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Low – Organized Games: An Approach to Inclusion

disabled children into general academic and physical education settings IS essential (Putnam, Spiegel & Bruininks, 1995; DePauw & DollTepper, 2000). Torbert (2001) believes the goal of educators should be to identify skills that promote lifelong success for students with disabilities through an inclusive physical education environment. In order to promote lifelong success for all participants, she developed low-organized games. Low-organized games are identified as active, organized group games and movement experiences which nurture social, emotional, cognitive, and physical learning, and encourage the development of trust, autonomy, initiative, and bonding for all individuals (Torbert, 2001) . Two low-organized games discussed in this article are Follow Me and Swedish Meetball. Tolbert (2001) identifies over 100 other loworganized games and activities in her book Follow Me, and also identifies a