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Introduction

For many of us, when facing the inclusion process the question is, "how can I include this child in my class?" The question becomes much more complex when these children are physically impaired. We, as educators, are being challenged to involve such children in our curriculum activities. What we must do, as educators, is ask ourselves, "how are we asking this question?" In other words, is the question being asked as a roadblock or as a chance to become creative and innovative?

Welcome to the creative and innovative world of the Equalizer. We hope it will change your thinking from, "What can I do with this child?" to one of, "Look what I can do with this child!"

The Equalizer is designed with creativity and innovation in mind. The goal is to "equalize" the differences in abilities of these students and allow them to participate as a normal, able-bodied student. By doing so, the impaired student becomes an active student.

The Equalizer was invented by Dan Raubuck and Bruce Lautenschlager. Dan has 18 years experience at the middle school level. Bruce has 6 years experience at the middle school level. Both Dan and Bruce teach health and physical education.

In 1991 at Woodrow Wilson Middle School in Terre Haute, Indiana, Dan and Bruce began the inclusion process in their regular physical education classes. These students were wheelchair-bound and wanted to participate. Dan and Bruce soon found there was little equipment available for students, with little or no upper body movement, strength or control. Most importantly, Dan and Bruce saw that even though these students were limited in their abilities, their need for activity, challenge, social interaction and competitive spirit was still very much alive, thus, came the concept and the development of the Equalizer.

There are three concepts incorporated into the Equalizer's Versatility. First, the Equalizer allows a student with little or no upper body movement or strength to strike an object on a vertical or horizontal plane. These activities include, but are not limited to, whiffleball, golf and hockey. Second, the Equalizer is designed to launch objects, catch objects and pitch back objects into the air at a variety of angles. Third, by adding resistance bands at the prescribed attachment areas the Equalizer becomes a workout station that increases strength and flexibility of the student. The Equalizer is a self-contained system and, by making small adjustments, it allows for all of these activities and meets the individual needs of each student.

The second concept of the Equalizer is Adaptability. The Equalizer is designed for the changing needs of each student and each teacher. It can be both a stationary model or mobile unit. By attaching to a student's wheelchair, the Equalizer becomes mobile. The Equalizer operates on a spring tension system, which allows for adjustment of the tension strength to fit the student's capabilities. By strengthening the tension of each spring, each activity will respond differentially.

The third concept is making the Equalizer user friendly. The Equalizer is lightweight, easy to set up and easy to break down. It is also is easy to use, easy to store and very durable. These features become critical for the teacher, student and family members that use it for sports activities.

Mobile Unit and Stationary Unit

Mobile Unit
The mobile unit attaches to the wheelchair. This is an easy attachment to make. Once attached, the Equalizer moves with the wheelchair. Remember that as this piece of equipment moves with the wheelchair everyone must stay clear. See assembly instructions for set up.

Stationary Unit
The stationary unit can do the same activities as the mobile unit, only the Equalizer is stationary. Attach the Equalizer to the base and stand on the backside to use your body weight to hold down the piece of equipment. The stationary unit can also be used by someone in a wheelchair without being attached to the chair. The person in the wheelchair simply rolls up and on the base of the stationary unit and the chair weight holds the Equalizer in place for any activity. A flat surface is needed for best results. Always have a responsible adult present to ensure safety at all times. See assembly instructions for set up.

Pitchback Uses For Both Stationary And Mobile Units
By attaching the pitchback attachment to the Equalizer, a student can stand or sit behind the Equalizer and simulate playing catch with someone (see assembly instructions). Another person throws a ball and the pitchback reflects it.

The person standing in or sitting behind the Equalizer can change the angle of reflection by making adjustments to the angle of the pitchback. Reflect to make grounders or reflect up for pop flies.

The pitchback can also be used as a protective screen in other activities. Just raise for protection.

Games

Remember, the Equalizer is designed to "equalize" the differences in abilities of physically impaired students. Therefore, you may notice that many of the activities and games have little or no changes made in the way they are played. The games and activities listed and talked about in this section are examples of the creativity and innovations that have made the Equalizer successful. Note: the instructor will need to make his/her own adaptations in the classroom to meet the individual needs of the children.

