Abstract

De La Salle-College of Saint Benilde visions "Benilde for all" by creating an inclusive academic environment that can accommodate all students, especially those with disabilities. Through the nature, activities, and facilities of Physical Education (PE) courses, students with disabilities in Antipolo Campus find PE courses a challenge. Thus, the study wants to determine the students' instructional needs and testing accommodations in taking PE, and create syllabi that include activities and assessments that fit their needs. Using descriptive research, data were gathered from the identified students with disabilities from the academic year 2021 to 2022 through a validated questionnaire checklist. The research revealed that most of the student- respondents: (a) have physical disabilities; (b) strongly disagree that the existing PE activities were suited and designed for them; (c) agree that the Physical Education facilities meet their needs; and (d) strongly agree for PE instructional and testing accommodations. As a result, the researcher refined the PE courses syllabi that are more inclusive by aligning to the CHED requirements and accommodating students with disabilities.

Keywords

• special education,
• inclusive education,
• Physical Education,
• people with disabilities,
• De La SalleCollege of Saint Benilde,,
• tertiary education

References

• BANO, HUMARA & AKHTER, NASREEN & ANJUM, NYLA. (2013). ANALYSIS OF EDUCATIONAL FACILITIES AND OPPORTUNITIES FOR STUDENTS WITH SPECIAL NEEDS AT UNIVERSITY OF THE PUNJAB. NYLA ANJUM. 16. 1 TO 14.
• Bello, D. A. (2006). The status of special education services in Catholic high schools: Attributes, challenges and needs. Exceptional Children, 72(4), 461–481.
• Benjamin J. Lovett (2021, December 6) Educational Accommodations for Students With Disabilities: Two Equity-Related Concerns. Journal of frontiers in Education https://doi.org/10.3389/feduc.2021.795266
• Br. Edmundo L. Fernandez FSC (2019, October 28) De La Salle-College of Saint Benilde Undergraduate Student Handbook. P.1
• Burns, M. K., Barrett, C. A., Maki, K. E., Hajovsky, D. B., Duesenberg, M. D., and Romero, M. E. (2020). Recommendations in School Psychological Evaluation Reports for Academic Deficits: Frequency, Types, and Consistency with Student Data. Contemp. Sch. Psychol 24 (4), 478–487. doi:10.1007/s40688-020-00313-w
• Cahan, S., Nirel, R., and Alkoby, M. (2016). The Extra-examination Time Granting Policy. J. Psychoeducational Assess. 34 (5), 461–472. doi:10.1177/0734282915616537
• Donath, L., Roth, R., Hohn, Y., Zahner, L., & Faude, O. (2014). The effects of Zumba training on cardiovascular and neuromuscular function in female college students. European Journal of Sport Science, 14(6), 569-577.
• Elia, M. E. (2022). Testing Accommodations for Students with Disabilities (E. R. Berlin, Ed.).
• University of the state of New york. ; pp. 18–19
• Harun, M. F. (2019). Knowledge and Awareness of PWD's Facilities: A Case Study at Universiti Teknologi Malaysia. Proceedings of the International Conference on Student and Disable Student Development (ICo1SD 2).
• Hidde P. van der Ploeg, Allard J. van der Beek, Luc H.V. van der Woude and Willem van Mechelen.(2004). Physical Activity for People with a Disability. A Conceptual Model. Sports Medicine 34(10): 639-649 0112-1642/04/0010-0639.
• http://foundationforpmr.org/old/wp-content/uploads/2018/04/Physical-Activity-for- People- with-a-Disability.pdf
• Hilapo, P. E. (Ed.). (2016 August). Developing Speed, Flexibility and Endurance of People with Developmental Disabilities Using Zumba. BPE Sports and Wellness Management, College of Education, Arts and Sciences, National University. https://national-u.edu.ph/wp-content
• Imms, C., Granlund, M., Wilson, P. H., Steenbergen, B., Rosenbaum, P. L., and Gordon, A. M. (2017). Participation, both a means and an end: a conceptual analysis of processes and outcomes in childhood disability. Dev. Med. Child Neurol. 59, 16–25. doi: 10.1111/dmcn.13237
• Iowa Department of Education. Guidance for Quality Individualized Education Programs (IEPs). https://educateiowa.gov/pk-12/special-education/iowas-guidance-quality-individualized- education-programs-ieps
• Isah, Malmuna Sulelman (2014, July 1) Towards Inclusive socio - cultural Theories paractices in Nigeria. National Journal of Inclusive Education - Vol. 2, No. 1 p. 179
• Kozulin, A. (1990). Vygotsky's psychology: A biography of ideas. Cambridge, MA: Harvard University Press.
• Leja, A. M. (2013). Students' Perceptions of Testing Accommodations: What We Know, what We Need to Know, and Why it Matters. J. Appl. Sch. Psychol. 29 (1), 72–89. doi:10.1080/15377903.2013.751477
• Ljubojevic, Adriana & Jakovljević, Vladimir & Popržen, Milijana. (2014). Effects of Zumba Fitness program on body composition of women. SportLogia.
• Marella, M., Devine, A., Armecin, G. F., Zayas, J., Marco, M. J., & Vaughan, C. (2016, August 2) Rapid assessment of disability in the Philippines: understanding prevalence, well- being, and access to the community for people with disabilities to inform the W-DARE project - Population Health Metrics. BioMed, Central https://pophealthmetrics.biomedcentral.com/articles/10.1186/s12963-016-0096-y#citeas
• McCombes, Shona (2019, May 15) Descriptive Research Design I Definition Methods and examples p.7
• Morin, A. (2022, July 2). Using Accommodations and Modifications in the Classroom: A Teacher's Guide. Using Accommodations and Modifications in the Classroom: A Teacher's Guide | Understood; www.understood.org. https://www.understood.org/en/articles/how-to-use-accommodations-and-modifications-i n-the-classroom
• National Statistics Office (2015). Gender quick stat. Retrieved from https://psa.gov.ph/statistics/genderstatistics/gender-quickstat-index
• Pasion, Patty (2017, June 27) Path to inclusion: La Salle college guides PWD learners https://www.rappler.com/moveph/159835-la-salle-college-saint-benilde-pwd-inclusion/
• Schulte, A. C., & Villwock, D. N. (2004). Using high-stakes tests to derive school-level measures of special education efficacy. Exceptionality, 12(2), 107–126.
• Student profile - Students With No Speech. (2018, March 9). Students With No Speech; www.studentswithnospeech.org.au. https://www.studentswithnospeech.org.au/toolkit-topics/student-profile/
• UNDESA (2016) High Level Political Forum ensuring that no one is left behind position papers by persons with disabilitties. United Nations Convention on the Rights of Persons with Disabilities. Chapter 1 https://sustainabledevelopment.un.org/index.php?page=view&type=30022&nr=261&menu=3170
• Vygotsky's Vision: Reshaping the Practice of Special Education for the 21st Century. www.bgcenter.com. Retrieved July 1, 2022, http://www.bgcenter.com/Vygotsky_Vision.htm
• Wieringo, Richard. (2015). A Case Study of the Experiences of Students with Disabilities Who did not Complete High School. – Aggregating the world's open access research p. 23
• Woods, K. (2007). Access to general certificate of secondary education (GCSE) examinations for students with special educational needs: What is best practice? British Journal of Special Education, 34(2), 89–96.
• Yaroshevsky, M.G. (1993). L. S. Vygotsky: V Poiskach Novoi Psichologii. [Vygotsky: in Search for the New Psychology], St. Petersburg, Russia: Publishing House of International Foundation for History of Science.

This work is licensed under a Creative Commons Attribution 4.0 International License.