SENSE-ational schools: physical literacy enriched opportunities for students with neurodiversity
Bibliographic record
Abstract
Purpose Given the various social, physical, and environmental factors at play during a physical education (PE) class, some components of the PE experience can be overstimulating for individuals with neurodiversity. There have been repeated calls to action for the creation of inclusive experiences for all children in schools, however, very few have examined inclusive movement experiences across various movement contexts in schools (e.g. PE, recess, hallways, before/after school, etc.). This study reports on the SENSE-ational schools program as a model of an inclusive pedagogical approach for students with neurodiversity across school movement contexts.Data collection/analysis An exploratory case study design was used to examine inclusive practices within 4 elementary schools (grades K-5). Observations were grouped into four thematic categories: (1) School staff communication and engagement; (2) ‘Soft landings’; (3) Pre-teaching and reflective practice; (4) Lesson plans and equipment as a tool to support pedagogy.Findings Consistent with a physical literacy enriched pedagogy approach, the SENSE-ational schools program provided an opportunity for individualized movement journeys regardless of student level of ability or interest. The multiple success pathways for each individual student, afforded by different equipment deployed and strategies implemented, allowed for all students to feel successful in shared movement experiences. The SENSE-ational schools program is illustrated as a ‘best practice’ exemplar of inclusion for students with neurodiversity.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".