COLLABORATIVE CONSULTING IN PHYSICAL EDUCATION: PROGRAM PLANNING AND IMPLEMENTATION FOR STUDENTS WITH PHYSICAL DISABILITIES

Oliveira, Patricia Santos de; Munster, Mey de Abreu van

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Sumário

ORIGINAL ARTICLES • Movimento 29 • 2023 • https://doi.org/10.22456/1982-8918.117590 copy

COLLABORATIVE CONSULTING IN PHYSICAL EDUCATION: PROGRAM PLANNING AND IMPLEMENTATION FOR STUDENTS WITH PHYSICAL DISABILITIES

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

The aim of the study was to plan, apply and evaluate a collaborative consulting program as a model to support the inclusion of students with physical disabilities in the context of Physical Education. A field research with a collaborative approach was conducted, as a strategy we resorted to the case study. Participated in this study a Physical Education teacher from a public school in the interior of the state of São Paulo, who taught classes for students with physical disabilities. The program was developed in four stages: 1) Approximation and establishment of bonds; 2) Problem identification and action plan planning; 3) Implementation and 4) Program Evaluation. The results indicated that the provision of collaborative consulting service provided to be a viable support strategy in the context of Physical Education classes, being able to provide the regular education teacher with more security to deal with the challenges of school inclusion.

Keywords:
Physical education; Special education; School inclusion; Consulting services.

	Purpose	Technique	Intruments
Step 1 Plan	- Approach and establish a bond with the school community; - Knowledge of reality;	Survey application	School characterization questionnaire; Teacher identification questionnaire;
Step 2 Elaborate	- Identify and define the problem to be solved. - Plan the action plan.	Interview and Systematic Observation	Semi-structured interview script;
Step 3 Implement	-Implement the program;	Interview	Individualized Teaching Plan Applied to Physical Education - PEI-EF; Field Diaries (record of meetings);
Stage 4 Assess	Evaluate the program from the perspective of the teacher	Interview	Semi-structured interview script Collaborative Consulting Service Final Assessment Questionnaire

Assigned difficulties
Categories of Analysis	Analysis Subcategories
1) to school	Lack of human resources support Difficulties related to the absence of professionals and support from specialists who provide support to the Physical Education teacher;
2) To the teacher	Initial insecurity related to lack of adequate training and practical experience (Lack of knowledge about inclusion/ adaptations/teaching strategies/adequate training).
	Insufficient Planning
	Lack of knowledge about the student;
3) Students without disabilities	Indiscipline and lack of tolerance among students
3) Students without disabilities	Unfavorable attitudes towards students with disabilities

Student
General Characteristics: Personal data; and Information regarding the student's condition.	- Female student, 11 years old, enrolled in the 5th year of elementary school, had cerebral palsy of the tetraparesis type due to perinatal anoxia. She was born six months premature. - The student had preserved cognitive aspects and communicated verbally without alternative or augmentative communication resources. She presented excellent academic performance and moved by means of a motorized wheelchair, although he could also move by means of a four-supported walker. He wore orthoses on his left hand. - Regarding his motor experiences, he had already done hippotherapy and swimming. She actively participated in PE classes and reported that she would not like to change schools due to P. 's Physical Education classes. Regarding the content of PE classes, she liked to play fire, volleyball and all ball activities.
Student self-assessment Identification of levels of Support and the level of Student's performance.	The evaluation of the student was carried out through a checklist prepared by the researcher and the PE teacher. Regarding the level of achievement, the student: - She remained sitting on the floor without the need for back support; -Flexed the torso fully in front when sitting on the floor or in the wheelchair. In the conventional chair, he performed a 20-degree flexion of the surroundings; - When leaning on the underside of her armpits, she performed small steps and supported her weight with her legs; -Had more marked difficulties in coordination on the left side (hands and arms); -He had manual gripping only with his right hand; -He raised both hands above his head unaided; - Performed trunk rotation with physical assistance. Recommendations for Physical Education classes: -With regard to special care related to the practice of PE classes, it was recommended that in activities using the wheelchair a strap was used that attached the student's torso to the chair. Regarding the levels of support in activities carried out on the ground, it was recommended to use a mat just to offer more comfort to the child; In activities that required throwing a ball, the student would need physical support.
Program of Physical Education.	The pedagogical goals outlined for the student were: -Promote the experience of pre-sport games and adapted sports (seated volleyball); promote the understanding of the basic fundamentals and rules of the sport of seated volleyball; develop aspects related to global motor coordination, balance, and agility; promote the development of basic manipulative motor skills such as throwing, receiving, kicking, bouncing, and locomotion such as diverting, rolling among others.

Implementation of the Collaborative Consulting Program
Steps	Meetings	Summary of actions
Implementação	01	-Presentation of what is collaborative consulting; -Definition of the roles of consultant and consultant professor; -Construction of the calendar with the definition of the dates of the next meetings. - Planning some initial actions to solve the problem.
	02	- Presentation and Study of PEI-EF/ Start of inventory completion;
	03	- Meeting with the Physical Education teachers of regular education, the consultant teacher and the research advisor; - Consultation of the student's report, - Completion of PEI- EF with the presence of the Physical Education teacher;
	04	-Studies on physical disability- Etiologies/ strategies of adaptations in inclusive PE. -Exposure through audiovisual material on the definition of physical disability, etiologies, as well as adaptation strategies in School Physical Education classes; -The teacher shared strategies he used in his classes to equate the conditions of participation of the student with disabilities, such as: adaptation of the physical space (reducing distances), and adaptations of the rules.
	05	- Meeting held at the student's home to continue completing the PEI-EF. The instrument was applied through a conversation with the mother and the student, who reported issues related to motor development, previous motor experiences and therapies. - Application of the checklist in order to check the levels of support required for motor activities
	06	-Sharing information about the meeting with E1's mother. -Finishing the completion of the PEI- EF; - Based on the information the team developed a plan to address the seated volleyball pedagogical content.
	07	- Planning meeting for the organization of the lecture and experience with the participation of teachers of Special Education, Physical Education, coordinators, director and consultant teacher (researcher). - Organization and planning of the action plan to raise awareness among students to promote favorable attitudes towards disability. -Follow-up of the PE class in which the teacher worked with the seated volleyball content;
	08	- Meeting lasting 10 minutes; -Delivery of support material: book “Inclusive toys and games” (INSTITUTO MARA GABRILLI, 2015INSTITUTO MARA GABRILLI. Brinquedos e brincadeiras inclusivos, 2015. Disponível em: https://maecoruja.pe.gov.br/wp-content/uploads/2018/05/brinquedos-e-brincadeiras.pdf. Acesso em: 8 jan. 2023. https://maecoruja.pe.gov.br/wp-content/u... ), in order to meet a teacher's demand for suggestions for new games and activities.
	09	-Palestra and Experience at school with the Wheelchair Handball team of the Federal University of São Carlos (HCR-UFSCar); -The event took place on the court and had the participation of all students and teachers of the afternoon period; Initially, the athletes gave a brief account of their lives. Then, the coach of the HCR-UFSCar team coordinated an experience of games in wheelchairs, in which teachers and students had the opportunity to experience some activities.
Programme review	10	- Evaluation of the Seated Volleyball Initiation Class; - Evaluation of the program - Evaluation questionnaire; -Final program evaluation interview with the teacher

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