HPER P398
\nAdapted Physical Education
\nCourse Introduction<\/p>\n
Welcome to your service learning experience focusing on the community of disability and physical activity. The purpose of this class is three-fold: (1) to understand the legal requirements as designated by Public Law 108-446, (2) to understand the unique characteristics of disability and how it can affect teaching, and (3) to learn as you participate in your service learning experience, the unique attributes of families and individuals with disabilities as it pertains to their challenges, their development, and their daily life. The course philosophy is, \u201cWe must become the change we want to see in the world\u201d\u2026..Mahatma Gandhi<\/p>\n
For you to change the way we teach students with disabilities in physical education, you must change the way you see disability. As you participate in class and your service learning experience, I will ask you to talk about ability versus disability. Your reflections will document not only your experience but also how the experience has heightened your learning and understanding of course concepts including the concept of disability.<\/p>\n
The true engagement of service learning also comes from reciprocity of an experience. Depending upon where you have your experience, I will ask that you learn from the families and the participants themselves. Expectations include weekly contact with the families and participants which will assist you in understand their child\u2019s or personal needs through the experience. This communication, or what we will call reciprocity of learning, is essential to your experience. Families who have children with disabilities have very unique needs and experiences as a result of disability. What you can learn from them will enhance your teaching of their child. Individuals with disabilities also experience the world differently that you and I. Their desire for physical activity may also be significantly different than yours so your understanding and appreciation of such will be vital to your experience.<\/p>\n
Concluding your service learning experience is your clinic report. This report acts to summarize your reflections and reveal your professional expertise for the next service learning student. You will be asked to write in your report specific, achievable physical education goals and objectives (i.e., IEP), behavior management strategies, and future assessment items for the following semester. This information is shared with families and participants for their use or knowledge regarding their child or self.<\/p>\n
I hope that you look forward to your experience both in and out of the classroom. If fully realized, the experience will shape you as a person and as a teacher.
\nDr. Stanton-Nichols<\/p>\n
HPER 398: Adapted Physical Education
\nSpring 2010<\/p>\n
Instructor:\tKatie Stanton-Nichols, Ph.D.<\/p>\n
Introduction:<\/strong> Course Objectives related to IUPUI\u2019s Principles of Undergraduate Learning:<\/strong><\/p>\n Required Text: COURSE THEMES<\/strong><\/p>\n There will be four major themes discussed in this course: (1) legal mandates related to special education and adapted physical education, (2) teaching modifications, (3) behavior management, and (4) disability characteristics and modifications. Each will be discussed in some detail, however, please note that certain details will not be covered due to time constraints.<\/p>\n 1)\tLegal Mandates in Special Education and Adapted Physical Education: 2)\tTeaching Styles and modifications: 3)\tPositive Behavior Management: 4)\tDisability Characteristics: COURSE REQUIREMENTS<\/strong><\/p>\n Research Assignment\t\t\t\t\t\t\t\t\t\t\t50 points<\/em> Barrier Free Paper\t\t\t\t\t\t\t\t\t\t\t\t60 points<\/em> APE Service Learning Experience\t\t\t\t\t\t\t\t\t140 points<\/em> Clinical Portfolio\t\t\t\t\t\t\t\t\t\t\t\t150 points<\/em> Disposition Assessment\t\t\t\t\t\t\t\t\t\t\t100 points<\/em> Exams\t\t\t\t\t\t\t\t\t\t\t\t\t\t225 points<\/em> Assignment\tPoint Value\tPrinciples of UGL Grades<\/strong> 100-98=\tA+\t\t89-87= B+\t\t79-77=\tC+\t\t69-66=\tD+ COURSE POLICIES<\/strong><\/p>\n Clinic:<\/em> Class:<\/em> Exams:<\/em> Assignments:<\/em> Unacceptable Behavior: In class:<\/em> At schools:<\/em> TENTATIVE TEACHING SCHEDULE-THIS SCHEDULE MAY CHANGE<\/p>\n Dates\tTopic\tReadings and Assignments\tPUL’s Week Two Week Three Week Four Week Five Week Six Week Seven Week Eight Week Nine Week Ten Week Eleven Week Twelve Week Thirteen Week Fourteen Week Fifteen Week Sixteen Final Exam\tMay 5th, 10:30-12:30pm<\/p>\n Clinic, Settings, Dates