First Then Board - The First Then Board is used as a visual cue for learners who benefit from being reminded what the task is they need to do, and what the outcome or reward is for completing it. Use picture communication symbols or draw words or images into the boxes, with the task or activity in the "first" box and the outcome or reward in the "then" box. For example, "first warm up, then break." Being specific with reinforcement activities as well as tasks will be helpful to your learners. Best printed on card stock and laminated with velcro for continued use.
Physical Education Picture Schedule Symbols - Use the picture symbols to create a list of scheduled activities in your learning space. The learner can remove scheduled items that are complete (suggestion: into a "finished" bin or pocket) to show them what is left. Use in addition to the First Then board and token board for greatest success. Best printed on card stock and laminated with velcro for continued use.
Token Board & Choice Board - Use a token board together with a choice board to show the learner what they have chosen to work towards and how quickly they can earn it. First, the learner uses the choice board to choose what they are working for. Use the suggested choices or ask the learner to make their own list. Upon the demonstration of positive behaviour (suggestion: co-create success criteria with the student on what this looks like), students will earn a check mark for their token board. After 5 check marks, the learner earns their reward. Best printed on card stock and laminate with velcro for continued use.
IEP Goal Template - Use the IEP Goal Template to guide you through creating an IEP goal for the learner. This organizer will ask you to fill in 6 aspects of an IEP goal that is measureable, attainable and realstic for the learner based on a grade-level curriculum expectation (if applicable). After you have filled out the details of your goal, put it together in the box at the bottom of the page. Use a writable PDF program to fill in boxes digitally or print for pencil-paper use. The second page is a sample.
Advocacy Card Template - Introduce your learner to their integration class and educator using an advocacy card. An advocacy card is designed to be a snapshot of a learner for new educators to get to know their students based on skills, interests and supportive strategies. Use a writable PDF program to fill in boxes digitally or print for pencil-paper use. Second page is a sample.
Similarities & Differences Activity - Educate your integration classroom by presenting this Similarities and Differences activity to discuss how they are the same and different from their peers. Educate your learners on labels and discuss why it is important to have differences in the classroom setting. Print as is for individual learners or groups, or enlarge to work on as a class activity. Use the suggested picture symbols or have learners create their own ideas.
Integration Checklist - Use the integration checklist as a daily monitoring system for your learners in the integration classroom. Use the check boxes to indicate accommodations needed and any changes to programming that took place. Record tasks that demonstrated independence, needed some help and those that were too difficult in order to adjust your programming accordingly. Print multiple copies for daily use.
The Play Beyond The Label movement is focused on building a sense of belonging through three key concepts:
Quality physical activity is the vehicle enabling all learners to play. Intentional programming will not only ensure that learners are participating, but also building the skills and knowledge to experience the joy of movement.
Creating an inclusive environment requires a mindset that goes beyond the framework of a well-planned program. It involves an understanding of preferences, appropriate accommodations and modifications for each unique learner.
Recognize the label as the gateway to appropriate and meaningful programming. Acceptance starts by understanding these labels without ignoring or denying the disability.
We are Ontario educators with qualifications in Health & Physical Education and Special Education. As educators, we all want our learners to identify with, and value their own learning. Together we have joined forces to focus on our common goal of delivering a platform to network, learn, and share our passion in educating learners of all ages and abilities.
From a young age, special needs was “normal” to me as I grew up with a brother who was exceptional. I visited his classrooms and created visuals to support him at home to be successful at school. Twenty years ago, inclusion was not a priority in planning and programming for educators. However I was able to see the benefits and rewards that came from my brother’s friendships with his neurotypical peers. When I became a teacher, there was no doubt I would pursue Special Education, and believe in teaching and advocating for my students with their families in mind.
Movement has always been a huge part of my life. I grew up in a family where I was given many opportunities to explore physical activity in a variety of ways. To be honest, I never understood the complexities of accessibility in physical activity until I had my first born child who was born with special needs. Learning how to navigate the system and advocating for the appropriate resources opened my eyes to the inequality of supports for her varying disabilities. The life lessons with my daughter have always motivated me to foster the learning in Health & Physical Education in shaping my students’ views about life, relationships, healthy development, physical activity, and how they learn.
Play Beyond The Label workshops are developed by educators qualified in Special Education and Health & Physical Education. Due to the COVID-19 pandemic, workshops will only be offered on a virtual platform.
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