Mobile unit recommended (see assembly instructions for set up).

Other equipment needed: basketball, basketball goal, 7 cones.

• Have student practice shooting at different locations on the court.
• Have student practice with passing to other students (working on angle of projection).
• Attach launching adapter at different locations on the field goal so that they vary passes to students (have students catch and shoot).
• Using pitchback, have students pass the ball into pitch back. Physically impaired students can adjust the angle to vary their ball returns.

• Groups of 2-5 students.
• Students decide order of shooting.
• Player #1 may shoot from anywhere they like (within 15' of basket).
• If they make the basket, player #2 must shoot from same spot.
• If player #2 hits basket, player #3 must shoot from same spot, and so on.
• The first player to miss the shot would receive the letter "P."
• The next player after the missing shooter has the option of shooting from a new spot.
• Play continues until all but one player has spelled out "P-I-G."
  Variations:
  • Allow physically impaired student two or three opportunities.

• Groups of 2-5 students.
• Position cones at various locations around basket.
• Students decide order of shooting.
• Player #1 shoots from the first spot. If they hit they continue to spot 2, and so on as long as they keep hitting baskets they may continue "around the world."
• After successfully hitting from spot 1, the player has the option on a miss to "chance" or stay. If they "chance" and miss they must return to the beginning when it is there turn again.
• Next shooter starts when the previous shooter misses or opts to stay at a spot.
• The first person to go around and back successfully is the winner of game.
  Variations:
  • Allow physically impaired student more chances.
  • Place spots for able-bodied students at a greater distance.
  • Place fewer spot on floor for physically impaired student.

• Scoring in basketball golf is the same as in regular golf. For example, a right-handed lay-up might have a par of 3 (meaning you should be able to make the basket in 3 attempts.)
• Set up a golf course on a basketball court with various shot selection (right- and left-handed lay ups, free throw, 15' side shot, 3-point shot) and assign each shot or hole a par.
• Each person, in a group of 4, attempts to make basket.
• Each group rotates to next hole after a hole is completed.
  Tips:
  • Start groups at different holes.
  • Limit the number of attempts at each hole.
  • Make up score cards for the course.
  Variations:
  • Give different par ratings for holes depending on skill levels.

Mobile unit recommended but stationary unit may also be used (see assembly instructions for set up).

Other equipment needed: Regular hockey sticks for each student, 6 plastic hockey pucks or yellow 2" All-Balls�, 2 hockey goals, an open area.

• Form groups and have students practice dribbling the puck up and down floor. Stick and ball control activities.
• Form groups and have students practice passing to one another.
• Form groups and have students practice shooting goals with and without goalies.
• The students in wheelchairs should be able to guide the puck or ball with their chair. Their stick face will stay closed in front of them. This will help them maneuver their wheelchair.

• Follow the rules of standard hockey.
• Remember safety first. Make sure everyone is aware of the wheelchair's proximity at all times.
  Variations / Tips:
  • Regular students should not swing sticks higher than their waist on the back swing or follow through.
  • Increase goal size.
  • Play 4-goal hockey. This is a much faster game with more students getting involved.
  • Give each team 2 goals to defend instead of 1. Place 1 goal at each side of mid-court and 1 at each end of the court. Same standard hockey rules apply.

Golf Games

Mobile and stationary units are both recommended (see assembly instructions for set up).

Other equipment needed: Regular putters for the other students, 1 whiffleball or golf ball for each student, several putting greens or holes, obstacles for the holes (cones, chairs), an open area.

Lead-Up Skill Activities

• Give students time to practice their putting skills.
• Have students practice putts at varying distances.
• Have students practice putts on different slopes and surfaces (putting greens).