and Times<\/p>\n Ability Fitness Clinic School of PETM Conference Room<\/p>\n School of Physical Education -HP Lab<\/p>\n Clinic Participation:<\/em> Motor Activity Clinic:<\/em> Ability Fitness Clinic:<\/em> Appendix A<\/strong> Submission and format:<\/em> Clinic Portfolio Introduction:<\/em> Responses to the following questions:<\/em><\/p>\n A short essay about your teaching philosophy, how you teach and how your teaching has changed since having this experience. Avoid any lengthy discourse but clarify how or if your approach to teaching may change as a result of this experience (be speculative and consider that you may have a variety of teaching situations)<\/p>\n **Further details regarding content will be shared with you towards the conclusion of your experience.<\/p>\n Appendix B Present Level of Motor Performance:<\/p>\n Student\u2019s needs, preferences, interests in physical education\/activity:<\/p>\n Annual Goals (3):<\/p>\n Short-term Objective(s) Appendix C Why you are doing this assignment: Directions:
\nThe purpose of this course is to provide the student with an understanding of disability as it pertains to teaching individuals with disabilities in the physical education environment. Course information will extend to federal legislation, assessment, placement, and teaching styles used with students with disabilities. Additionally, students will be engaging in a service learning program that will enhance their understanding of unique disability characteristics, assist in understanding teaching modifications, and assist in providing a quality physical activity program for the local disability community.<\/p>\n\n
\nAuxter, D., Pyfer, J., Zittel, L. Roth, K. & Huettig, C. (2008) (11th Ed). Principles and methods of adapted physical education. McGraw Hill.<\/p>\n
\nWe will begin the course discussing legal mandates. Adapted physical education is by law, a service that all students with disabilities must receive. The laws are very specific and require you to understand how students qualify for services. We will discuss, in detail, specific laws that outline adapted physical education services and responsibilities of teachers. The expectation is that you will carry this knowledge throughout the semester understanding how it relates to other course content.<\/p>\n
\nWhile many of you may think the main purpose of this course is to discuss how to teach students with disabilities, you may also find that working with students with disabilities is quite simple and practical. Teaching modifications are often a result of several factors and often, generalizing about how to modify gives the teacher the wrong impression. We will discuss particular \u201cmust do\u2019s\u201d with certain disabilities, practice management styles, and observe equipment modifications. You will not become experts but you will gain experience and confidence in your abilities.<\/p>\n
\nTeaching requires management; simply sharing information with students doesn\u2019t always help students learn and planning activities that are fun doesn\u2019t ensure student\u2019s attention to the task. There are specific management styles often used to help students with disabilities stay focused in order to learn. There will review these styles and during your clinical experience, you will have plenty of time to practice.<\/p>\n
\nThe federal law defined specific disability categories that can receive special education services. During the course, we will discuss how the law views disability as well as how specific categories may be affected by participation in physical education. Discussion of these characteristics will be discussed towards the later part of the course.<\/p>\n
\nTo help prepare you for your clinical experience, you will be required to search the web and literature to find out \u201cas much as you can\u201d regarding your client\u2019s disability. Minimum you are required to search two web sites and two research\/topic articles, summarize the information, reference your citations, and submit to the professor. Summary must be typed and no less than two pages. Submission can be in paper or electronic forms.<\/p>\n
\nYou will be required to spend 4 hours in a wheelchair or otherwise disabled during a day. The purpose of this assignment is to broaden your experience in a wheelchair\/disabled, the barriers faced, the physical constraints of the campus and the modifications you had to make during your day. After spending your 4 hours in the chair, you will be required to write a summary of the events that took place during your \u201cadventure\u201d (2 page minimum-12 pt. font, standard margins).<\/p>\n
