children with disabilities cannot be excluded from playing sport ‘or taking part in activities if they are: © capable of playing the sport or doing the activity, ot © selected to play the sport on the basis oftheir skills and abilities “Ata policy level, the 1994 National Statements and Profiles document on Health and Physical Education, patt ofthe National Cursiculum, state that all chien are entitled toa broad, balanced physical education and sport program.The meworks most commonly used to involve studens with disables ae Inclusion, Integration and Mainseaming, Inclusion means all students are provided with the opportunity to patticipate in physical education ‘and sport at the approptiate level and with the appropriate support. This requires the teacher to recognise individual differences and needs, and to provide for those by making adaptations and/or modifications to teaching and programming, Inclusion requires acceptance of the individual as part of the community, where “individual differences are not hidden ot ridiculed but rather shared among, students who leain to respect each other's imitations and unique abilities”, and most closely reflects the spirit of SEPEP Integration means placing children with disabilities in regular physical education settings Placement does not always ensure inclusion. This approach is most evident in the cutrent teaching of SEPEP ‘where disabled students have found rewarding individual experiences (educationally and personally) within roles in SEPEP, but have played litte or no active part in the playing of games. ‘Mainstreaming is an American term which refers to the process of integrating children with disabilities. Despite the best intentions of this policy, experience has suggested it can, when done purely for the sake of it, be inappropriate and detrimental to the child’s needs RS UST USE] SMU SL Ic eter LO e Bat Ta pinning for mcusion of sudens with dstiites in SEPEP season, teachers should Consider tte ees: Planning for students ‘with disabilities General planning Preparing other students. GENERAL PLANNING FOR INCLUSION IN SEPEP ‘The fist step in planning to include citen who have disabilities iso gather information about them, Seeking information from a range of sources is important. Sources you could consult include: © the chitd © ‘the childs patent/s or gardian/s © ‘the school nurse, medical officer or counsellor © previous teachers ‘© specific dsabilty groups (e.g, National Multiple Sclerosis Society of Australia) ° ‘atlonal, state or temritory sports organisations for people with disabilities e.g, Austalian Blind Sports Federation, New South Wales Sports Council for the Disabled)(Questions should be asked about iss such as 4s acoess tothe fclites/equipment a problem? will more time or assistance be required? are cettain activities recommended? should certain activites be avoided? ‘an usual clothing be worn?