Every child included
Facing a class of thirty primary school children, Yoga at School (YaS) Teachers are presented with a range of different abilities.
Increasingly, we are teaching children who have a severe physical impairment which disallows them from performing the posture in a conventional way.
On the basis that we are teaching in curriculum time and every child matters and is to be included, what we do is crucial for the child’s self esteem.
Here is the story of Anita, who is much part of the yoga class as anyone else.
As you read her story consider: What is the likelihood of Anita attending an after school yoga club? Where will Anita feel safest, supported and included?
Here is the story of Anita, who is much part of the yoga class as anyone else.
As you read her story consider: What is the likelihood of Anita attending an after school yoga club? Where will Anita feel safest, supported and included?
Background
Anita, who has spinae bifida, is a Year 4 pupil at a mainstream primary school in Essex. Anita transfers from her wheel chair to her walking frame before the yoga lesson and is assisted by her Learning Support Assistant.
Anita, who has spinae bifida, is a Year 4 pupil at a mainstream primary school in Essex. Anita transfers from her wheel chair to her walking frame before the yoga lesson and is assisted by her Learning Support Assistant.
Anita can support herself on one leg within the safety of the frame, holding on with one arm. She can also sit and support herself on the yoga mat independently. She is highly intelligent, articulate and a very determined child.
I have been teaching Anita and her class for three years. Over that time I have seen her posture work improve, especially her balancing and her confidence soar.
I have been teaching Anita and her class for three years. Over that time I have seen her posture work improve, especially her balancing and her confidence soar.
Individual Aims for Anita
- To include Anita in all activities
To teach Anita a variety of yoga postures
To encourage Anita to balance on one leg without holding the frame
Our Approach
All postures and activities are adapted so that the whole class can, at the very least, do what Anita can do.
All postures and activities are adapted so that the whole class can, at the very least, do what Anita can do.
This means that Anita is immediately included while other children are not held back from stretching to their potential.
The lesson is spilt into two parts. In the first part the children are taught and perform standing postures and in the second part sitting or floor postures.
The lesson is spilt into two parts. In the first part the children are taught and perform standing postures and in the second part sitting or floor postures.
This way Anita avoids the constant ups and downs which she finds difficult and time consuming.
Standing Postures
Most of the standing postures involve balances, which are great for improving concentration and focus.
Over the time that I have been teaching Anita we have encouraged her to stand in an adapted Tree Posture within the walking frame but without the support of the frame.
Whilst this was not easy Anita’s determination helped her to a victory eventually, a victory that was shared with her class who were in no doubt what she had achieved.
Anita and all the class particularly enjoy the Sneaky Trees Game in this section. This is a game based on grandma’s footsteps and reinforces the Tree balance.
Not only is Anita fully included in the posture but she is involved in the fun of the game as well.
Sitting Postures
Sitting on the mat, Anita is not reliant upon the support of her legs. Here she is able to perform Twists and any of the many seated postures that I teach as well as anyone else.
Sitting on the mat, Anita is not reliant upon the support of her legs. Here she is able to perform Twists and any of the many seated postures that I teach as well as anyone else.
One of the class’s favourites is the Flower Game. Children do need to move around in the game and they are given the choice of walking or sliding on their bottoms.
Anita, naturally, finds that she can get about by the sliding method. Thus again she is included in the fun of the game as well as the posture work.
Sequences
Sequences are highly effective in the Yoga at School lesson for several reasons:
Sequences are highly effective in the Yoga at School lesson for several reasons:
- Sequences demand concentration and co-ordination
- Children enjoy the flowing body movements
- It is a more invigorating way to practice yoga compared to isolated postures
- Children find sequences easy to remember and can teach them to friends and family members
The most popular sequence that I teach is called the Sun Sequence.
Adapted from the adult version to suit children, it is normally performed from a standing position. It is considered to be an all - inclusive yoga activity, because all the basic body movements are involved.
For example forward bend, back bend, inverted and side stretching.
Working from standing would obviously be very difficult for Anita. Therefore I have adapted the sequence to be performed from sitting without loosing any of the basic body movements.
In this way Anita and the whole class get the benefits from the activity and everyone is included.
Relaxation
Children are taught simple yet effective ways to relax. Relaxation relaxes muscles, improves breathing, refreshes and invigorates the body, helps children cope with anxiety and become calmer.
Apart from some blocks supporting at the back of the knees Anita is able to relax in the supine posture.
Children are taught simple yet effective ways to relax. Relaxation relaxes muscles, improves breathing, refreshes and invigorates the body, helps children cope with anxiety and become calmer.
Apart from some blocks supporting at the back of the knees Anita is able to relax in the supine posture.
Anita and the class - and especially the class teacher - look forward to this part of the lesson enjoying the opportunity for peace and quiet that is often rare in a child’s life
Summary
Adaptations of postures led to enhanced self esteem for Anita and her classmates because:
Adaptations of postures led to enhanced self esteem for Anita and her classmates because:
- All children irrespective of shape, weight, intellect or physical impairment are included
- Children experience a sense of success
- Class unity is enhanced
'I have taught many children like Anita since I wrote this article. It is inspiring to see how happy and motivated the children are to join in our yoga lessons.
I have seen great victories made by children with physical problems. Victories that they would probably not be achieved in a PE lesson. It's inspiring to see the children learm skills , like relaxation , that will be of vital benefit for the rest of their lives.'
Copyright Yoga at School Ltd and Michael Chissick 2010. Not to be reproduced or distributed without permission
Yoga games
