University of Windsor’s Program Enhances Activities for Special Needs Students

A longstanding initiative from the University of Windsor aimed at promoting physical activity among individuals with special needs has found a new home at Holy Names High School. The program, known as the apex program, has recently been integrated into the high school, where it seeks to engage students with special needs in physical activities, helping them build routines and enjoy exercise.

For the past few weeks, the human kinetics department has collaborated with students at Holy Names. The program pairs university students with special needs individuals to foster an environment of activity and fun. This pilot initiative is spearheaded by a master’s student who is also a graduate of Holy Names, working closely with Stacey Ditchfield, a physical education teacher at the school.

Ditchfield observes significant benefits for both groups involved. “Seeing the joy of accomplishment, having the interaction, learning how to speak and communicate, being patient, understanding that what may come very easy to them is a lot more difficult when you don’t have barriers. It’s just been such a joy to watch. It’s wonderful that we’ve been able to implement it,” she remarked.

The program originated on the university campus, but the transition to a high school setting has proven beneficial. Students feel more comfortable and familiar in this environment, allowing them to grow and thrive. The apex program not only encourages physical activity but also promotes social interaction and communication skills among participants.

The initiative highlights the importance of inclusive education and the role physical activity plays in the overall development of students with special needs. By providing tailored support, the program aims to create meaningful experiences that empower participants and enhance their quality of life.

Through this partnership, the University of Windsor and Holy Names High School are making strides in advancing opportunities for students with special needs. As the pilot continues, both institutions are hopeful for its sustained impact, ultimately fostering a greater sense of inclusion and community involvement.