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l’inclusion et l’accessibilité pour tous

Établir des relations et supprimer les obstacles

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Nous Devrions Enseigner à l'étudiant Individuel

L'éducation inclusive garantit que les possibilités d'apprentissage sont équitables, accessibles et sans obstacles pour chaque étudiant. Il est essentiel pour les éducateurs, qu'ils enseignent dans un modèle numérique, hybride ou scolaire, de concevoir des leçons qui prennent en compte les besoins de chaque élève et qui tiennent compte de la manière dont les élèves pensent, apprennent et s'impliquent dans le contenu. 

 

Au sein de cette plateforme numérique, ce laboratoire d’EPS vise à renforcer les capacités des éducateurs à répondre aux besoins de chaque étudiant et à adopter le concept selon lequel toutes les capacités sont importantes.  En organisant des discussions constructives et en partageant les meilleures pratiques d'enseignement, notre objectif est de faire en sorte que tous les étudiants puissent mener une vie saine et active.

"Nous devrions savoir que la diversité fait la richesse d’une tapisserie, et nous devons bien comprendre que chaque fils qui la compose, est de valeur égale, quelle que soit sa couleur"

     

~ Maya Angelou

Online Resources

Recherche

Long term Impact of Covid 19 on Disabled Children

Dan Bernard

Even with millions of cases, we still have a lot to learn about the coronavirus disease (COVID-19) pandemic and its impact on childhood disability. There were initially highconcerns for those with neurological or neuromuscular conditions, who are known to be susceptible to respiratory com-plications of other viral infections. However, there have been surprisingly few reports of severe COVID-19 in those populations. Hypotheses to explain the apparent paradox areyet to be explored, e.g. underreporting, social factors (limited contacts), behavioural factors (limited environment andface touching), and possibly physiological factors. Yet earlysocietal response to the pandemic can already provide uswith some perspective for the future

"Their enthusiasm is palpable and they inspire participants to get involved, show passion and solve problems."

Michelle B.

Physical Activity During COVID-19 

Seyed Shahidi, Jennifer Williams & Fahima Hassani

The World Health Organization recommends that children and adolescents aged 5‐17 should engage in at least 60 minutes of moderate to vigorous intensity physical activity a day. Physical activity is defined as bodily movement performed by skeletal muscles that demand energy expenditure. The physical benefits of this include musculoskeletal and cardiovascular health, a healthy body weight and neuromuscular awareness, for coordination and controlling movement. The psychological benefits include managing anxiety and building self‐esteem, which are both important for children's psycho‐social development.

Henrietta H. Fore, Executive Director, UNICEF

These initiatives push us all to consider the new opportunities that this crisis creates for communities to recover better, build stronger systems, and orient these services to reach all people, rich and poor alike. This kind of long-term thinking can help us to prevent further loss of life from COVID-19 and to reduce the effects of the global recession, while making progress towards the healthier, more equal, resilient, and sustainable future envisioned in the UN Sustainable Development Goals

We are a group made up of teachers, researchers, coaches and a physiologist who advocate for Physical Health Education and Sport in Canada. 

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