Danielle Leitch ID# 10073780

Pocket Reference Guide: David is a very happy-go-lucky child who is one of the 22 students in Mrs.Xaviers grade 5 class (making him 11 years of age) at St.Marys elementary school. David resides with his mother and father and is the eldest of three siblings in his family. David is a social child who relies on his humor when around his friends. His fellow classmates describe David as the class clown who is goofy and always bumping into things, tripping over himself, and completes his work assignments in unconventional ways. David takes his time with tasks he is given, especially when it requires fine detail. David expressed to his parents that he usually feels left out when it comes to physical education, and often complains of being very tired at the end of the school day. Last year in grade 4 David was diagnosed with Developmental coordination disorder (also known as DCD). Developmental coordination disorder is defined as a marked impairment in the development of motor coordination(American Psychiatric Association, 2000). The diagnosis of this disorder is made only when the following criterion are met as stated in the American Psychiatric Associations Diagnostic and Statistical Manual of Mental Disorders: A) performance in daily activities that require motor coordination is substantially below that expected given the persons chronological age and measured intelligence. This may be manifested by marked delays in achieving motor milestones (eg: walking, crawling, sitting), dropping things, clumsiness, poor performance in sports, or poor handwriting. B) The disturbances from Criterion A significantly interfere with academic achievement or activities of daily living. C) The disturbances are not due to a general medical condition (eg: cerebral palsy, muscular dystrophy etc). D) Finally if mental retardation is present, the motor difficulties are in excess of those usually associated with it.

The current Unit being taught in Davids physical education class is Net/Wall games. Within this unit David and his fellow classmates will be taking part in games such as volleyball, badminton, tennis, wolleyball, racquetball etc. My initial thought process regarding David and his needs is that David should not feel as though he is being left out or different to the point of negativity within his class and

Danielle Leitch ID# 10073780

with his fellow classmates. Utilizing discreet modifications and entire class modifications will help insure that Davids needs are met physically, cognitively, emotionally and socially and that authentic learning is taking place.

Students Name: David Smith Individual Education Program objectives for the Net/Wall games Unit 1) David will participate in all games within the Net/Wall games unit (whether modifications are needed or not) 2) David will increase his knowledge on the rules and guidelines of each game covered in said unit 3) David will increase his participation in group and paired, and team activities.

Danielle Leitch ID# 10073780

Task/Activities: Class Instructional Modifications: -Verbal directions/instruction

Modifications: David Smith

-Use clear concise, simple, uncomplicated sentences and repeat the directions on a regular basis so that David is constantly reminded of what he should be doing.

-Visual and auditory cueing of when - Teacher blows their whistle 2 times conto stop the activity at hand (bouncing secutively followed by holding up a red stop sign so that David has 2 different types of the tennis ball with racquet) cues that indicate to him stop what you are doing -Presenting the steps of locomotor patterns in Volleyball - Introduce each step separate from one another gradually and in a slow fashion allow time for David to master each skill presented to him (allow David to master the ready position before moving on to using a cross step to ready position when moving to another area on the court) - Since David has a short attention span and using rhymes or a short song to remember aspects of the game (eg: Six on the court means we are ready for the sport or using like a diamond in the sky from twinkle,twinkle for David to remember proper hand position for setting - see the diamond your hands and fingers make when you are in the right setting position)

- Explaining the basic rules and guidelines for volleyball

- Demonstrating a movement pattern - Use David as your demonstrator show the class the proper movement by utilizing to the class hand over hand guidance. Not only will the other students see what the movement will

Danielle Leitch ID# 10073780

Task/Activities: Class Locomotor Modifications: - Game like situation in Wolleyball

Modifications: David Smith

- different forms of involvement/ locomotor skills utilized in the activity (eg: have entire class try sit wolleyball - Allow David to use the locomotor skill he is most comfortable with when rallying with a partner. (He is uncomfortable with side shuffling so allow David to leap from place to place as he has expressed he is quite good at that) - Allow David a different area than the other classmates to start his back peddling/ backwards run while in this drill and minimize the area in which he needs to cover. (To the attack line and back, instead of to the net and back) - Vary the speed in which the crossovers are initially presented to the class. Have all students start off slow in the speed they perform the crossovers at. This will allow David to try a new locomotor skill at a pace he feels comfortable with.

