LT2: Discover &

Define
By: Alessandra Bernabei, Roberto
Bernabei, Katherine Roach, and
Rachel Thompson
Task 1 (Discover)

Societal Challenge- Economic- Wheelchair accessible school buses. Parents have to drive the disabled students everywhere in
specific vehicles, which means one parent may not be able to work a full time job causing extra financial constraint on the family

Ethical Issues- do people with disabilities in school have the same freedoms and options as the abled students

Multiple Stakeholders- The students, parents, teachers, Alberta Government

Thought Process
Chosen Idea:
Original Ideas: Good parts
● Inclusive physical education
● Stealing ● Includes everyone
○ Challenges
● No access to technology ● More wellness focused
● Too broad
● Abuse ● Less competitive
● Segregating gender
● Lack of funding ● Learn from the more skilled
● Segregating people with
● No breakfast athletes
disabilities
● Inclusive physical education ● Learn at your own pace
● Segregating competitive people
● Class size ● Differentiation
vs wellness focused people
● Fake news ● Safer
● Poorly impacting students who
● More willing to take risks
are abled by adapting the
● Less anxiety
sports too much
Media
CBC, (2020), Why including
CBC, (2020,) 'Beauty comes
people with disabilities in
with a sense of conformity':
design is a win for all
writer reflects on body
“I started using a wheelchair positivity as a disabled person
mainly because I could never
“Non-disabled people very
guarantee that there would be
much feel like everything about
seating when I needed it." -
our bodies is their business.” -
Alex Haagaard, The Disabled
List s.e. smith
Media Cont’d...
“For the disabled, there are barriers to sports that deter them from the physical, mental and social benefits that could be had from such
participation.”

“Sports in campus environments should be inclusive. This is the first step we are taking. Other than wheelchair tennis there could be a tandem
bicycle, water sports and also recreational activities like running with buddies for both students with or without disabilities to partake together.
When you make the environment facilitate inclusivity, it will remove psychological barriers and promote a more positive attitude towards and
among disabled groups,” she said.

Equality and equity in sports for the disabled (Sani, 2020)

Schools are failing legal duties on accessibility plans, says report

● Schools are supposed to use the plans, described as “a hidden secret”, to show how they will improve access – including the impact of
noise, lighting and physical barriers on disabled pupils – and develop an accessible curriculum (Pring, 2020)
Task 2
(Discover)
Feedback
 Research
“I started thinking: What if we changed our mindset?
What if we started designing for disability first -- not
the norm? As you see, when we design for disability
first, we often stumble upon solutions that are not only
inclusive, but also are often better than when we
design for the norm.” (Roy, 2015, 00:06:01)
 Research Cont’d
● Social Isolation: “rejected, neglected or seen as objects
of curiosity by their classmates” (Goodwin & Watkinson,
2000).
● Competence Questioned: “Students with disabilities who
were perceived as incapable of meeting performance
standards had their ability to participate
questioned”(Goodwin & Watkinson, 2000).
● Restricted Participation: “Participation was inhibited by
a lack of support from teachers, a scarcity of engagement
from classmates, constraints imposed by instructional
space, or all three” (Goodwin & Watkinson, 2000)
Task 3: Define
What is it about this problem that makes it so hard to solve? (Dorst, 2012)

➢ To truly solve the problem at the base, the curriculum needs to be changed,
which is beyond the scope of being a teacher
➢ Fixing one problem may create a different problem for students
➢ There are a variety of disabilities to consider, so one solution will not work for
all
➢ Each disability has its own spectrum
➢ The solution for one school may not work in another school
➢ The solution for one classroom may not work in another classroom
 Old Frame
➢ Student with disability does not participate in
the same physical activity as the rest of the
class
➢ Often cast off to the side and kept occupied
by an EA
➢ Current curriculum is designed for the
majority (abled students) and leaves the
minority behind
New Frame
➢ Adapting each activity to suit the
students with disabilities, so all
students are included
➢ Include students with disabilities in
the design of the activities
➢ Actively include the EA in the design
of the activity
Task 4
➢ How might we design a physical education class to actively involve students of varying
abilities?
➢ How might we include students with disabilities in the design of the physical education
class?
➢ How might we meet the needs of both abled bodied students and disabled students without
excluding anyone in the process?
➢ How might we design an inclusive physical education classroom that includes students with
disabilities without hindering the learning of the rest of the class?
References
CBC Radio. (2019, November 8). Disabled people want disability design – not disability dongles (read and listen to podcast from 25:00-33:52). Retrieved from
https://bit.ly/2Q7B3UT

CBC Radio. (2020, January 17). ‘Beauty comes with a sense of conformity’ :writer reflects on body positivity as a disabled person. Retrieved from
https://www.cbc.ca/radio/tapestry/beauty-comes-with-a-sense-of-conformity-writer-reflects-on-body-positivity-as-a-disabled-person-1.5429925

Dorst, K. [Design Indaba]. (2012, June 18). How design can improve public spaces [Video file]. Retrieved from https://youtu.be/dPsmww461pI

Roy, E. (2015, September). Designing for disability [Video file]. Retrieved from
https://www.ted.com/talks/elise_roy_when_we_design_for_disability_we_all_benefit?referrer=playlist-designing_for_disability

Pring, J. (2020). Schools are failing legal duties on accessibility plans, says report. Retrieved from
https://www.disabilitynewsservice.com/schools-are-failing-legal-duties-on-accessibility-plans-says-report/

