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Part 5 – Lecture Notes and Learning Activities
Chapter 1 Active, Healthy Lifestyles for All: Thinking About Philosophy (pp. 2-25)
Challenges to Guide Reflective and Critical Thinking
An Adapted Physical Activity Model
Adapted Physical Activity vs. Adapted Physical Education
Disability and Individual Differences
Uniqueness and Central Themes of this Text
Illustrative Adaptations
Adaptation, Modification, Accommodation, and Supports
Adaptation Theory
How Does Adapted Differ From Adaptive?
Service Delivery
Good Service Delivery is Adapting
Good Teaching is Adapting
Ecosystems and Ecological Theory
Important Concepts from IDEA
Person-First Language
Disability Categories
Special Education Services
Related Services
Individualized Family Service Plan (IFSP)
Individualized Education Program (IEP)
Least Restrictive Environment (LRE)
Transition Services
Individual Differences and Normal Curve Theory
Qualified Professionals and Professional Preparation
APENS and Voluntary Certification as a CAPE
Sports Medicine Credentials
History as a Guide to Developing Philosophy
Evolution of Treatment and Education
Acceptance before the 1800s
Segregated Placements, Beginning in 1817
Attitude Changes, Eugenics, and Prejudice
Major Reforms and Placement Options
Today, the Challenge of Inclusion
Today, the Challenge of Cross-Cultural Complexity
Stages of Adapted Physical Activity History
Stage 1, Medical Gymnastics: Before 1905
Stage 2, Transition to Sports: 1905-1930
Stage 3, Corrective Physical Education: 1930-1950
Stage 4, Adapted Physical Education: 1950-1970
Stage 5, IEP-Dominated Service: 1970-1990
Stage 6, Inclusive Physical Activity: 1990s On
Evolution of Knowledge Base
Medical Roots
Special Education Roots
Physical Activity and Exercise Science Roots
Social Science Roots, Including Disability Studies
Using History to Write Philosophy
Roles, Job Functions, and Competencies
Optional Activities
Learning Activities for Chapter 1
- Review course objectives and/or competencies, assess your present level of knowledge about adapted physical activity, and write out personal goals and objectives to guide learning.
- Browse through the entire textbook to gain insight into the nature of content and the extent of coverage. Be able to describe materials covered in introductory pages, Parts I, II, and III, and the various appendices.
- Start a process journal in which to record insights about your learning process this semester. Record homework assignments and add what you personally want to learn each week over and beyond the assignment. Develop an individualized plan to guide outofclass learning and record the number of minutes it takes to complete each task. Find out and record the things that help you learn best. Begin to adapt instruction for yourself! This will help you adapt for others.
- Since individual differences are the unifying theme of adapted physical activity, think about the individual differences in your class, campus, and community. Organize into groups of threes for a meeting outside the class to discuss individual differences of yourself and others. Talk first in general and then focus on physical activity backgrounds, beliefs, attitudes, needs, and interests. Use this assignment to get acquainted with two new people. Write insights gained about yourself and others in your process journal.
- People are as important as textbooks. Take time to learn names of all of your classmates and several facts about each one. The teacher may have created some warmup games to facilitate this, but you will need to apply memory gimmicks that work best for you. Consider how each person in class can be a resource and how you can be a support network for each other.
- Critically think about what you have read so far and write reactions in your journal. Figure 1.1 (p. 2) indicates the components that typically comprise the first part of a philosophy. Do you agree or disagree with the beliefs stated in this chapter? Why? What kinds of friendship or other experiences have you had with people with disabilities, their families, and their service providers? What is the importance of physical activity in their lives? Why? What kind of physical education do they receive (or did they receive)? Why? Think about a work setting you are in or want to be in that includes one or more children, youth, or adults with activity limitations. Write your beliefs about the kind of physical activity they need and the benefits they should derive. Think about your beliefs as a guide to present and future actions.
- What experiences are you planning for yourself to broaden your contacts? Now is the time to write your goals, dates, and time lines and to start a portfolio to document goal achievement. A portfolio is a collection of examples of your best work during the course. The portfolio should contain your best original writing, photographic or video documentation of practical activities, thank you and congratulatory notes from others, and the like. For further information, see Senne and Rikard (2002). Your professor may request the portfolio at the end of the course to aid in your evaluation.
