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Inclusive Practice in Physical Development

FACILITATOR – LESLEY DOUGHTY

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Workshop Outcomes

By the end of the workshop delegates will be able to:
Explore how to ensure physical development activities are inclusive to ensure every child can reach their full potential.
Experience how to adapt practical activities either when children are leading their own play or taking part in play and learning that is guided by adults.

What is Inclusion?��

‘Inclusive practice in early childhood education is about accommodating individual needs to ensure every child can participate and succeed in their learning journey.’
(One Education)

Individual Needs

‘While it is vital for all children and their families to be included and for difference to be celebrated, it is also important that early year’s practitioners are aware of the significant physical, emotional and cognitive barriers many children encounter in accessing early education.’

(Birth to 5 Matters)

How to identify Barriers

SEND Code of Practice (2015)

Overcoming Potential Barriers

Changing the way activities are set up/ delivered

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Practical Example 1

Obstacle Course in outdoor area

Open activity - how the children interact with the obstacle is up to them, e.g. a balance beam, they can sit on it and lift their legs up, they can crawl under it, they can jump over it, they can walk along it.
Modified activity - have a line on the floor, a low wide balance beam, tree stumps etc. and the child chooses which one they walk along, or an adult can hold onto their hand etc.
Parallel activity - a modified obstacle course is available for individual children/ groups of similar ability children.
Separate activity - children take part in a way that is specific to their needs, e.g. wheelchair/ walking aid users have parallel lines through which they have to move etc.

Practical Example 2

Open activity - children choose to roll, throw, hit or kick a ball to knock over skittles.
Modified activity - we can make the distance between the skittles or from the skittles larger or smaller, we can change the ways we send the ball or which hand/ foot we use or use bigger/ smaller skittles or use a chute/ drainpipe, an adult could help manipulate body part etc.
Parallel activity - a modified activity is available for individual children/ groups of similar ability children, e.g. pushing a bean bag into target areas for less able etc.
Separate activity - children take part in a way that is specific to their needs, e.g. wheelchair uses use a chute/ drainpipe or activity is placed on a table.

STEP Framework

Thank you!