Sani, R. (2020). Equality and equity in sports for the disabled. Retrieved from https://www.nst.com.my/education/2020/01/552509/equality-and-equity-sports-disabled
 LT2: Develop &
Deliver
By: Alessandra Bernabei, Roberto
Bernabei, Katherine Roach, and
Rachel Thompson
Task 6: Brainstorming
Ideas to Address Our
Wicked Problem:
Task 7: Developing a Prototype
➢ Fake mock up proposal ➢ Design a professional development
(write)- plausible day- very possible
➢ Drawing- plausible ➢ Instagram page promoting the PD
➢ New curriculum- not possible day
➢ List of info for teachers- very ➢ Website with information
possible ➢ Write a proposal to admin to do in
➢ Proposal to Alberta a staff meeting or professional
Education- not very realistic development
➢ List of resources for teachers-
○ IPP
very realistic
○ Parents
➢ School wide PD- very possible
○ Handout
○ Include resources
Task 7: Developing a
Prototype

*the sessions are going to be 45 minutes,

not 30
 Website

Possible Prototypes

PD Day

Instagram page
Bi-Annual PD Sessions
When: 2 times per year in conjunction with parent-teacher conferences. This prototype will privilege, enable,
and empower the students who have
How: Bringing in a professional third party (specialist in special education physical disabilities, as well as the families
education) to educate everyone. Interactive, games, and activities not just sit down a involved with disabilities.
listen. 45 minute sessions.
It is not necessarily at the expense of
Why: To educate parents, teachers, and students on how to include students with students who do not have disabilities,
but there are less
disabilities in Physical Education
activities/information sessions that
directly involve them.
What: A PD day that educates teachers, parents, and students on how to
accommodate students with disabilities. Educate teachers on different assessment
strategies

Where: School gymnasium in combination with parent-teacher conferences

Who: CBE K-12 Student, Ever Active Schools, Parents, Teachers, Winsport
Bi-Annual PD Session
FLexible seating

*45 minute sessions at each station

 Final
Prototypes
 Prototype #1:
Overview of the gymnasium layout for
the PD Session. Activity section, sports
sign-up table, and presentation
3D Angles of PD Day Prototype

Presentation with different Activity Section Sports Team Sign-up

types of seats
 Prototype #2:
Flyer/posters advertising the upcoming
PD days. These will be handed out to
students to bring home, sent to
parents/staff via email, as well as hung
around the school
Professional Development
Posters
 Prototype #3:
School run Instagram page. Any teacher, staff
member, or admin, who volunteers to run
this page will be incharge of it. Only 1-2
staff members will have access to it
throughout the year. Ideally this person
would be knowledgeable about inclusive
education
Feedback
● Lots of different activities you are showing
● Students, parents, and teachers are welcome
● I like that you’re including everyone and it's not just for teachers-they all get to benefit from the learning.
● With parent teacher interviews they can go really late you won’t know how long a conversations will go. You need to specify how long interviews
will go. Make it a separate day from this.
● Include student presentations since parents are more inclined to come. Maybe put on a sporting event?
● incorporate the arts and include sign language.
● I suggest narrowing it down to k-6
● They can learn the songs, movements and sign language in music class
● Artist in residence can come in and teach
● How will parents be able to come? it would need to be at night.
Responding to the Feedback
● New time: 4-9 pm, rotating through the stations freely, no longer 45 minute
sessions. The speakers will be going on from 5-6pm and 8-9pm.
● Pizza party incentive for students
● Goal: 50% of parents/guardians come= Pizza Party for the school on the last friday
of the month (same month as PD day)
○ Sign in at the door to track numbers
○ Now this initiative is aimed at K-6 schools
Deliver: Highlight the Potential
Picture this: you are a grade 6 student headed towards the gymnasium for your first Physical
Education class since your life altering car accident. You used to be a star athlete, and now you are
struggling to change into your gym strip and fit your prosthetic leg. You rush out to the gym because
you are now the last student to be dressed. Your teacher, Mrs. Smith, instructs the class to line up
along the black line. She chooses two team captains who happen to be two most athletic kids in the
class. She asks them to begin choosing teams for a game of kickball. As the teams are selected, the
team captains avoid eye contact with you and pick every student before they get to you. You are the
last kid standing. The teacher walks up to you and assumes that you are unable to play the game: she
asks you to keep score on the sidelines. You realize that this is the beginning of life-long exclusion in
Physical Education Class.
Build a narrative
➢ The purpose of this prototype is to educate parents, students, and staff on how to include
students with disabilities in Physical Education. We created an engaging PD session with
activities and information from third-party organizations to provide support and
information for the whole school community to access
➢ Our inspiration for this PD comes from our lack of education regarding the inclusion of all
students in Physical Education without disrupting the structure of the whole class. Our PD
session includes activities that everyone can play, opportunities for a sport teams sign-up to
include students with disabilities, and presentation from people with experience on
disabilities and sports
Communicate the value
➢ It is a complex problem with many variations and concepts to consider. Such as
there are different types of disabilities, the severities of disabilities can vary, comfort
levels of students will vary
➢ It is essential to include the students with disabilities to figure out how to include
them with the whole class
➢ We learned that being an educational designer can be complex. Specifically with our
wicked problem, we found that having multiple moving parts to take into
consideration can create a more complicated environment
Encourage contribution
Do you have any ideas to add to the PD sessions that will further
support inclusion in Physical Education?
Other than a PD session, do you have an idea to educate on and support
inclusion in Physical Education?

Poll Everywhere!