- Reflect on a general physical education setting (or the setting in which you work or plan to work). How do you feel about making adaptations? As you read this book, assess your attitudes and determine which underlying beliefs you wish to keep, to change, and to continue thinking about. For example, do you like people, places, things, and behaviors that are different? Or do you prefer similarity? Why? What is your definition of different? How much is too different? Write your ideas in a journal with the entries dated, so that you can periodically assess how you are changing and the activities that you find most and least meaningful. By reflecting on your attitudes, you will develop competencies helpful in facilitating change in the attitudes of others.
- Your decision about who should receive APA reflects your philosophy. Do you believe in zero-reject and zero-fail principles? The zero-reject principle emphasizes the right of all individuals to high-quality physical education and recreation programming and to accessibility to the opportunities afforded by community resources. The zero-fail principle captures the idea of success-oriented instruction, with adaptations so all individuals can fulfill their potentials. These are idealistic principles. Are they too idealistic? Why?
- As you read the history, give particular attention to the phenomenon of change, what causes it, and how you can apply your growing knowledge to refinement of your professional philosophy.
- As you approach the end of this chapter, and maybe other chapters, depending on how fast you wish to go, look back over your journal entries and review the beliefs that you have written as your beginning philosophy of adapted physical education (or activity, depending on your preference) and individual differences, including disability. Group your beliefs into categories (or center headings) that belong in a philosophy. Develop a document that describes the philosophy that will guide work in your chosen field with people with disabilities or differences. Share this assignment with classmates and/or the teacher, as requested. Plan to revise your philosophy periodically. Place your philosophy, with its date, in the portfolio that you are keeping for class.
- Use the PAP-TE-CA competencies in Table 1.4 to assess yourself and others and to set personal learning goals. Plan to reassess periodically. Use your assessment to set goals and time lines to guide your learning. Balance your goals between theory (book learning) and practice (activities with people with disabilities).
Chapter 2 Celebrating Differences, Planning Practical Experience, and Striving Toward Inclusion With Co-Author Abu Yilla (pp. 26-59)
Challenges to Guide Reflective and Critical Thinking
Thinking About Disability Models
Medical, Deficit, or Categorical Model
Social Minority Model
Duncan Wyeth’s Beliefs
Stigma and Stigmatization
Michael Oliver’s Beliefs
Ecological Model
Empowerment
The Meaning of Symbols
Critical Thinking About Models
Planning Practical Experience
Types of Practical Experiences
Reflective Thinking and Knowledge Construction
Research on Practical Experience
Equal-Status Relationships
Defining Disability Using the International Perspective
The DSM and ICD: Sources for Specialists
The ICF-World Health Organization: Information for Everyone
The 2001 Definition of Disability
Considering Labels and Contextual Factors
Characteristic: A Frequently Misused Term
Guidelines for Speaking and Writing
Lifespan Concerns
Individuality and Uniqueness Expressed Through Sports
Asthma and Health Problems: Case Study 1
Clumsiness: Case Study 2
Learning Disabilities: Case Study 3
Mild Mental Retardation: Case Study 4
Severe Mental Retardation: Case Study 5
Cerebral Palsy: Case Study 6
Paraplegic Spinal Cord Injury: Case Study 7
Deafness: Case Study 8
Ideas to Consider About Individual Differences
Disability Sport and Transition Needs
Types of Disability Sport
Paralympic Sport Organizations and U.S. Equivalents
Recreational Sport Barriers
Level of Disability Concerns in Sport
Time-of-Onset Concerns in Sport
Learning About Wheelchairs and Ambulatory Devices
Wheelchairs and Cycles
Motorized Chairs
Medical Model Chairs
Skills for Pushing People in Wheelchairs
Handling Brakes
Removing Armrests and Foot Plates
Pushing a Person in a Chair
Opening and Closing the Chair
Crutches, Canes, and Walkers
Inclusion in General Physical Education
Barriers to Inclusion (Negative Attitudes)
Stigmatized Social Minority
Prejudice
Stereotypes
Discrimination
Oppression
Disability Identity: Good or Bad?
