Learning Outcomes This week students will: 1. Apply the concept of inclusion to educational settings. 2. Describe how to implement the Four S’s of inclusion within a physical education lesson. 3. Reflect on the influence of home and school environment on motivation and motor development. Introduction This week you will discuss how inclusion extends beyond formally recognized disabilities, and into having more sensitivity and respect for others. In the text, you will read how inclusion can relate to children from different cultural backgrounds, where certain beliefs, values, and practices are different from traditional American ones. Therefore, you extend the notion of inclusion to children who may face barriers while engaging in physical education, not only from a particular disability, but also perhaps due to their body composition, the language they speak, or their cultural background. You will discuss how you can use teaching strategies to provide an enjoyable physical education for every child. Required Resources Required Text 1. Foundations of Moving and Learning a. Chapter 8 – Including All Children for Success · This chapter explores the concept of inclusion as it applies to educational settings . Recommended Resources Multimedia 1. Goodman, R. (Director) & Read, M. R. (Producer).  (2005). Special needs students in regular classrooms? Sean’s story [Television series episode].  In J. Tomlin (Executive producer) Turning point.  New York, NY: ABC News. Retrieved from Films on Demand. · This is the story of an 8-year-old boy with Down syndrome who was part of a battle over "inclusion," the practice of placing mentally or physically challenged students in regular classrooms. Running head: GENDER DISCRIMINATION; A CONSEQUENCE OF INEQUALITY 1 GENDER DISCRIMINATION; A CONSEQUENCE OF INEQUALITY 2 Gender Discrimination; a Consequence of Inequality Student’s Name: Course Name and Number: Instructor’s Name: Date Submitted: Gender Discrimination; a Consequence of Inequality Introduction Description Inequality is a theme that has become rampant in society over the years receiving interest from big organizations. It is an unseen ailment that arises from poverty, gender disparity, educational level, age, and even race. With the far reach of inequality, it is no surprise several bodies are looking into the issue with the aim of closing that chapter and advancing to newer issues. Gender Discrimination (Social Problem) Associated to Meyer (2004), we contemplate the definition of sex to be all practices that are communal, traditional and dialectal that result in processes which differ males from females. Some cultural aspects in our communities have pre-programed individuals to adhere to certain norms that create the disparity between genders. Those of the male gender are usually given the upper hand in some populations, leaving out women and children to the mercy of the men in their lives. There is a constant scuffle for ...

1. Learning Outcomes
This week students will:
1. Apply the concept of inclusion to educational settings.
2. Describe how to implement the Four S’s of inclusion within a
physical education lesson.
3. Reflect on the influence of home and school environment on
motivation and motor development.
Introduction
This week you will discuss how inclusion extends beyond
formally recognized disabilities, and into having more
sensitivity and respect for others. In the text, you will read how
inclusion can relate to children from different cultural
backgrounds, where certain beliefs, values, and practices are
different from traditional American ones. Therefore, you extend
the notion of inclusion to children who may face barriers while
engaging in physical education, not only from a particular
disability, but also perhaps due to their body composition, the
language they speak, or their cultural background. You will
discuss how you can use teaching strategies to provide an
enjoyable physical education for every child.
Required Resources
Required Text
1. Foundations of Moving and Learning
a. Chapter 8 – Including All Children for Success
· This chapter explores the concept of inclusion as it applies to
educational settings
.

2. Recommended Resources
Multimedia
1. Goodman, R. (Director) & Read, M. R. (Producer). (2005).
Special needs students in regular classrooms? Sean’s story
[Television series episode]. In J. Tomlin (Executive producer)
Turning point. New York, NY: ABC News. Retrieved from
Films on Demand.
· This is the story of an 8-year-old boy with Down syndrome
who was part of a battle over "inclusion," the practice of
placing mentally or physically challenged students in regular
classrooms.
Running head: GENDER DISCRIMINATION; A
CONSEQUENCE OF INEQUALITY 1
GENDER DISCRIMINATION; A CONSEQUENCE OF
INEQUALITY 2
Gender Discrimination; a Consequence of Inequality
Student’s Name:
Course Name and Number:
Instructor’s Name:
Date Submitted:

3. Gender Discrimination; a Consequence of Inequality
Introduction
Description
Inequality is a theme that has become rampant in society over
the years receiving interest from big organizations. It is an
unseen ailment that arises from poverty, gender disparity,
educational level, age, and even race. With the far reach of
inequality, it is no surprise several bodies are looking into the
issue with the aim of closing that chapter and advancing to
newer issues.
Gender Discrimination (Social Problem)
Associated to Meyer (2004), we contemplate the definition of
sex to be all practices that are communal, traditional and
dialectal that result in processes which differ males from
females. Some cultural aspects in our communities have pre-
programed individuals to adhere to certain norms that create the
disparity between genders. Those of the male gender are usually
given the upper hand in some populations, leaving out women
and children to the mercy of the men in their lives. There is a
constant scuffle for an equal chance in the society between both
male and female individuals (Cohn, 2000). In recent times,
women have been paid less salary, and their advancement up the
career ladder hindered due to discrimination of gender (Healey,
2014).
Thesis Statement
Gender discrimination is an outcome of inequality that can
be dealt with if prejudices against gender are eradicated because

