Integration and inclusion of all individuals into school structures and curricular provision is an essential feature of the physical education setting. Catering for individuals with varying levels of ability from limited to a high level requires knowledge of appropriate subject specific pedagogical principles and an ability to situate the needs of the individual on a whole school and classroom basis. Empowerment, respect, responsibility, and equality are key concepts within this module. The purpose of this module is threefold: 1) To critically evaluate the attitudes and beliefs about teaching and learning which inform and guide his/her/their professional practice (Céim). 2) To act as an advocate on behalf of learners, referring students for specialised educational support as required and participating in the provision of that support, as appropriate (Céim/LCPE Topic 7/JCWG). 3) To identify cross-curricular links and themes including citizenship; creativity; inclusion and diversity; initiative and entrepreneurship; personal, social and health education; and ICT, as appropriate to the sector and stage of education, and how these are related to real-life experiences (Céim Standards and Core Principles/LCPE/JCWG).

This module is designed to provide students with an introduction to adapted physical activity with a focus on physical and motor characteristics of persons with disabilities as they relate to inclusive programming in the physical education setting. The course will focus on past and present research regarding motor/physical development, universal design for learning (UDL), assessment, and programming for individuals with cognitive, sensory, physical and health impairments. Students will be able to identify and understand how Ireland views the placement of children with disabilities and the efforts it takes to promote more inclusive physical education programmes (Céim Core Principles, 2020, pg.14).

On successful completion of this module, students will be able to: 1) Understand the concepts of integration, inclusion and adapted physical activity and the aims and objectives of the international movement. 2) Define and describe the major cognitive, affective, and psychomotor characteristics of the following disabilities: intellectual disabilities, learning disabilities, behaviour disorders, autism, physical disabilities, sensory disabilities, health impairments. Identify the aetiology and incidence of various disabilities. 3) Examine and describe the means and implications of a whole school and community approach to integration and inclusion of individuals with disabilities in Ireland. 4) Demonstrate an understanding of the process of transitioning children with disabilities from school-based physical education to community-based recreation/sports programs.

On successful completion of this module, students will be able to: 1) Understand the interface between society and disability. 2) Identify and discuss issues related to attitudes of general physical education teachers and students without disabilities towards inclusion.

On successful completion of this module, students will be able to: 1) Identify and implement teaching strategies as they apply to students with disabilities in a meaningful, relevant and effective way.

How the Module is taught: The module is a combination of lecture and laboratory experiences. It is anticipated the lecture will introduce the theoretical aspects of the content. Specifically, pre-service teachers will be involved in lectures of current professional practice that influence curriculum design, teaching strategies, and assessment for students with special educational needs (SEN). The laboratory experiences will be configured to provide a practical application, including teaching experiences and assessment opportunities. Within the laboratory experience the focus is on contact theory and experiential/service learning allowing students to create personal meaning as it relates to disability and inclusion. To accomplish this, students will take part in the Inclusive Play & Leisure Activities for Youth (i-PLAY) programme. This 10 week physical activity programme, offered through the Physical Education & Sports Science (PESS) Dept., is designed for children, youth, and young adults (ages 5-21) with special needs. The main goals of the programme are: • To provide young people with special needs the opportunity to play and interact socially with peers, • To provide pre-service Physical Education teachers with the opportunity to gain experience in planning and assisting youth with special needs as it relates to the physical activity setting , and • To provide families an opportunity to connect with one another as a way to support each other and their children with special needs. Recent developments and research findings: The learning outcomes and content of this module will be informed by recent research and curriculum developments currently being driven by the Junior-Cycle Wellbeing Guidelines (2021), Senior-Cycle Physical Education Curriculum (2017), Leaving Certificate Physical Education - Topic 7 (2017), Teaching Council of Ireland Subject Requirements (2020), and the Céim Revised Standards for Initial Teacher Education (2020). Additionally, module content will be linked directly to current international research findings in sport pedagogy and teacher education and applied to an Irish context. Students will be asked through the reading and analysis of pedagogical research to reflect on their own teaching practice as it pertains to students with SEN and disabilities. The following module learning outcomes will enable the following Graduate Attributes: • Proactive: Examine and describe the means and implications of a whole school and community approach to integration and inclusion of individuals with disabilities in Ireland. • Collaborative: Demonstrate an understanding of the process of transitioning children with disabilities from school-based physical education to community-based recreation/sports programs. • Creative: Identify and implement teaching strategies as they apply to students with disabilities in a meaningful, relevant and effective way. • Knowledgeable: Identify and implement teaching strategies as they apply to students with disabilities in a meaningful, relevant and effective way. • Responsible: Identify and discuss issues related to attitudes of general physical education teachers and students without disabilities towards inclusion.