CREDIT: 3 semester hours
CATALOG DESCRIPTION
Principles, programs and techniques in conducting physical activities for individuals with disabilities; adaptation of physical education content to special needs of exceptional children; theory and practice in teaching motor skills to the disabled.
TEXT
Auxter, D., Pyfer, J., & Huettig, C. (2001) Principles and methods of adapted physical education and recreation (10th ed.). Boston, MA: McGraw-Hill
NATURE OF COURSE CONTENT
Physical Education for Special Populations is designed to introduce future physical education professionals to current practice and contemporary research findings that will assist them in designing and implementing appropriate physical education programs that may enhance the lives of individuals with disabilities.
GOALS/OUTCOMES
Upon completing HK 370, the student should be able to:
1. describe the influences that have shaped present-day physical education for students with disabilities.
2. recognize and apply the developmental patterns of motor movement as they relate to the performance of basic skills.
3. describe how special physical education services that emphasize desirable instruction and placement practices consistent with federal regulations are organized and provided.
4. apply guidelines for interacting with and speaking and writing about persons with disabilities.
5. develop effective teaching strategies, techniques and materials as they relate to: organization, management and instruction of appropriate physical education for students with disabilities.
6. understand effective teaching strategies, techniques and materials as they relate to: organization, management and instruction of appropriate physical education for gifted students.
7. recognize the causes and characteristics of selected disabling conditions found in the school setting.
TOPIC OUTLINE
1. An Overview of Adapted Physical Education Ch. 1
2. Determining needs through Assessment Ch. 2 purposes, legal mandates, authentic assessment
3. Teaching to Meet Learners' Needs Ch. 4
4. Teaching to meet the needs of Gifted Learners
5. Delivering Services Ch. 5
6. Behavior Management Ch. 6
7. Program Organization & Administration Ch 7
8. Physical Fitness and Conditioning Ch. 8
9. Psychosocial Delays Ch. 9
10. Infants, Toddlers, Pre-schoolers Ch.10 pp. 395-423
11. Mental Retardation Ch. 11 define, causes, characteristics, teaching strategies
12. PDD Ch. 12 define, causes, characteristics, teaching strategies
13. Learning Disabilities Ch. 13 define, causes, characteristics, teaching strategies
14. Behavioral Disorders Ch. 14 define, causes, characteristics, teaching strategies
15. Physically Disabling Conditions Ch. 15 define, causes, characteristics, teaching strategies
16. Communicative Disorders Ch. 16 define, causes, characteristics, teaching strategies
17. Visual Impairments Ch. 17 define, causes, characteristics, teaching strategies
18. Other Health Impairments Ch. 18 define, causes, characteristics, teaching strategies
METHODS OF EVALUATION
Student performance will be evaluated as follows:
DESCRIPTION POINTS POSSIBLE
Written Exams
Test 1 50
Test 2 50
Final Exam 50
Classwork Assignments
Article Reviews (2 X 15) 30
Homework Assignments (3 X 15) 45
Reflective Journal 50
Participation 25
Case Study 50
Total Points Possible 350
Grades will be determined according to the following scale:
90 - 100% = A (315 - 350 points)
80 - 89% = B (280 - 314 points)
70 - 79% = C (245 - 279 points)
60 - 69% = D (210 - 244 points)
0 - 59% = F ( 0-209 points)
REQUIREMENTS OF THE COURSE
Written Exams and Quizzes - Written exams will be based on reading assignments (text and articles), lecture, and class discussions. Format for the exams will include true/false, multiple choice, short answer, and essay questions. Quizzes will be announced or unannounced. Format will vary.
Article Reviews - Articles assigned by the instructor or selected by the student will be read and reviewed in a computer generated one-page summary. The article review includes a bibliography entry, statement of the purpose of the article, and most importantly, the student’s personal reaction to the article. A rubric will be provided.
Reflective Journal - A weekly reflective journal will be submitted via email by each student. The journal is a one page summary of what you learned during the previous week, the insights you gained, how you see this material relating to other life experiences, and how it may apply to your chosen field of employment.
Field Experience at Cook Elementary School - Students will have the opportunity to work individually with students who have disabilities in an Adapted PE class. You will be paired with a student who will be your "PE Buddy" for the semester. This is a wonderful opportunity to be a friend, coach and mentor for your buddy. At the end of the semester, you will present a case study on what you have learned about the child you have spent your time with.
Case Study - The case study will include the following components:
1. Student's name, gender, age
2. Disabling condition(s)
3. Pertinent information teacher(s) gave you for working with individual
4. Physical capabilities
5. Communication capabilities
6. Physical deficits
7. Identify deficits currently being addressed
8. Potentialities
STUDENT RESPONSIBILITIES
1. Students are expected to attend and participate in all classes. During field experience, students are expected to dress appropriately and professionally for activity. Participation will be assessed daily. Class will begin at the time scheduled. Two (2) tardies count as one absence.
2. All assignments, reports, and other related course work are to be turned in at the beginning of the class period on the date due. NOTHING will be accepted beyond the due date without prior approval of the instructor.
3. All assignments are to be computer generated.
4. Students are responsible for acquisition of material covered on days when they are absent. Prior arrangements must be made with the instructor if absence from a test is unavoidable.
5. Read chapters ahead of time so you can ask and answer questions, complete quizzes successfully, and be involved in discussions/assignments.
6. Expect to spend 6-9 hours per week outside of class on this course.
7. Please turn off all cell phones and pagers prior to entering the classroom.
8. Academic Dishonesty Policy: Students enrolled at MUW agree to abide by the University's Honor Code "to uphold the highest standards of honesty in all phases of University life" and therefore agree to refrain from any dishonest behavior in academics. See p. 51 of the MUW catalog for details. Collaboration on outside assignments is a form of cheating.
TECHNOLOGY INTEGRATION
Students will use technology to research and complete assignments.
*Please note: Reasonable accommodations for persons with documented disabilities will be made. It is the responsibility of individuals with disabilities to notify the instructor so that necessary and appropriate modifications can be implemented.