Materials: Equipment used
to play softball
Objective: Opening the Lesson: Developing the Lesson:
Students will learn strategies for modifying the rules of the game of softball
that will allow students with mental disabilities to play alongside them as
teammates.
Students should be guided through a discussion on the purpose of recreational
softball during the physical education period of the school day. While competition
is part of the overall purpose of the game, physical fitness and working together
as a team are two critical outcomes that should also be expected. Including
someone who has a mental disability challenges team members to work together
as a team, to support each other, and to create opportunities to help each
other gain the necessary skills to be successful. Any modifications made to
the rules of the game should be developed and approved by the coaches and
the majority of teammates. Parents may need to be involved during the initial
stages to assist in developing any necessary modifications.
Three categories of play should be identified. Modifications within these
categories may or may not need to be made, depending on the skills of the
students.
a) Running: Can "Michael" run the bases with speed similar to that of his slowest teammates or are modifications required for him to participate?
Modification options could include having a teammate run for Michael; helping him run the bases, reducing the distance needed to run to first base (obtain average speed of teammates and reduce the distance from home plate to first base to the distance Michael can run in this average time.) If this latter option is used, any balls hit by Michael would be fielded by the defensive team who would throw to the regulation first base. Michael would run to the "modified" first base. If he can run successfully to "modified" first base, he is safe. If not, he is called out.
b) Fielding: Can Michael field a ball hit to him in ways similar to his teammates, or does his disability require that some modification be made?
Modification options could include playing Michael I center field, or in another position where fewer balls are likely to land. (Since there are four outfielders in softball, Michael would have at least two additional teammates in his vicinity to assist him, if necessary); requiring the batter hitting a ball directly to Michael to advance only 2 bases, called "ground-rule doubles", (not applied for balls hit over his head).
c) Hitting: Can Michael swing the bat and hit the ball in ways similar to his teammates, or are modifications required for him to participate?
Modifications options could include the use of a batting tee while limiting swings to three strikes; assisting him to swing; shortening the distance from home plate to the pitcher's mound.
Extending the Lesson:
After students and teachers participate in including Michael into the softball
game through modifying some of the rules, students can apply what they've
learned to other team sports, or to other activities within the classroom
or even around the school building. This can be done through cooperative learning
groups, with each group identifying the "rules" for different kinds
of games. Or, to extend the lesson further, have groups identify the "rules"
of social interactions (e.g. eye contact, reciprocal conversations, etc.)
and modify these rules for someone with a disability so as to include them
into one's social interactions. Extending the lesson still further, discussions
could be initiated to begin to talk about the ways our society is structured
(in terms of its rules, regulations, bureaucracies, standards, etc.), leading
to a discussion of the way our society could be. Or, focus on the way the
school or classroom is structured and how it might be modified to become more
inclusive. Students could develop a written proposal and submit it to the
school principal as a culminating event.
Source: Ontario Special Olympics