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transition: a model for adapted physical educators

Introduction. TransitionLawResearchRole of Adapted Physical EducatorsTransition FrameworkTransition Philosophy and ModelStudy and Results. Transition. Transition and the LawIDEAResearch on School LeaversCommon Activities and RelationshipsTelevision and RadioFamiliesRole of Adapted Physical EducatorsEmbracing Transition ConceptsPerceived Competence.

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transition: a model for adapted physical educators

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    1. Transition: A Model for Adapted Physical Educators Scott J. Modell, Ph.D. California State University, Sacramento

    2. Introduction Transition Law Research Role of Adapted Physical Educators Transition Framework Transition Philosophy and Model Study and Results

    3. Transition Transition and the Law IDEA Research on School Leavers Common Activities and Relationships Television and Radio Families Role of Adapted Physical Educators Embracing Transition Concepts Perceived Competence

    4. Transition Framework Benefits of Transition: Post-School Community Adjustment Physiological Benefits Psychological Benefits Social Benefits Barriers to Transition: Transportation (67% most serious obstacle) Budget Restrictions (58%) Lack of Collaboration (52%) Opportunities (42%)

    5. Transition Framework Barriers to Transition: Social Isolation from Student Peers (33%) Lack of Exposure / Functional Skills (9-18%) Other Accessibility Community Attitudes Resisting Inclusion Parental Support APE lack of knowledge

    6. Transition and Quality of Life The Why Quality of Life Physical Activity: The Ideal Medium? “Healthy Lifestyle” Model for Transition

    7. Two Models of Transition

    8. Adapted Physical Education Transition (APET) Model School Fitness Motor Skills Sport Skills Social skill training Community adjustment Recreation/leisure survey Post -School Outcomes Fitness Sport Disability Sport Friendships Community Participation Relationships

    9. Revised APET Model

    10. Purposes of the Study To develop a valid and reliable instrument to measure perceived professional competence of Adapted Physical Educators toward their transitions services To investigate the levels of perceived professional competence of Adapted Physical Educators toward their transition services.

    11. Methods Instrument Development Demographic data APENS Level 5 application content used (9 of 15 Standards) 5 pt. Likert-type scale (1=poor;2=fair;3=moderate;4=good;5=excellent) Pilot Study (Sep.,1999) exploratory factor analysis solid factor structure reliable/valid reduction of items from 32 to 29 Data Collection- Oct., 1999 NCPAEI conference and practitioners in the field

    12. Results Participants- 99 Adapted Physical Educators Age (N=90) 40.2 years (SD 9.04) Gender (N=96) 78 (81%) females / 18 (19%) males Credential (N=95) 77 (81%) credentialed / 18 (19%) not Education (N=98) 41 (42%) Bachelors 48 (49%) Masters 7 (07%) Doctorate 7 (07%) Other

    13. Results Years APE Experience (N=94) 12 (13%) less than 1 year 21 (22%) 1-5 years 20 (21%) 6-10 years 41 (44%) 10+ years Current Level of Employment (N=98) Majority at K-12 (42%) Transition Experience (N=94) 51 (54%) Yes 43 (46%) No

    14. Table 1: Descriptive Statistics and Reliability for Transition Factors

    15. Factor 1: Community-Based Transition Services

    16. Factor 1: Community-Based Transition Services (Continued)

    17. Factor 2: School-Based Transition Services

    18. Factor 3:Programming Aspects

    19. Factor 4: Advocacy

    20. When asked if they were interested in gaining more knowledge and skills in transition, 88% (83; N=94) of the Adapted Physical Educators indicated YES!

    21. Discussion of Results 1. The APE Transition Competency Survey is a highly valid and reliable instrument to use with Adapted Physical Educators. 2. APE participants in this study demonstrated a need for professional growth in all four areas of transition measured by the survey. The community-based transition service factor was analyzed as the lowest rated area.

    22. Discussion of Results 3. Adapted Physical Educators could use this survey for self-assessment of their transition competencies 4. School Districts, SELPAs, County Special Education Programs, etc. could utilize it for a needs assessment for their APE inservice training programs in transition 5. University APE training programs can analyze/expand their instructional curriculum to reflect factor content

    23. Recommendations to Gain Transition Competence: 1. Contact local parks and recreation and community-based programs about adapted and inclusive opportunities. 2. Contact national disability sport organizations about local/regional opportunities. 3. Fieldtrips to health and recreation facilities in the community.

    24. Recommendations to Gain Transition Competence: 4. Expand your professional knowledge base. 5. Generalize and transfer existing professional advocacy competencies. 6. Establish a resource network for successful transition.

    25. Some KEY After Thoughts “Buy In” Utilizing School Effectively External / Internal Support Implications and Applications*

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