Methods of Teaching K-12 Adapted Physical Education Grad Course (Summer 2024)

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COURSE DESCRIPTION:

Principles and practices of adapted and inclusive physical education emphasizing the nature and needs of students with disabilities will be highlighted. History, recent legislation, identification, assessment and individualized education programs will be included. Effective teaching methodology, management “best practices” and inclusionary techniques for the success of all students will provide the main focus. Students will leave with requisite knowledge necessary to assess, prescribe and modify activities for maximum inclusion and the teaching strategies necessary for successful program implementation.

STUDENT LEARNING OUTCOMES:

Upon completion of this course, the student will be able to:

Student Learning Outcomes (SLOs)	SHAPE America National Teaching Standards	Adapted Physical Education (APE) National Standards
Provide definitions, describe the characteristics, types and potential causes of various disabilities (cognitive, physical and behavioral).	1.b,1.c,1.d,1.e	1,2,3,6,9,10 and 11
Explain the history of inclusion in physical education as well as the lawsuits which led to the legislative mandates relating to special education, as well as the Adapted Physical Education National Standards.	1.b, 1.f	5
Describe the features of effective assessment for students with disabilities in physical education as well as the placement and IEP processes. TGMD-3 Brockport Fitness Testing APEAS GLOs + Assessment = IEP goals Authentic Assessment	5.a, 5.b, 5.c	4, 6, and 8
Describe/understand the purpose of inappropriate behaviors and provide potential strategies to manage behaviors of students with disabilities in the physical education setting	3.c, 3.f, 4.a, 4.c, 4.d	2, 6, 8, 11, 13, 14 and 15
Describe/understand Universal Design for learning including differentiated instruction in the physical education setting.	3.a, 3.b, 3.c, 3.d, 3.e, 3.f	1,2,6,7,9, 12
Describe how to appropriately use support personnel for students with disabilities in the physical education setting. Peer tutors (same age/cross age) Paraeducators/professionals College students	1.b, 4.a, 6.b, 6.c	6, 13 and 15
Describe various strategies for including students with disabilities, including basic skills, sport skills, recreation and leisure skills and health and fitness skills. oModifying lesson plans providing adaptations to equipment, rules, environment and instruction	3.a, 3.d, 4.b, 4.e	1, 2, 3, 4, 6, 7, 8, 9, 10 and 12

READINGS and INSTRUCTIONAL RESOURCES: All reading materials and other resources are available in the LMS.

COURSE REQUIREMENTS:

In order to receive a passing grade, the participant must complete the following course requirements:

1. Assignments: A number of different learning activities will ensure participant engagement and learning in the course materials. These include:

a. What is a Disability

b. What is adapted physical education

c. Film analysis

d. Rubric design for motor skills and behavioral expectations

e. Description of strategies for behavior management

f. Implementing the Universal Design for Learning

g. Writing appropriate annual goals and short-term objectives

2. Culminating project: The final project is an Information packet that might be used to provide information on a specific student with disabilities to a general physical education teacher or an instructional assistant who works with a student on a daily basis.

3. Discussion Posts (4 @ 5 points each): You will be involved in five discussion board conversations and expected to post to receive credit. Each post is worth 10 points for a total of 40 points, or approximately 15% of your grade.