Privilege and Power
Narrow Vision
Strategies to Eliminate Barriers
Enablers to Inclusion
Optional Activities
Learning Activities for Chapter 2
- Make a list of everyone you can think of who has a disability, impairment, or major illness. Include people in your community as well as people you have seen on television or in the movies. Compare your list with those of other students in your class. What names are mentioned most frequently? Focus on Ideas to Consider on (p. 44), and (a) engage in a small group discussion or (b) write out your feelings.
- Make a list of all the ways that you can gain first hand experience with people who are different in appearance, behaviors, or abilities; share your list with classmates; and make concrete plans to broaden your social and professional life to include some new people. Write a personal goal.
- Find out if your campus has an office for students with disabilities. If so, visit this office and find out ways you can interact with students who have disabilities. If your campus does not have an office, be creative in finding ways to meet persons of your own age or older with disabilities.
- Find out if your campus or community has an Awareness Day on Disabilities and/or Social Minorities. Learn the date and volunteer to become involved. If no Awareness Days or Events are scheduled, help plan and conduct one.
- Help your professor plan the course by signing up to give brief oral reports on certain dates:
- Monthly or Weekly Preview of Events on Campus and in Communities Within Driving Distance include live sport events of athletes with disabilities, TV programs, movies, plays, etc.
- Outstanding Individuals with Disabilities reports based on reading books and articles, interviews, phone calls, and visits.
- New research reported in current journals.
- List all the athletes you can think of in 3 minutes. Now list all of the athletes with disabilities you can think of? Consider/discuss discrepancies in length of the two lists. One purpose of APA is to increase awareness in ourselves and in our students. Set personal goal: by end of semester, I will be able to list (insert number) athletes with disabilities and be able to talk about each one for (insert number) minutes.
- Consider if your adapted physical education course is being developed around categories like mental retardation, learning disabilities, and blindness or is it generic (noncategorical) with emphasis on assessment of individual person-environment interactions in specific contexts and programming to eliminate barriers and maximize personal strengths? Perhaps your professor is trying to do both. Is this possible? Jot your thoughts down in your journal.
- Figure 2.1 (p. 26)summarizes three models, each of which reflects a different philosophy. Some persons take components from each model to build an eclectic philosophy, while other persons identify wholly with one model. Which are you? Which model do you prefer? Why? If you are eclectic, indicate the model that you identify with the most. State why. Read over the philosophy that you rough drafted in conjunction with Chapter 1, and consider whether you have adequately addressed the six components included in Figure 2.1. Revise and expand as you wish. Remember philosophy changes as knowledge and experience change; philosophy is thus a work in progress.
- Relate the process of writing your philosophy to the selection of practical experiences that will enhance your understanding of disability and your ability to participate in societal change. How might the information presented on pages 27-30 help you avoid misconceptions and inappropriate behaviors? How might the information help you to empower persons with disabilities?
- Take Rizzo’s attitude survey (p. 34) and analyze why you answered each item for the four separate disability groups as you did. How much contact have you had with each group? Why? Do you prefer to work with individuals with some disabilities more than others? Why? Jot your ideas down in your journal.
- Consider how diverse your friends are and the ways that you spend your free time. Do you tend to socialize mostly with persons of your same athletic ability, health status, race, and religion? Why? What efforts do you exert to make new friends? Make a list of your friends and acquaintances with disabilities and chronic health conditions. Do you consider your relationship with these friends to be equal status? Why? Outside of your work or practicum-type experiences, how much contact per week do you have with people with disabilities? Why? Do you wish to set goals to change status quo with regard to your friendships and acquaintances? Why? Respond to the questions in your journal. Discuss your responses with others, and reflect on what they offer. Include illustrative direct quotations from your discussions.
- What are the strengths and weaknesses of the model shown in Figure 2.8 (p. 36)? What specific activity limitations should (a) make a child eligible for separate, specially designed physical education conducted by an adapted physical education specialist and (b) make an adult eligible to belong to a wheelchair basketball team?
- Examine the Case Studies of Nancy (p. 41) and Rick (p. 41-42): Is Nancy more like you or Rick? Is Rick more like you or Nancy? On what bases would you make such comparisons: gender, method of ambulation, speech fluency, creative writing ability, amount of travel, interest in basketball versus swimming? Why? Who would you like to spend the most time with? Why?
- The case studies (pages 37-44) were presented to stimulate critical thought about individual differences.