Playing on the Same Team: Collaboration between Teachers and Educational Assistants for Inclusive Physical Education

Autor/inn/en	Morrison, Hayley J.; Gleddie, Douglas
Titel	Playing on the Same Team: Collaboration between Teachers and Educational Assistants for Inclusive Physical Education
Quelle	In: Journal of Physical Education, Recreation & Dance, 90 (2019) 8, S.34-41 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0730-3084
DOI	10.1080/07303084.2019.1644257
Schlagwörter	Teacher Collaboration; Physical Education Teachers; Inclusion; Educational Planning; Students with Disabilities; Expectation; Faculty Development; Strategic Planning; Student Educational Objectives; Curriculum Implementation; Teacher Aides + Suchen Sie Ihr Suchwort? Lehrerkooperation; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Inklusion; Bildungsplanung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Expectancy; Erwartung; Strategy; Planning; Strategie; Planung; Handreichung; Lehrerhilfe
Abstract	Together, teachers and educational assistants have an opportunity to ensure physical education (PE) is inclusive, accessible, and meaningful to all students. This article discusses collaboration for teaching inclusive PE (IPE), where students with disabilities participate within the context of the general PE environment with their peers. With the diversity we see in practitioners' backgrounds, school contexts, and student populations, it can be difficult for them to "get on the same page" and work together without having a strategic plan. This article highlights a process for collaboration and suggests tasks for teachers and educational assistants to implement to achieve a collaborative approach to teaching and planning for IPE. It is essential for teachers and educational assistants to work through this plan and create an inclusive environment together to ensure appropriate and meaningful opportunities of IPE are being facilitated for students with disabilities. Specifically, this article discusses ways for teachers to better connect and work collaboratively with educational assistants in the IPE environment. Teachers and educational assistants can ensure the best IPE experiences by (1) starting the conversation, (2) unpacking experiences, (3) setting expectations, (4) discussing students, (5) planning for success, (6) pursuing professional development, and (7) engaging in collaborative reflection. Make time to communicate, build a relationship, support each other, and plan for successful IPE. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01