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EDMA 174 ADAPTED PHYSICAL EDUCATION

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E-version May 2015 www.drake.edu/cepd

May 2011 1

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 OneView 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.

May 2011 2

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?

May 2011 3

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?

May 2011 4

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


May 2011 5

MODULE TWO -Responses to Videos and Readings / Application of Ideas


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?

May 2011 6

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.


May 2011 7

http://www.ldonline.org/indepth/iep

http://www2.ed.gov/parents/needs/speced/iepguide/index.html

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.

May 2011 8


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:

May 2011 9

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 OneView 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.


May 2011 10

MODULE FOUR -Responses to Videos and Readings / Application of Ideas


(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?

May 2011 11

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:

May 2011 12

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.


May 2011 13

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.

May 2011 14

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).


May 2011 15

MODULE SIX -Responses to Videos and Readings / Application of Ideas

Presentation Responses (10 pts.)

1.) Consider a student with a particular disability enrolled in your class (a current or former student) – describe that student’s disability.

Choose one of the team sports listed in Block’s Chapter 8 Appendix (pp. 157-171) and describe how you would adapt it for your student with that particular disability, based on the three basic stages of Morris and Stiehl’s Game Design Model (pp. 148-151).

A.) What changes would you make to the playing equipment?

B.) How would you modify the rules?

C. How would you manage the game’s degree of difficulty?

May 2011 16


2.) (15 pts.) In the article “The Power of Soccer” by Laurie Malone (Study Guide, Appendix G), in what ways have the rules been written or modified to manage the game’s degree of difficulty?

How has the equipment been modified to help assure safety?

Based on the textbook and Internet resources provided in this course (Block, pp. 315-331 , and Study Guide Appendix H), research one other sport that you could modify or adapt in a similar way to meet the needs of students with disabilities. Describe what sport you chose, the resource you researched, and your ideas for modifying the sport’s equipment, rules and degree of difficulty.

May 2011 17

PART THREE: SPECIFIC SUPPORT STRATEGIES

Guide: Introduction to Part Three (DVD Two)

MODULE SEVEN – Including Students with Autism

Textbook Readings: Block, pp. 142-143; Table 11.1, p. 206; and Figure 12.3 (Sample Discussion to Prepare Peers of Autistic Students), p. 246.

Appendix A – Ann Griffin Interview: Strategies to Include Students with Autism

Appendix B – Turn On’s: Interesting Equipment for Students with Autism

Internet references include: TEACCH Autism Program: http://teacch.com/educational-approaches/inclusion-for-children-with-autism-the-teacch-positionAutism society: http://www.autism-society.org/Center for the Study of Autism: http://www.autism.com Hot Tips:

http://www.aea10.k12.ia.us/divlearn/APE/htnewsletters.html

Video Presentation - DVD Three: “Autism: Equipment Turn-on’s for Adapted Physical Education”

Learning Objectives: To increase our understanding of definitions and criteria of students with autism; To develop more effective skills which support communication and transition activities; To examine resources listing lifetime leisure activities and corresponding procedures for working with this student population; Preparing our general education population to accept and work constructively with their peers who have autism.


May 2011 18

http://www.aea10.k12.ia.us/divlearn/APE/htnewsletters.html

http://www.autism.com/

http://www.autism-society.org/

http://teacch.com/educational-approaches/inclusion-for-children-with-autism-the-teacch-position



MODULE SEVEN -Responses to Videos and Readings / Application of Ideas


1.) (10 pts.) What are some of the suggestions from the Ann Griffin Interview (“Strategies to Include Students with Autism,” Study Guide Appendix A, and in Hot Tip #12 http://www.aea10.k12.ia.us/divlearn/APE/htnewsletters.html) that you could use to work with students with this particular disability in your classroom? How could you personalize those suggestions to help meet the needs of your students?

How would you prepare your general education students to assist you in your physical education classes when working with students with autism?

How might you integrate her closing suggestions (from Interview Question #10) into your classroom to help your students with autism, as well as their peers who are offering support, to achieve success for all of your learners?


2.) (15 pts.) In “Autism: Equipment Turn-on’s for Adapted Physical Education,” what are some of the approaches that Ann Griffin and her assistant take to assure a smooth transition between a classroom and a physical education setting?

What materials and procedures do they use to improve communication with the student with autism?

May 2011 19

MODULE EIGHT – Successful Management of Behavior Challenges

Textbook Readings: Block, pp.205-237.

Internet resource: http://www.specialed.us/spedforms06/fbaw.html

Learning Objectives: To teach students with behavioral disabilities to 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 the consequences.


