VIDBE-Q 2025 Volume 70 Issue 4
Table 5
Embedding the ECC in physical Education and Recreation: Key Practices from the
Bridges School Model
Embedding the ECC in Physical Education and Recreation: Key Practices from the Bridges
School Model
Look Fors Opportunities to Embed ECC Aligned ECC Area(s) &
Components
Intentional ECC Integration:
ECC skills are purposefully taught
and referenced throughout
physical education, recreation,
and residential life; ECC
objectives are included in lesson
plans and IEPs.
Directly teach and reference ECC
areas/skills in all settings; embed
ECC objectives in instructional
planning.
All ECC Areas:
Compensatory, Sensory
Efficiency, Assistive
Technology, Social
Interaction, Recreation &
Leisure, Independent
Living, Orientation &
Mobility, Self-
Determination, Career
Education.
Equitable Student Partnership:
Students are active collaborators
in learning through self-
assessment, goal setting, co-
planning, and reflection.
Use ECC-aligned checklists and
rubrics; involve students in
planning and reflecting on activities
and personal growth.
Self-Determination (Self-
knowledge, Capacity to
make informed choices,
Self-advocacy); Social
Interaction (Knowledge
of self)
Diverse, Lifelong Activities:
Programs include a broad range
of physical, recreational, and
leisure activities with a focus on
skills for lifelong engagement.
Offer team/individual sports,
creative games, and leisure
activities; explicitly connect each
experience to ECC outcomes.
Recreation & Leisure
(Play, Physical activity,
Health/fitness & sports,
Team & spectator sports,
Leisure activities &
hobbies)
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