Class Adapted Physical Education

All national and international recommendations on teacher-based training point to the idea that all future teachers, not just "special" teachers, must learn to cope with growing heterogeneity of the school population. Indeed, inclusive education is about responding to diversity, about the process of promoting the participation of all peoples, within the curricula of mainstream school.

Inclusive education is not about "special" teachers meeting the needs of "special" students in ordinary school. It is not merely about placing disabled pupils in classroom with their nom-disabled peers. It is about how we educate pupils, about learning to live one another, in all social contexts.  

Inclusive Physical Education involves learning to respect differences, comprises the issues of equality, equity, cooperation, learning together, involves the ability of, from Physical Education National Programs, to promote curricular modifications that respond to the specific needs of all students.

Social-historical origins of Special Education.

Current trends in Special Education.

Special Education in Portugal.

Concept of Adapted Physical Education.

Physical Education, participation and learning.

Definition of objectives, participation and inclusion. The Hellison model.

The construction of cooperative learning environments.

Positive social interactions.

The teaching of Physical Education in an inclusive perspective.

Accessibility and Planning in Physical Education.

Curriculum and accessibility.

Adaptations and curricular modifications in Physical Education, in terms of the physical, social, cognitive and organizational dimensions.

Support and organization of groups.

Forms of evaluation in Physical Education.

Use of work strategies in small groups resulting from the so-called Cooperative Learning

Leitão, F. (2023). Os conflitos em contexto escolar. Lisboa: Edições Universitárias Lusófonas.

Leitão, F. e Silva, M. (2019). Inclusão de pessoas com necessidades especiais -Estudos. Lisboa: Edições Universitarias Lusofonas.

Bania, T.; Karen, B. (2011). Habitual physical activity can be increased in people with cerebral palsy: a systematic review. Clinical Rehabilitation, 25, 303-315.

 Leitão, F. (2010). Valores Educativos, Cooperação e Inclusão. Salamanca: Luso-Espanõla de Ediciones.

Leitão, R. (2007). Concepções e Práticas de Inclusão em Educação Física. Lisboa: ULHT (dissertação de mestrado).
Gower, C. (2004). Planning in PE. In Susan Capel (Eds.). Learning to Teach Physical Education in the Secondary School. London and New York: RoutledgeFalmer.
Vickerman, P. (2004). Planning for an Inclusive Approach to your Teaching and Learning. In Susan Capel (Eds.). Learning to Teach Physical Education in the Secondary School. London and New York: RoutledgeFalmer.