Today's schools are constantly reinventing policies and general classroom activities to become more inclusive, that is, to plan activities and lesson that involve all students participating and to remove boundaries that often lead to the exclusion of minority students. 

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Kaufmann (2006) explains that 'there is no such thing as a typical student. Today's classrooms include a wide range of students, including ones classified as gifted and talented, ones with identified disabilities, and ones who are at risk of developing problems' and later states ' no child wants to be excluded, seperated, or singled out; every child wants to belong...inclusion suggests a place where everybody belongs and feels accepted, where each individual and his or her uniqueness is embraced and celebrated'.

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During my rounds of placement, I have seen first-hand the difficulties associated with inclusivity such as physical disability and cultural differences amongst students. One aspect that has always troubled me is the ability to include students with a physical disability; on two occasions I have had a student who is either permanently wheelchair bound and another who needs a wheelchair for assistance due to the physical strains placed on their body due to a medical condition. In both instances I watched with interest and wonder as these students usually worked about their dilemma without the assistance of a teacher, and accepting a lesser role within a PE lesson or dance activity as the norm for a student within their situation.

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Due to my personal experiences, I have decided to create a lesson plan focussing on inclusivity and exclusivity where the roles are reversed on students and the impaired student/s are highlighted as being just as able, if not more so as everyone else by using lesson differentiation.

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Below is an example of a YouTube clip that could be used to introduce the lesson:

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