EDMA 174 ADAPTED PHYSICAL EDUCATION
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E-version May 2015 www.drake.edu/cepd
ADAPTED PHYSCIAL EDUCATION
PART ONE: PLANNING FOR AN INCLUSIVE ENVIRONMENT
Note: Before proceeding to the modules in each part, watch the corresponding segment of the guide video. Quit watching the guide when you see a “Stop” sign at the end of the presentation, and continue by watching the assigned video for that module.
Begin by watching the guide found on DVD One (Opening Segment & Introduction to Part One), then proceed to “How Can We All Play?” (DVD One) for Module One.
MODULE ONE – EveryBody Plays: An Introduction to Inclusion and Adaptation
Textbook Readings - Block, pp. 1-6.
Video Presentation - DVD One: “How Can We All Play?” Part One
View the first 13:35 minutes of “How Can We All Play?” This includes the first two sections “Building a Peer Tutor Program” and “Designing the Activities.” The final section, “Activities in Action,” will be used in Module Two.
Learning Objectives: 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.
Responses to Video Presentations and Readings / Application of Ideas: Use this MS Word document “Course Study Guide Answer Pages” provided for your convenience in word processing.
MODULE ONE -Responses to Videos and Readings / Application of Ideas
Presentation Responses
1.) (7 pts.) Conduct an initial inventory of your school’s equipment that can be used for your adapted physical education class. Based on Ann’s description of toys that are best suited to a variety of activities, what toys and equipment do you currently have? Which would you place on your “wish list”?
Which could you acquire based on your students’ ages and needs?
Of the personnel that Ann Griffin mentions (APE consultants, therapists and other educators), which are available to you? Whose services would be most useful to acquire?
2.) (8 pts.) In “How Can We All Play?” the educators use things that help students feel comfortable (clapping, back rubbing, music) to help them overcome their fears and restrictions. What are some of your ideas to help your students with disabilities overcome their own inhibitions to become part of your classroom?
What are some ways in which you can help your general education students learn to support their peers with disabilities in your classroom?
Application Exercise
3.) (10 pts.) On pp. 1-2 of our text, Martin Block describes a general physical educator who teaches a student with spina bifida, noting special attributes of her teaching style. Describe a lesson that you currently teach (or would like to teach) in your physical education class.
Now assess your lesson according to the criteria which Block outlines for a successful physical educator:
1.) The student knows your objectives ahead of time;
2.) Each student knows what skills to work on and how to work on them;
3.) Provides a wide range of choices of activities and equipment during practice and games;
4.) All students are always active and engaged in fun activities;
5.) A variety of teaching styles are incorporated.
Which of the five could you develop to improve your students’ experiences?
What ideas do you have for integrating this improvement into your physical education teaching style?
MODULE TWO – A Team Approach to Inclusion in Physical Education
Textbook Readings - Block, pp. 6-13; 315-331.
Study Guide APPENDIX H – Online References
Video Presentation – DVD One: “How Can We All Play?”
View the final section of the video “How Can We All Play?” titled: “Activities in Action” (minutes 13:35 – 34:50.)
Learning Objectives: To develop an overview of activity design considerations, expanding age ranges and including multi-sensory toys; To create effective collaborative support teams among your students designed to achieve inclusion goals in the physical education class
Responses to Video Presentations and Readings / Application of Ideas: Use this MS Word document “Course Study Guide Answer Pages” provided for your convenience in word processing.
MODULE TWO -Responses to Videos and Readings / Application of Ideas
Presentation Responses
1.) (7 pts.) Based on your inventory in Module One, as well as your viewing of the second half of the video “How Can We All Play?” how could you use some of the toys/equipment you have, or plan to acquire, to help involve all of your students in physical education activities?
What toys or activities in “How Can We All Play?” do you considered especially well adapted to helping your general education student’s work effectively with students with disabilities?
2.) (8 pts.) Based on the major content areas for general physical education (Table 1.8, Block, p. 10), what are some of the activities you currently use in your classroom on a regular basis?
Which of these activities do you feel might be added to your curriculum that would help support interaction between your general physical education students and those students with disabilities? Provide a brief rationale.
Application Exercise
3.) (10 pts.) Using one or more of the online resources listed in Study Guide Appendix H, or the print resources included at the end of the Block text (pp. 315-331), research additional support organizations, professional associations or specific equipment modifications that you feel would help you create a more inclusive physical education classroom. Which would be most applicable to your current needs and resources? What are your plans to incorporate some of these resources into your current curriculum?
MODULE THREE – Planning for Inclusion in Physical Education
Textbook Readings: Block, pp. 15-76.
Study Guide Appendix A, Question 1.
Internet Resources:
U.S. Department of Education Guide to Individualized Education Programs:
http://www2.ed.gov/parents/needs/speced/iepguide/index.html
LD Online Resource Guide to Individualized Education Programs:
http://www.ldonline.org/indepth/iep
Learning Objectives: 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 one of your students with disabilities.
Responses to Video Presentations and Readings / Application of Ideas: Use this MS Word document “Course Study Guide Answer Pages” provided for your convenience in word processing.
MODULE THREE -Responses to Videos and Readings / Application of Ideas
Presentation Response
1.) (10 pts.) Based on the response to the first question in the interview with Ann Griffin (Study Guide appendix A), as well as the discussion of collaborative team membership (Block, pp. 36-43), describe the membership of your team of service providers (as it exists currently or as you would like it to be) that would work together to write an IEP (Individual Education Plan) for one of your students with disabilities.