Standard Golf

• Set up your own, 18-hole miniature golf course varying the distance, slopes, obstacles and pars.
• Discuss golf etiquette with students:
  • Staying quiet while someone is putting.
  • Farthest person from the hole putts first.
  • Hole honors: the person scoring the lowest on previous hole goes first.
• Place students in groups of no more than 4, as in regular golf.
• Give each group a score card and have them keep score.
  Variations:
  • Play best ball scrambles.
  • Shotgun scrambles.

• Remember that both the stationary and mobile unit can be used for golf. If the stationary model is used there will need to be a person responsible for moving the Equalizer from hole to hole. If the Equalizer is attached to the wheelchair, someone will need to help the player depending on the person's ability.

Resistance Training

Mobile and stationary units are both recommended (see assembly instructions for set up).

Caution: If using the stationary unit, watch for stability when in use.

NOTE: Before starting any resistance training work, it is recommended that contact be made with the student's physical therapist or medical doctor. You will want a workout tailored for each individual student.

Elbow Flexion / Forearm Supination

• Hold resistance grip in ___ hand, palm down.
• Bend elbow, raising hand to shoulder, turning palm up.
• Keep shoulder stationary.
• Hold for ___counts.
• Lower hand slowly, turning the palm down.
• Repeat ___ times.

Elbow Extension

• Place the unit directly behind the user.
• Hold resistance grip in the ___ hand.
• Hand behind head palm facing head near opposite shoulder, elbow bent pointing to ceiling.
• Raise hand toward ceiling while straightening elbow.
• Keep shoulder stationary.
• Hold for ___ counts.
• Repeat ___ times.

Shoulder Abduction

• Hold resistance grip in ___ hand, thumb up.
• Raise arm out to side, maintaining elbow straight and thumbs up.
• Keep trunk stationary.
• Hold for ___ counts.
• Repeat ___ times.

Shoulder Flexion

• Hold resistance grip in ___ hand.
• Raise arm, maintaining elbow straight and thumbs up.
• Keep trunk stationary.
• Hold for ___ counts.
• Repeat ___ times.

Whiffleball

Mobile and stationary units are both recommended (see assembly instructions for set up).

Other equipment needed: 4 to 12 bases, 1 whiffleball, 1 regular whiffleball bat, and 4 to 6 pins.

Please keep the following issue in mind when getting ready for a whiffleball game: By attaching the Equalizer to a wheelchair the entire piece of equipment becomes Mobile. Obviously everyone will need to give the wheelchair more room to maneuver. This may be addressed by making special bases for the student in the wheelchair to go to. Remember, as long as you think, "safety first," any activity or rules you make are fine. The important issue is that everyone has fun.

Lead-Up Skill Activities

• Have students warm up by running base paths. (Physically impaired students either drive or are pushed around base path by student helper.)
• Have students in wheelchairs pitch balls, while other students run base paths.
• Have students practice throwing balls from one base to another in proper order, while students in wheelchairs hit.
• If pins are being used, have students in wheelchairs knock over the pin with their chair when they catch the ball.

Pin Whiffleball

• Ideal play area is a gym.
• Set up a normal base pattern.
• Place a second set of bases inside of first set. Physically impaired child will use these bases.
• At each outside base place one pin or cone. Total of 4.
• How to play:
  • Each player gets the opportunity to hit the ball.
  • Upon hitting ball, the player begins running the bases.
  • The fielding team fields the ball and attempts to throw the ball in the order of bases (1st, 2nd, 3rd, home). When the base person catches the ball, they will knock the pin over at that base and then throw the ball to the next base person. This continues until the ball reaches home plate and all pins have been knocked over.
  • The hitter starts running the bases after hitting the ball and does not stop until every base pin has been knocked down.
  • The batter scores a run for every base they are able to touch before the pin has been knocked down.
  • If a runner should reach home before the ball makes it around, they have scored 4 points for the team.
  • There are no true "outs" (pop fly, tag, throw). The only way for a runner to become "out" is when all pins are knocked down before the runner reaches home. But, again, they should have scored at least 1 point for the team.
  Variations:
  • Add to or take away number of bases.
  • Vary base running patterns (1st to 3rd, 3rd to 2nd, 2nd to home or run bases backward).
  • Vary throwing pattern.
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