1 / 12

KINS 179 Adapted Physical Education: Program Planning

Acronym Name Game. IEP LRE MR CEC SOI LD OI TBI SCI CP . PDD-NOS ED IDEIA SELPA CVI VI USABA SSWD ADA SDC . Conceptual Frameworks. Physical EducationAdapted Physical EducationTwo-Part DefinitionThree-Part Definition of Adapted Physical

yul
Download Presentation

KINS 179 Adapted Physical Education: Program Planning

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

    1. KINS 179 Adapted Physical Education: Program Planning Dr. Modell Spring 2010

    2. Acronym Name Game IEP – LRE – MR – CEC – SOI – LD – OI – TBI – SCI – CP – PDD-NOS – ED – IDEIA – SELPA – CVI – VI – USABA – SSWD – ADA – SDC –

    3. Conceptual Frameworks Physical Education Adapted Physical Education Two-Part Definition Three-Part Definition of Adapted Physical Education: (believing, doing, knowing) Goal of Adapted Physical Education:

    4. Overarching Goal for APE To assist children in developing the skills, competencies and attitudes toward physical activity, so that they will not only be able to, but choose to participate in physical activity throughout their lives (Modell, 2003).

    5. Developing APE Goals Behavioral Domains Psychomotor Cognitive Affective/Social *All domains influence and interact together

    6. Educational Placements for Individuals with Disabilities Continuum of placements under P.L. 94-142 “Least Restrictive Environment” (LRE) 1. General education 2. 1/2 and 1/2 placement 3. Separate class 4. Separate school 5. Separate Class/Separate School 6. Residential Institution

    7. 5 Major Changes to P.L. 101-476 P.L. 94-142 P.L. 101-476 P.L. 105-17 Training Assessment Involvement Alternative Extent of NON participation Transition (14)

    8. P.L. 108-446 Individual with Disabilities Education Improvement Act 2004 Highly Qualified Bachelor’s degree No waivers Special training Learning Disabilities Elimination of “wait to fail” model (severe discrepancy) Transition (age 16)

    9. Poor Teaching Practices Activity for the Sake of Activity Modifications that are not consistent with goals/objectives of lesson Developmentally Inappropriate activities Age-Inappropriate Non-functional activities Idea that all children must participate at the same level with the same equipment with the same rules

    10. Poor Teaching Practices Best practice: 3 S FAD Safe Successful Satisfying Functional Age-Appropriate Developmentally Appropriate

    11. Person First Philosophy P.L. 101-476 (IDEA) clearly identifies using “person” first, disability second Ex. Instead of handicapped child, use child (person-first) with a disability(second) Identify individuals with disabilities as people NOT as disabled!

    12. Advocacy: Being an Advocate for Individuals with Disabilities The “Goose” Story Advocacy: Three main causes: 1. Right to daily quality physical education 2. Elimination of barriers architectural attitudinal programmatic

    13. Advocacy Advocacy: 3. Enhance programs in sport, physical activity, dance, aquatics, fitness, and leisure for individuals with disabilities

More Related