If you help write Individual Education Plans (IEP’s), how would you express your major goals to the IEP service provider as both long-term goals and short-term instructional objectives? If you are the physical educator, what are some of the specifics in the way an IEP is written that would help communicate to you the expected outcomes? (see Block, pp. 54, as well as Appendix D of this Study Guide, for some examples). Note: If neither of these apply to you, list the goals you would write for your student’s progress.
Application Exercise
2.) (15 pts.) Based on the needs of a student you teach (or have taught, or will teach), as well as the supplemental IEP materials in Appendix D of this Study Guide (you may also use the web sites listed as references above), re-write an IEP to show your modified goals and objectives based on that student’s current skill level, short-term goals, and proposed means of assessing personal growth.
Present Skill Level:
Annual Goal:
Short-Term Objectives (State What the Student Will Do / How Well):
Strategies / Materials:
Evaluation Criteria:
PART TWO: GROUP GAMES AND SOCIAL ACCEPTANCE
Guide: Introduction to Part Two (DVD One)
MODULE FOUR – Social Acceptance: Benefits to Students with Disabilities
Textbook Readings: Block, pp. 173-185.
Video Presentation - DVD Two: “DisAbility Awareness” Part One
View the first 25:13 minutes of “DisAbility Awareness.” This includes the first two sections “Ability Awareness” and “Disability Awareness Week,” concluding with the Louis Braille story. The final section, “DisAbility Awareness Station,” will be used in Module Six.
Learning Objectives: 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 uses the video presentation to suggest ways of creating peer empathy and concludes with three case scenarios intended to help formulate solutions to problems arising from the social aspects of inclusion.
Responses to Video Presentations and Readings / Application of Ideas: Use this MS Word document “Course Study Guide Answer Pages” provided for your convenience in word processing.
MODULE FOUR -Responses to Videos and Readings / Application of Ideas
Presentation Responses
(10 pts.) In her interview (Study Guide Appendix A), Ann Griffin offers several important suggestions for peers to work effectively with students with disabilities to help increase benefits to both groups (see especially questions 2, 3, 4, 5 and 9). How could you use these ideas in your adapted physical education classes to benefit students with disabilities?
How could you use her comments to train students from the general education population to act as peer supporters to achieve better acceptance and understanding of students with disabilities?
Application Exercise (15 pts.)
Review your notes on “How Can We All Play?” and “DisAbility Awareness” to answer the following questions:
In Chapter Nine of the Block Text (“Facilitating Social Acceptance and Inclusion”) the author lists seven ways in which a teacher can help facilitate social inclusion in the classroom. What specific actions do the educators in these videos employ that illustrate each of the approaches at Table 9.1:
1.) Demonstrate a positive attitude:
2.) Teach all students equitably:
3.) Model appropriate behaviors:
4.) Include the student in as many activities as possible:
5.) Individualize the curriculum and instruction:
6.) Reinforce positive interaction:
7.) Be knowledgeable about the student:
MODULE FIVE – Social Acceptance: Benefits to General Education Students
Textbook Readings: Block, pp. 173-185 and pp. 251-279.
Video Presentation - DVD Two: “DisAbility Awareness,” Part One (same viewing as for Module Four.)
Learning Objectives: 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.
Responses to Video Presentations and Readings / Application of Ideas: Use this MS Word document “Course Study Guide Answer Pages” provided for your convenience in word processing.
MODULE FIVE -Responses to Videos and Readings / Application of Ideas
Presentation Responses (10 pts.) Choose one of the two following exercises:
1.) Explain how you would design a disability awareness program, citing three or four specific disabilities you would simulate, how you would create stations that allow general education students to “try on” disabilities, and what points you would discuss with them in a follow-up discussion of disability awareness.
2.) Design a cooperative game or group activity in which students with disabilities interact with general education students. Your game or activity should feature cooperative problem solving. What tasks can you feature that emphasize fun, teach peer support skills and help develop a group spirit?
Application Exercise (15 pts.) In the video, “DisAbility Awareness” our instructors present various approaches for increasing disability awareness among general education students emphasizing that – despite differences – students with and without disabilities are more alike than they are different. To help broaden your perspective as educators and to include a wider range of support strategies, this application asks you to research outside agencies available to you in your community, such as the Commission for the Blind or the Wheelchair Sports Association.
In two or three paragraphs, list your findings and outline how you could use them to help support inclusion of students with disabilities into your classroom.
Research Tip: You may want to explore sites suggested in the “Resources” section of the Block text (pp. 315-331) or in Appendix H (On-line Resources) in this Study Guide.
MODULE SIX – Modifying and Adapting Group Games
Textbook Readings: Block, pp. 145-172.
Additional Reading: “The Power of Soccer,” by Laurie Malone - Appendix G, reprinted by permission of Palaestra, Vol. 20, Number 2 (Spring 2004).
Video Presentation – DVD Two: “DisAbility Awareness” Part Two
View the final section of the video “DisAbility Awareness,” titled: “DisAbility Awareness Stations” (beginning at 25:14 minutes.)
Learning Objectives: 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).
Responses to Video Presentations and Readings / Application of Ideas: Use this MS Word document “Course Study Guide Answer Pages” provided for your convenience in word processing.
MODULE SIX -Responses to Videos and Readings / Application of Ideas