Syllabus
for Adapted Physical Education: EveryBODY Wins (EDEX 174)
Drake
University School of Education
Co-authors:
Dr.
Janet McMahill, Interim Dean, School of Education and Director, Extension
Education, Drake University
Michael
K. Bryant, Director of Training and Curricular Development, Extension
Education, Drake University
Course
Description:
This
three-semester-hour graduate course is intended to provide added perspectives
for teachers and physical educators. Through
a series of videotape presentations and accompanying textbook, in conjunction
with Internet and print articles, this course addresses the essentials of
building a peer tutor program and considers how the student of Adapted
Physical Education can design activities to include students with disabilities
into their planning for a diverse setting within their physical education
classrooms.
The
course includes a video tour of a classroom in which simulation stations have
been created to allow their general education students to “try on,” or
empathize with, the kinds of difficulties encountered by students with various
disabilities. This tour concludes
with a look at a wide range of cooperative games that can be introduced into
the physical education curriculum to help train peer supporters and include
all learners.
Next
the students of Adapted Physical Education look at the essentials of building
a peer tutor program. They are
asked to consider how they can design activities to include students with
disabilities into planning for their physical education environment.
The
student of Adapted Physical Education is asked, in Part Three of the course,
to consider specific strategies designed to help students with behavior
problems and students with autism. The text readings and the video
presentations focus on effective ways of helping these students achieve
meaningful success in physical education programs.
Adapted
Physical Education: EveryBODY Wins concludes with a look at various devices
that can be constructed to level the playing field for students with
disabilities so that they can participate more completely in physical
education classes. Included is an assignment will help students design their
own adapted devices, try them out in own physical education classrooms, and
assess the results of the increased interaction. The student of Adapted
Physical Education will finally be asked to create lesson plans which include
students with specific disabilities into their physical education classrooms.
They will be asked to describe planning and assessment criteria that
help achieve successful inclusion of all students in the least restrictive
environment.
Purpose
of the Course for Prospective Students:
Adapted
Physical Education is designed to help teachers and physical educators look at
their professions from broader perspectives, including those of their general
education students and students with disabilities, their parents and school
support personnel. Students
of Adapted Physical Education should be able to apply the insights,
instructional techniques and presentation theories to their own individual
teaching situations.
Course
Goals – Module 1:
To
introduce basic concepts of integrating students with disabilities into
general education physical education classes; to gain a sense of perspective
from current adapted physical educators on what inclusion involves; to examine
in some detail the issues involved in delivering quality physical education
equitably to a diverse student population.
Course
Goals – Module 2:
To
develop an overview of activity design considerations, expanding age ranges
and including multi-sensory toys; To create effective collaborative support
teams among students designed to achieve inclusion goals in the physical
education class
Course
Goals – Module 3:
To
discuss important determinations for adapting physical education services and
creating Individualized Education Programs (IEP’s); To review structures and
goals of Physical Education Integration Teams, and to incorporate the
components of effective communication as they support the collaborative model.
To suggest ways to effectively communicate long-term goals and
short-term instructional objectives; to re-write an Individualized Education
Program that is modified to reflect the specific needs of students with
disabilities.
Course
Goals – Module 4:
To
design a disability awareness program in which instructional stations are
created to simulate a wide range of disabilities, and to discuss which
activities are best suited to enable general education students to work
together with students with disabilities.
This module’s video presentation suggests ways of creating a network
of peer support and focuses on specific benefits to students with
disabilities.
Course
Goals – Module 5:
The
focus of this module is the preparation of general education students to
accept students with disabilities so that they can be made part of the
physical education curriculum. It includes the steps necessary to build a peer
tutoring program which facilitates social inclusion that is motivating to the
entire student population and that models pro-social skills in a diverse
classroom setting.
Course
Goals – Module 6:
To
examine the basic principles and
rationale of adaptation, determining which games are most appropriate for an
inclusive environment; To
use Morris and Stiehl’s Game Design Model, and examine unique games and
groups activities which help facilitate inclusion in the physical education
curriculum; To examine in some detail elements of accommodation basic to team
(basketball, soccer, softball and volleyball) and individual sports (tennis,
golf, archery, badminton and dancing).
Course
Goals – Module 7:
To
develop more effective skills which support communication and transition
activities for students with autism; To examine resources listing lifetime
leisure activities and corresponding procedures for working with this student
population; To prepare our
general education population to accept and work constructively with their
peers who have autism.
Course
Goals – Module 8:
To
help students with behavioral disabilities demonstrate appropriate behaviors
as students in the classroom and as future citizens; To analyze behavior patterns and create corresponding
behavior plans that account for causes and help make the student more
responsible for consequences.