- Tennis rally with partner

- Practicing backwards running in volleyball

- Crossovers in Racquet ball

Danielle Leitch ID# 10073780

Task/Activities: Class Equipment Modifications: - Practicing a rally in badminton

Modifications: David Smith

- Allow David to use a larger racquet (eg: a squash or tennis racquet) so there is a bigger face area for David to receive and return on. - Set up different courts where the nets vary in height so that David has a court/net he feels comfortable practicing at (this will also benefit other students who are having trouble in this area of volleyball) - Manipulate the size of the volleyball court and divide the gym in half. This allows for a bigger playing area and more opportunities for David to pass, set, and serve within the new boundaries - Allow David to use a larger, more colorful, lighter, or more tactile ball (ex: oversized beach ball)

- Practicing Volleyball serve

game like situations in Volleyball

- Forearm Passing in Volleyball

Danielle Leitch ID# 10073780

Task/Activities: Class Object Manipulation: - Have Class work on forehand return in tennis with their non-dominant hand

Modifications: David Smith

- Allow David to continue working on his dominant hand forehand return. Asking the other children to use their non dominant hand will allow David more time to master this skill while not singling him out or having David do a completely other task that makes him feel left out. -Allow David to hold the birdie with all fingers instead of index and thumb so that he has a good grasp of the birdie while making his attempt at serving. - Allow David the opportunity to catch the ball and then pass it to another student instead of forearm pass or setting so that he has better control of the ball and his movements. - Allow David to hold the tennis racquet higher on the neck closer to the face so that he has a smaller lever to deal with.

- Practice serve in badminton

- Game practice of three passes in volleyball

- Serving in tennis

Danielle Leitch ID# 10073780

References:

American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders. (4 ed., pp. 1-943). Arlington: American Psychiatric Association.

Danielle Leitch ID# 10073780

Instructional Modifications: Verbal directions - Use clear concise, simple, uncomplicated sentences and repeat the directions on a regular basis so that David is constantly reminded of what he should be doing. - visual cues using pictures for actions that need to be done eg: a red stop sign for stop what you are doing or a picture of an ear to cue david to listen - encouraging, and supportive feedback to help david view his participation in a different way when he gets frustrated. - Use songs and actions for david that he can draw upon as he has a short attention span - introduce changes gradually step by step. (after one part of the skill is mastered, move on to the next) - allow for a count down and maximum awareness for when you will be changing tasks.

Danielle Leitch ID# 10073780

- demonstrating a movement pattern to the class - use david to show the class the proper movement by utilizing hand over hand guidance. Not only will the other students see what the movement will look like, it will also allow david to get the feel for the movement properly. Equipment Modifications: practicing a rally in badminton - Allowing david to use a larger raquet so that there is more space for him to recieve and return on - practicing a volleyball serve - lower the net to a height that david is able/ feels comfortable playing at - utilizing larger/ more colorful/ more tactile ball - have each child choose how they would like to play/ utilize the equipment in individual net/wall games (eg: use hands, a scoop. a raquet etc) - use different sized courts/ playing areas. Locomotor modification: - vary the speed of the activity allow David to Start at different location or give him more time to complete the activity. - different forms of involvement/ locomotor skills utilized in the activity (eg: sitting, crawling, walking etc) - shorten the distance/ area that needs to be covered in the activity - use zone playing areas where pupils choose where they feel most comfortable based on their ability level Object Manipulation: have other students try to use their non dominant hand. while david continues to work with which ever hand he feels most comfortable with -Practice serving in badminton - Allow david to hold the birdie with all fingers instead of index and thumb so that he has a good grasp of the birdie while making his attempt at serving.

Danielle Leitch ID# 10073780

-game practice of three passes in volleyball - allow david the opportunity to catch the ball and then pass it to another student instead of forearm pass or setting so that he has better control of the ball and his movements. - forehand return in tennis: allow david to hold the tennis racquet higher on the neck closer to the face so that he has a smaller lever to deal with. can start at a different time or a different place Other modifications: allow for ample time in if there is jumping involved place an individual gymnastics mat around davids area if there is concern he could fall and seriously injure himself