4. most of these differences are perceptual and not concrete facts.
Contributing Factors
I. Cultural Beliefs
Despite the change experienced over time, cultures still pedal
the dated belief that men are to be the providers and enforcers
of security in the social setting (Harrison, 2013). The women
are to be the nurturers; helping keep the home in order and care
for the offspring. These ideas about where men and women are
placed in the societal hierarchy are passed on through
generations thus creating a continuity stream of inequality.
II. Physical Characteristics
Gender distinguishes people and names them as physiques
having femininity/masculinity, sexual characteristics (Meyer,
2004). Women are more predisposed to smaller frames and
shorter heights, unlike most males. With such features, people
assume they should be given less strenuous work. Any male that
depicts characteristics that are deemed female e.g. slight frame
is at risk of being sidelined or out rightly discriminated.
Menfolk, particularly those of muscular physique are assumed
to be healthy and unafraid in the acts of war thus sited in
capacities where power is a defining factor (Harrison, 2013).
Areas of politics and decision making are left to the active since
time in memorial explaining why men are more in number
within formal employment settings than women.
Consequences of Gender Discrimination
I. Economic Issues
Females are prohibited from possessing assets in various
civilizations around the world; the task of ownership is
overseen by fathers or husbands (Healey, 2014). Poverty is an
indirect consequence of such discrimination. Women can't
access jobs and those who do are poorly paid, unlike men.
Women drop out of school at higher rates that people opting to
center themselves on reproduction (Ratto, Grespan & de
Lacerda, 2016).
II. Population Imbalance and Political Uprisings

5. Civilizations such as China are victims of populations
dominated by males because the one-child policy and preference
for boys have contributed to infanticide. Women are dwindling,
and bachelor settings are cropping up. There is fear that Chinese
men may revolt against the government because of regulations
imposed on them. Also, women movements are becoming the
norm as the groups aim to gain equality for females.
Research Method
The method used to conduct the research was content analysis.
Indirect observation of the occurrence of certain phrases,
pictures, and theories within the media such as books on gender
discrimination and online content about inequality was done.
Counting and examining the incidence, significances, and
associations of words and theories, conclusions were deduced.
Conclusion
Inequality has plagued nations with gender discrimination being
a manifestation of the issue. Gender issues are rooted in acts of
male dominance and superiority that are perpetuated by
civilizations. Acting on differences associated with gender has
serious repercussions for both victim and the society as a whole.
Gender discrimination is an outcome of inequality that can be
dealt with if prejudices against gender are eradicated because
most of these differences are perceptual and not concrete facts.
References
Cohn, S. (2000). Race and gender discrimination at work.
Boulder, Colo.: Westview Press
It is an audacious and unconventional rough guide to the
argument surrounding race and sexual role at work that uses
past and statistical proof to throw light on mythologies about
the origins and repercussions of discrimination within the labor
sector. The literature helps shed light on aspects of inequality at
work that are gender based. It provides information that is not
prejudiced, giving feedback on discrimination.
Meyer, D. E., (2004). Gender Theory and Politics: Historical

6. Fragments and Current Challenges
This writings piece takes a journey to the past explaining the
role of gender over time. It describes feminism's theoretical and
political development and use. Meyer's work suggests that
relation between gender, health, and education contribute to
understanding power structures that play out in society.This
work is helpful in explaining the origin of gender disparities
over time and giving information on how best to combat the
issue. The work demonstrates that the discrimination on gender
is not entirely isolated.
Harrison, Brigid C. (2013). Power and Society: An Introduction
to the Social Sciences, 13th Edition. Cengage Learning
Harrison aims to give an initial assessment of the social
science. The title introduces readers to the main aspects of
anthropology, history, economics, sociology and political
science. It explains how power is part of society and its uses in
structuring civilizations. The text, Power, and Society is useful
in explaining inequalities and the position filled by gender
discrimination. It gives detailed information on the workings of
society and the placement of women in society.
Healey, J. (2014). Gender discrimination and inequality.
Thirroul, N.S.W.: Spinney Press
Australian women are in dire need of intervention as the book
suggests since they still earn poorly and career advancements
are a pipe dream for them. Poverty is a consequence of such
acts of discrimination. The literature explores discrimination
under Australian circumstances and tries to pinpoint the areas
where institutions are lacking concerning eradicating gender
discrimination. Healey's book is a gold mine of worksheets and
fact files with several links that are helpful in understanding
gender discrimination. It helps open one's eyes to the degree
that gender-based disconnect has reached.
Ratto, C., Grespan, C., and de Lacerda, M. (2016). The
Performativity of Gender and Sexualities: The Implications in
Education of Youths. Creative Education, 7, 1615-1626.

7. http://dx.doi.org/10.4236/ce.2016.711165
The authors seek the likelihood of merging gender and sexuality
performativity policies with schooling curriculum through
dialogue. They base their argument on a survey conducted in
500 schools in Brazil that assessed perception of the community
about violence/discrimination at home or school. The principal
aim is for policies to be employed in the eradication of
discrimination. The article provides direct information from a
cohort in the society that is affected by discrimination or
perpetrates it. Responses by the students and teachers provide a
clear view of what is happening, unlike other literature that is
more on the theoretical approach.