May 2011 20

MODULE EIGHT -Responses to Videos and Readings / Application of Ideas


1.) (8 pts.) Select one of your students who presents behavior management problems in a classroom. Complete the first five steps of Table 11.2 (Block, p.208, and pp. 209-216) below (you may also use Figures 11.1 and 11.2 from the Block text):

A. Identify the behavior in objective, measurable terms:

B. Identify precipitating causes (antecedents):

C. Examine the possible functions of the behavior. What need is the student attempting to fulfill? (power, attention, belonging)

D. What outcomes (consequences) did you observe?

E. Explore modifications or alternatives (ways to prevent, reduce or redirect the behavior) that you could use.

2.) (7 pts.) How could you help the student fulfill her or his needs, from #1C above, in more appropriate ways?

May 2011 21


3.) Complete and include a sample functional behavior plan (Block, p. 236-237) addressing targeted behavior, student’s quality of life, description of the behavior, results of the behavior, development of a hypothesis, a functional analysis, and the plan to prevent the behavior. Share your plan with a colleague or administrator and include their feedback below.

May 2011 22

PART FOUR: ADAPTED DEVICES TO HELP EVERYBODY WIN

Guide: Introduction to Part Four (DVD Three - 0:00-4:01 of Guide Section)

MODULE NINE – Adapted Devices

CR-ROM: ACCESS-ories

Related Readings: Appendix F – ACCESS-ories CD-ROM Instructions

Video Presentations – DVD Four: “Access-ories: Equipment Designed with Activity in Mind,” and “Toys from Trash: Inexpensive Equipment Options for Physical Education.”

Learning Objectives: 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.

Responses to Videos Presentations and CD-ROM: Use this MS Word document “Course Study Guide Answer Pages” provided for your convenience in word processing.

May 2011 23

MODULE NINE - Responses to Videos and CD-ROM

(25 pts.) For Module Nine you will be asked to design an adapted device based on the mechanisms featured in “Access-ories: Equipment Designed with Activity in Mind,” (you may also use the plans enclosed with the CD-ROM as part of your work for this module). You will also be asked to describe how you can discover new uses for Toys from Trash, “Toys from Trash: Inexpensive Equipment Options for Physical Education.”

1.) Identify a student with a disability that you teach (or might teach) who could benefit from the use of an adapted device in your classroom. Based on the videos and CD-ROM ideas included in your course materials, design an adapted device that addresses the needs of that student, including a photograph(s) of the device attached to the space below. You may add written text to the photo to explain how it is operated and how your students use it.

2.) What are the needs of that student? In what ways does your adapted device help serve the physical education needs of that student? What further modifications might you make as you continue to use that device in your classroom?

3.) Describe a physical education classroom activity for which you can use everyday objects in a new context to help your students play together. How might you use these objects to modify your activities to help “level the playing field” for students with disabilities?

May 2011 24

MODULE TEN – Closure Exercises

Video Guide – DVD Three: Concluding Remarks (4:02-6:04 of Guide Section)

Textbook Readings: Block, pp. 251-279; Chapter 13, “Including Students with Disabilities in General Community Recreation Programs,”

Additional Reading: “The Power of Soccer,” by Laurie Malone - Appendix G, reprinted by permission of Palaestra, Vol. 20, Number 2 (Spring 2004).

Learning Objectives: For the first assignment in Module Ten, you will be asked to continue your response to a current article on adapting a specific sport to the needs of disabled students. For the second exercise in Module Ten, you will be asked to create a lesson plan based on the specific needs of one of your disabled students to help include that student into your classroom activities.

Closure Exercises: Use this MS Word document “Course Study Guide Answer Pages” provided for your convenience in word processing.

May 2011 25

MODULE TEN – Closure Exercises

Closure Exercises

1.) (35 pts) Based on your earlier response to, and analysis of, “The Power of Soccer” by Laurie Malone (Study Guide, Appendix G), and your reading from Chapter 13, “Including Students with Disabilities in General Community Recreation Programs,” write an analysis of the benefits, both physical and social, that can be gained from adapting a sport for use by students with disabilities.

2.) (40 pts) Outline in some detail a problem you have (or one that you foresee) including a student with a disability into your physical education class. Identify the nature of the student disability.

Define her or his present skill levels, and your short-term objectives.

How would you write goals for the lesson plan that are observable and measurable?

What strategies/materials would you use to help the student reach your goals?

Describe your modified lesson plan to include this student in your adapted physical education class in a way that helps the student achieve your short-term goals.

May 2011 26

What collaborative team support would you use?

What adapted devices could you include (or which ones would you suggest be used)?

Explain how you would prepare his or her peers from the classroom to help form a supportive peer team:

What evaluation criteria/procedures would you use to assess the outcomes of your lesson?

May 2011 27

COURSE EVALUATION

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EDMA 174 Adapted Physical Education

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May 2011 28

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welcome to adapted physical education - drake … · web viewedma 174 adapted physical education...

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