Abstract: Current Individualized Education Program (IEP) meeting practices are generally designed and implemented primarily by the Special Education teacher. However, it is suspected that the earlier educators can get students engaged and interested in their IEP process prior to the IEP team meeting, the better the long-term outcomes will be. The purpose of this paper is to provide the steps involved in working with students ahead of their meetings and come up with an informative poster for them to share with the IEP meeting participants.

Abstract: Discrimination against people with physical disabilities in physical education, recreation, and sport exists everywhere. The purpose of this paper is threefold: 1) to discuss how attitudes can lead to discriminatory action towards people with physical disabilities, 2) to give examples through a case study of how inclusion can be a fruitful part of the classroom curriculum for pre-service teachers and 3) to provide results and a discussion of a case study completed in the 2020-2021 academic year in which university pre-service teachers were immersed in an inclusion curriculum. Pre-service teachers can be prepared to teach this population and attitudes can positively shift to include this population. The conclusion focuses on a solution for collegiate instructors to prepare pre-service teachers to include. Individuals with physical disabilities can be successful in the classroom with abled bodied school-aged physical education students and these same individuals can be successful teachers of abled bodied students.

Abstract: Previous academic years allowed for limited or no social integration causing exposure to social experience to be rare and different. With limited opportunity to learn in a classroom and socialize with peers during past academic years, it is imperative that teachers facilitate avenues that allow students to reengage their social emotional health while also experiencing an equitable learning environment. One key way to implement this facilitation is integrating social emotional learning into content learning blocks or academic classes. Social Emotional Learning Standards, when provided by the state, can be integrated into daily or weekly lessons of classroom instruction. These standards aide students in reaching social and life skill goals outlined in the Individual Education Plan. Incorporating such standards universally into all classrooms is key. This article gives teachers and teacher educators a framework, tools, and resources to support social emotional learning through the platform of Universal Design for Learning.