Course
Goals – Module 9:
To
create easy-to-adapt and high-tech toys for the adapted classroom; To
examine properties common to adapted devices that involve students of all
ability levels in challenging and rewarding competition in the physical
education class; To design
adapted devices that help realize the goal of everyBODY winning in the
inclusive classroom.
Course
Goals – Module 10:
The
closing course goal is to further
develop understanding of a current article on adapting a specific sport to the
needs of disabled students. For
the second exercise in Module Ten, students will be asked to create a lesson
plan based on the specific needs of one of their disabled students to help
include that student into classroom activities.
Major
Tasks:
During
the course the student will complete the following tasks:
1.)
View and take notes on all videotapes included in the course;
2.)
Read the textbook assignments and the print and Internet assignments;
3.)
Complete all of the assignments in Adapted Physical Education Study
Guide, including “Responses to Presentations” and “Application
Assignments.”
Evaluation
and Grading Plan:
Students
enrolled in Adapted Physical Education will be graded on a 300 point system:
Each of the first nine modules is worth 25 points; the final closure
module is worth 75 points. The
total points will be converted to a letter grade according to these
percentages:
A 90 – 100%
B 80 -
89%
C 70 -
79%
D 60 -
69%
F 59% and lower
Adapted
Physical Education
– Instructional Staff:
Ann Griffin, Adapted Physical
Education Consultant
Grant
Wood Area Education Agency
Mike
Sinram, Adapted Physical Educator
Waterloo
Community Schools
Sally
Leme, Special Education Consultant
Grant
Wood Area Education Agency
Janice
Sewell , Adapted Physical Education Consultant
Grant
Wood Area Education Agency
Sue Deets Adapted Physical Education Consultant
Grant
Wood Area Education Agency
Tom
Beamish, Retired Physical Educator
Cedar
Rapids Community School District
Resources
and Presentation Videos:
Textbook:
Block, Martin E. A
Teachers Guide to Including Students with Disabilities in General Physical
Education (Second Edition).
Videos
from Championship Productions:
Tape One: “Adapted
Physical Education Guide Tape,” introducing and coordinating the video
presentations of Adapted Physical Education, presented by Ann Griffin and Mike
Sinram. This video introduces the
four parts of Adapted Physical Education with insights and helpful
suggestions.
Tape Two: “How Can We All Play?” looks at the essentials of
building a peer tutor program and examines how we can design activities to
include students with disabilities into our planning for physical education
classrooms.
Tape Three: “DisABILITY Awareness” examines various stations that
have been created to allow general education students to empathize with, or
“try on,” various disabilities. This
tape also includes a look at a wide range of cooperative games that can be
introduced into physical education curriculum to include all students.
Tape Four: In the video “Autism: Equipment Turn-on’s for Adapted
Physical Education,” Ann Griffin shows us a typical physical education
session with a student with autism, guiding us through the sequence of
transition to the gym and other basic skills that help support communication
and exercise.
Tapes Five and Six: “Access-ories:
Equipment Designed with Activity in Mind” and “Toys from Trash:
Inexpensive Equipment Options for Physical Education” examine various
adapted devices that can be constructed for use in our physical education
classes and include ideas for using everyday recyclable materials in the
physical education classroom. As
one of the presenter’s students said, “I’ll never look at my trash the
same way now!”
CD-ROM “ACCESSories” contains pictures and blue prints of
adapted devices. Note: For
instructions on using the resources of this CD-ROM, see Appendix F.
Additional
References:
ERIC
Clearinghouse on disabilities and gifted education
http://ericec.org/faq/adapt-pe.html
Hot
Tips Newsletters
http://www.aea10.k12.ia.us/divlearn/APE/htnewsletters.html
Autism
Inclusion (TEACCH Position):
http://www.teacch.com/inclus.htm
The
Center for the Study of Autism
http://www.autism.org/
Forum
of Sport, Physical Education and Recreation for those with Disabilities
http://www.palaestra.com/
For
individuals who have experienced spinal cord injury and related nervous system
disorders
http://www.shakealeg.org/
Adapted physical education
http://www.pecentral.org/adapted/adaptedmenu.html
Vincent
Melograno Designing the Physical Education Curriculum
http://www.onlinesports.com/pages/I,HK-0-87322-525-2.html
Seminar Description (Melograno
and Davis): The Achievement-Based Approach to Physical Education Curriculum
Design
http://aahperd.confex.com/aahperd/2004/finalprogram/session_20669.htm
The
Paralympian Online
http://www.paralympic.org
The
United States Association of Blind Athletes
http://www.usaba.org