For junior Arez Rao, warm-up laps alongside his peers at the beginning of each class are his favorite part of Unity Physical Education, a course that merges General Education and Special Education students. This shared space has given Rao the opportunity to form and strengthen friendships while cheering for one another to finish a mile run.
“We walk around the track and talk about what we’re going to do (or have already done) over the weekend,” he said. “Like yesterday, there was a sophomore asking me about what classes I took because he wanted (advice).”
Experiences like Rao’s are reflections of what PAUSD’s Adaptive P.E. teacher Angel Sheridan and retired P.E. teacher Kim Sabbag — creators of Unity P.E. — hoped to foster when they first developed the class before the COVID-19 pandemic.
“We both had a passion for making sure our kids felt seen and included in the community, and trying to find a way to make that (happen even more) was part of the catalyst to get this class going,” Sheridan said.
Though the pandemic delayed the course’s launch, Unity P.E. eventually became a permanent offering after students returned to in-person classes in 2022-23, turning the mission of broadening inclusive education tools into a reality, according to Sheridan.
“Especially as we get to high school, it’s harder sometimes for our SpEd kids to find community in school, and (Unity P.E.) was one way they could (achieve more belonging),” she said.
Unity P.E. follows the same curriculum activities as GenEd P.E., including running around the track, athletic training and sports units such as volleyball. However, Sheridan notes that Unity P.E. uses a more adaptive approach to meet students’ comfort and capability levels. One method is grouping students by skill level or focus area, where they can work at their own pace while participating in the same activity.
“We practice the skills together and learn together,” she said. “Then, when we (go) to game play, we split up into areas that we (felt) the kids could really focus on what they (need) for the class.”
Rao describes how this structure builds individual bonds between all students, including those with moderate to severe learning needs from the Futures program.
“(Student pairs) help during the unit (because the teachers) try to pair off each of the Future kids, and they try to have a response and a bond with them,” he said.
“(This) motivates them to finish the mile and the other activities the teachers have planned for us.”
Sheridan also explains that another key aspect of Unity P.E. is that it encourages a shared responsibility between the GenEd and SpEd students to support each other.
“We just kind of really hone in on working together and collaborating, (while) also giving opportunities for you to be your very best in all different ways,” she said.
Instructional aide Maria Camacho-Acosta also mentions that Unity P.E. embraces outdoor movement and expression, removing some barriers that are present in other classes which support GenEd students’ understanding of how their SpEd peers feel and act. Indoor classes have potential to become disrupted due to behavioral problems, leading to the removal of SpEd students. In Unity P.E., however, students are able to express themselves more freely without causing disturbances.
“I feel like (Unity P.E.) gives GenEd students the tools to get to know (SpEd students),” she said.
Despite the program’s inclusivity goals, Rao acknowledges that challenges may arise due to students’ differing needs. However, he emphasizes that patience and an open mind have helped participants succeed, specifically in social and emotional development.
“(Sometimes people) think (SpEd students) are going to be violent or hostile, but that is not true,” he said. “They are kids, just like us, expressing themselves (differently), and this class shows you this.”
Striking a similar chord, Camacho-Acosta mentions that these interactions spark a sense of community that leads to increased confidence among SpEd students.
“They get their safe space, which is with the aides and their homeroom friends, which would be our SpEd students, but I (also) feel like the GenEd students give them a sense of independence,” she said.
By joining Unity P.E., GenEd students, Camacho-Acosta describes, have the chance to connect with SpEd students and fortify a mutual sense of belonging.
“I would encourage more people to join (Unity P.E.) to get to know (the SpEd students) (because) it’s harder (to do that) in other GenEd classes, but (with) Unity P.E. you get that liberty,” she said.
Sophomore and Unity P.E. student Chelsea Liu echoes this sentiment. Since up for the class, Liu has been able to better understand her SpEd peers, particularly through Talking Thursday, a day when GenEd-SpEd student pairs are assigned a specific topic to discuss.
“It has helped me know more and understand more about students with disabilities and (know) what difficulties they are facing,” she said. “(It also) helps me to learn to become more inclusive and patient.”
Liu mentions that while she had a good experience in the class, she believes its fit may depend on the individual.
“If you want to learn more about students with disabilities, make friendships and develop your ability of teamwork (skills), it is definitely a good choice for youth to join Unity P.E.,” she said.
