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How to create a safe learning space in PE

This is an excerpt from Paraeducators in Physical Education 2nd Edition by Lauren J. Lieberman,Melissa Bittner.

By Kristen Morgan

PE classes are clearly becoming more diverse learning environments. In addition to students from diverse cultures studying together, many students with invisible disabilities are included in the general education setting as opposed to those with visible disabilities. It is important that, beyond examining our own biases, we establish an environment where students can safely share their concerns and questions about classmates who may look or act differently than they are used to. Students must feel free to ask for information about their peers, thereby increasing their understanding and ­reducing their ­anxiety. This increased knowledge base will help to improve relationships between students and move the class toward becoming a true community of learners.

As an important contributor to the PE climate, you can work toward the establishment of a safe learning space. In the process, you can talk about potentially difficult issues that are on the minds of your students. ­Fostering the acceptance and understanding of classmates who are different from the norm can be challenging. Keep the following guidelines in mind when discussing classmates with disabilities in general education classes:

• Listen actively (maintaining eye contact), patiently, and carefully when students speak.
• When it is your turn to speak, do so honestly and openly.
• Listen carefully for truth from each person’s perspective.
• Avoid belittling or blaming students.
• Maintain confidentiality at all times.

Sebastin’s feelings in the previous example are certainly common in an inclusive PE setting. Keeping such feelings bottled up and lacking accurate information about peers with disabilities can only lead to a tense environment characterized by a lack of understanding. You as the paraeducator are skilled in establishing a safe learning space that would be sensitive to Sebastin’s discomfort (by observing his actions and listening to his comments). You would therefore continually be available to listen to and discuss his concerns and give him more accurate information about his classmate.

More Excerpts From Paraeducators in Physical Education 2nd Edition

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