In which of the following ways are students with special needs different from their classmates quizlet?

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1. Teacher assistants trying too hard
- Students with severe disabilities come to PE with a teacher assistant
- Assistant often knows a lot about the student but very little about physical education
- These assistants often have really good intentions and want to help as much as possible
- Some students and their assistants are very close
- Close ties may prevent students from learning appropriate social skills needed to make relationships with classmates
- Assistant might hover over the student with a disability
- Peers often feel uncomfortable approaching student with disabilities when a teacher assistant is instructing the student with a disability how to throw overhand
- Peers seeing the interaction may not want to interfere with instruction that is taking place
- Student might become dependent on the assistant

--> Solution: provide awareness training for teacher assistants
- Assistant wants to do what is best for the student
- Explain to the assistant how their presence could prevent important social interaction with peers
- Show assistant how they ca move away and help other students while keeping an eye on the student with a disability
- Assistants can be given examples of how to promote interactions between peers with and without disabilities
- Encourage peers to help each other
- Assistant may need to been the general area during assistance, but they don't need to hover around the student with disabilities the entire time - Backing off, the student is given the chance to interact with peers and to become more independent

2. Student cannot participate in general activity
- Sometimes students with disabilities can't participate in a particular activity because o health or safety issues
- Might be appropriate to have them doing something off to the side separate but then they're isolated

--> Solution: utilize peers without disabilities
- Simple solution is to have peers rotate over to the student with a disability and participate with them in alternative activity
- Add more activities and have all students rotate through the stations except the student with the disability who only switches between two stations

3. Peers are tutors but not friends
- Peers as tutors to facilitate inclusion has been promoted because peers are free and readily available to help
- BUT: if peers only serve as the tutor, then there's an imbalance in the relationship
- Imbalance promotes feeling that students w disabilities always need help and are somehow less than students without disabilities
- Imbalances --> lower self-esteem

--> Solution: utilize reciprocal rather than one way peer tutoring
- Create situations in which students with disabilities can serve as tutors
- = Student with disabilities and a peer take turns seeing as tutor and tutee
- Works with students w mild disabilities
- Tutee: learns how to listen and accept feedback
- Tutor: student learns how to carefully observe others and provide feedback in a nice way
- Taking turns increases interactions and discussions

--> Solution: Utilize peers as friends as well as tutors
- Set up situations in which peers are simply friends
- Ex: 9th grader with FAS has motor deals an behaviour problems. The student has been previously assigned a peer to help him stay on task. But, PE decides to have entire class look out fo the student as his friends. All are assigned responsibility to help them stay on task

4. Students with disabilities are grouped together
- Evidence suggests that without adult intervention, students with disabilities tend to interact more frequently with their peers with disabilities in social situations

--> solution: provide teacher-mediated interaction
- Principle of natural proportions placing only one or two students with disabilities into a general PE class of 20-25 people
- Although special education teachers find it easier ot bring a larger portion of the class to general PE, this creates a setting ripe for failure. it 2 or ore students absolutely have to be included in one class, then designing inclusive environments to facilitate the social behaviour of children with disabilities is paramount
- Divide class into small groups with only one student with disability in group creates an environment that is conducive to social interactions between students with and without disabilities

5. Peers are being exclusive and unkind to students with disabilities

--> Solution: Provide disability education nd awareness experiences
- Attitude is considered one of the keys to changing bheaiovurs towards people who are different and these improved behaviours are essential to adapted PE and inclusion
- Peers without disabilities found to be most significant support system for student with disabilities
- Preparing peers without disabilities of inclusion of peers with disabilities is one key factor in successful inclusion
- Emphasis on diversity and awareness
- Awareness programs like PSD can be introduced in general PE creating opportunity for ongoing education and tolerance activities that helps support equal status relationships and positive peer contact

In which of the following ways are students with special needs different from their classmates?

Which one of the following examples best describes differences between students with a mastery orientation and students with learned helplessness?

Which one of the following is the most accurate statement about group differences among students?

Which of the following best explains the effect on students when they receive high grades for all their work?