EIPET - European Inclusive Physical Education Training
EIPET KNOWLEDGE COMPETENCY & SKILLS FRAMEWORK FOR GENERAL PHYSICAL EDUCATION TEACHERS IN AN INCLUSIVE SETTING
Please find below the knowledge, competence and skills framework for a general physical education teacher in an all inclusive setting. The framework assumes prior knowledge of other general PE teacher knowledge, competence & skill and as such refers to the specific aspects associated with requirements of an all inclusive setting. Students undertaking the Eipet module should develop the knowledge competence and skills identified in this framework.
Competence Skill and Knowledge are understood to mean the following:
Competences (described in terms of responsibility / autonomy)
Skills (described as cognitive or practical)
Knowledge (described as theoretical and/or factual)
Download the Competencies & Skills Framework (pdf format) in your language:
1. To adapt schools curriculum in physical education to reflect current conditions and the needs of all students with special needs in physical education.
1.1 self evaluation in relation to the ability to implement inclusive PE
1.2 ability to analyze current curriculum in relation to IPE
1.3 ability to adapt curriculum
1a. current curriculum of school (school district, nation)
1b. curriculum development principles
1c. disability awareness
1d. disability sport, disability sport organizations, relevant professional organizations
2. To assess the current level of performance of students with special needs in physical education.
2.1 ability to identify SN in PE
2.2 ability to use the appropriate screening tests
2.3 ability to assess student readiness (self- perception, motivation etc) to participate in PE
2.4 ability to communicate and cooperate with appropriate support services (APE specialist)
2.5 ability to communicate with students, parents/guardians
2.6 ability to motivate student to participate
2a. appropriate screening tests
2b. appropriate support services and resources (APE specialist)
2c. special needs in relation to physical education and disability issues
2d. theories of motivation and adherence
3. Plan developmentally appropriate learning experiences in inclusive physical education.
3.1 ability to develop IEP, where appropriate with specialist support
3.2 ability to plan inclusive PE lesson to ensure appropriate learning for all students
3a. individual education plan in PE (IEP PE)
3b. continuum of support (placement)
3c. appropriate communication strategies
3d. appropriate behavioral management strategies
3e. health and safety issues in relation to inclusive PE3f. concept of the least restricted environment
4. Prepare school class, and classroom for inclusion of student with special educational needs.
4.1 plan appropriate activities to prepare school /class for inclusion
4.2 deliver activities to prepare school/class for inclusion
4.3 adapt the environment to facilitate inclusive physical education
4a. appropriate strategies for preparing school (students) for inclusion attitudinal theories
4b. attitudes (students, staff, parents/guardians) toward persons with disabilities and their inclusion in IPE
4c. local environment in which IPE is going to take place
4d. appropriate adapted equipment
5. Adapt teaching in order to meet the needs of ALL students in inclusive physical education.
5.1 adapt own teaching style to facilitate inclusion
5.2 acquire or adapt appropriate equipment
5.3 adapt the games and activities
5.4 ability to do task analysis
5a. teaching styles appropriate for inclusion
5b. task analysis
5c. adapted games5d. adaptation strategies
6. Manage students’ behavior to assure the most appropriate and safe learning for ALL students.
6.1 ability to identify and understand the causes of behavioral problems
6.2 ability to develop behavioral management plan ability to apply appropriate behavioral management strategies
6a. causes and consequences of behavioral problems
6b. appropriate behavioral management strategies and theories
7. Communicate with students with special educational needs and others who are directly and indirectly involved in teaching inclusive physical education.
7.1 appropriate communication with students with SEN
7.2 appropriate communication with support staff and agencies, (APE specialist)
7.3 working as an inclusive team ability to use appropriate communicational tools with parents and other relevant parties
7a. appropriate communication strategies for students with SEN
7b. modes of communication
7c. nature of cooperation and communication with support staff
7d. working as a team
7e. parents caring for children with disabilities
7f. rules and roles of other relevant parties.
8. Evaluate the progress of student with SEN in inclusive PE In relation to his/her IEP goals.
8.1 ability to identify SN in PE
8.2 ability to use the appropriate screening tests
8.3 ability to assess student readiness (self- perception, motivation etc) to participate in PE
8a. differing methods of assessment
8b. appropriate screening tests
8c. appropriate support services and resources (APE specialist)
8d. special needs in relation to physical education and disability issues
8e. assess social and cognitive improvements
9. Evaluate the effectiveness of inclusive PE programme.
|9.1 analysis and self reflection of inclusive PE||9a. theories and methods of program evaluation|
10. Continue to develop own professional skills and knowledge and that of others.
10.1 ability to identify own needs for professional development in inclusive PE
10.2 ability to identify the needs of others for professional development in inclusive PE
10.3 ability to evaluate the personal impact of further professional development
|10a appropriate professional development opportunities|
11. Advocate for the needs and rights of students with special educational needs.
11.1 ability to use advocacy skills
11.2 communication skills
11.3 presentation skills
11.4 networking skills
11a. importance of advocacy
11b. legislation and relevant national and international policies
11c. disability services, APA and disability sports structures
11d. concept of social capital
11e. educational structures and services