\nYou are required to attend a pre-arranged practicum sight for a total of 14 hours. Each session is worth a total of 10 points and you will be graded on your performance during these sessions. These practicum settings are crucial to your learning experience and cannot be dismissed.<\/p>\n
\nYou will be asked to put together a portfolio related to your clinic experience. Because each of you will participate in a different setting, the requirements for this assignment will differ. See Appendix C for further details.<\/p>\n
\nYou will be assessed on how you evolve as a teacher during this course. This assessment will be reviewed with you during the first week of class and assessed throughout the course.<\/p>\n
\nThere will be three exams given throughout the semester. If you have 97% or above in the class, you will not be required to take the last exam. The exams will be a combination of multiple choice, short-answer and essay and will be elaborated upon when necessary. FAILURE TO TAKE THE LAST EXAM WITHOUT THE APPROPRIATE PERCENTAGE EXEMPTION WILL RESULT IN A FAILING GRADE.<\/p>\n
\nResearch Assignment\t50\tT, W, IAK
\nBarrier Free Assignment\t60\tCT, IAK,W,E
\nClinic Attendance\t140\tIAK
\nDisposition Assessment\t100\tE, CT, IAK
\nClinic Portfolio\t150\tCT, IAK, W, E
\nExaminations \t225\tIAK, CT, W, E
\nTotal Points\t725<\/p>\n
\nYour grades will be calculated by dividing the number of points you have earned on each assignment by the total number of points possible (%). Final grades will be based upon the following percentages:<\/p>\n
\n97-94=\tA\t\t86-83= B\t\t\t76-73=\tC\t\t65-62=\tD
\n93-90=\tA-\t\t82-80= B-\t\t72-70=\tC-\t\t61-60=\tD-<\/p>\n
\nYour attendance requirement that will affect your grade is your attendance at your clinical. If you miss a clinical experience, 10 points will be deducted from your grade. If you are late and do not call either Dr. Stanton or one of the program assistants, 5 points will be deducted from your attendance grade. YOU CANNOT MAKE UP UNEXCUSED CLINIC ABSENCES. The only reasonable excuses to miss clinical experiences are illness, REAL family emergencies, or other such circumstances. Additionally, your clinic grade will be deducted by 5 points each time you come to clinic unprepared (e.g., no lesson plan, incomplete lesson plan, improperly dressed, missing forms, etc.)<\/p>\n
\nClass attendance is not required but obviously highly recommended. I will not give unscheduled tests or quizzes but the schedule will most definitely change. PLEASE NOTE, FREQUENT ANNOUNCEMENTS REGARDING SCHEDULE CHANGES ARE MADE IN CLASS AND ARE NOT ALWAYS POSTED ON ONCOURSE\u2026.IT IS YOUR RESPONSIBILITY TO FIND OUT THE CHANGES.<\/p>\n
\nMissed exams cannot be made up unless circumstances allow (as decided by the professor). If you have an already schedule conflict on an exam day, you must schedule to take the exam before the date on the syllabus. If you do not qualify to miss the last exam and fail to take it, you will fail the class.<\/p>\n
\nAll assignments are due on the date and time listed on the syllabi or per changes as announced by the professor. You must turn in all assignments in class at the beginning of class. Late assignments are not accepted unless PREVIOUSLY arranged by the professor student.<\/p>\n
\n In clinic:<\/em>
\nClinic is a professional experience and must be treated as such. Dress, preparedness, and behavior are of the utmost importance. Therefore, you will be graded on all aspects of your behavior at clinic. Specific requirements will be identified during clinic training.<\/p>\n
\nCertain behaviors in class make it hard to teach. Continual talking to classmates and joking, cell phones ringing, and sleeping are certainly distracting and somewhat intolerable. Perhaps the most annoying behaviors are attempts to plagiarize or cheat on an assignment. I would much prefer they not occur. Any incident of cheating will be dealt with according to University policy and will be reported.<\/p>\n
\nOne\u2019s behavior at schools will always be representative of IUPUI and the department. You must regard your behavior at the schools the same as defined in clinic training including dress, preparedness, and general professionalism.<\/p>\n
\nWeek One
\n1\/13-1\/15\tIntro\/Class Orientation
\nExplanation of course requirements
\nDefinition of Adapted Physical Education
\nFederal Legislation\tCh.\tIAK, CT, E<\/p>\n
\n1\/20-1\/22\tPlacement Options\/Assessment
\nLeast Restrictive Environment
\nInclusion\tCh.\tCT<\/p>\n
\n1\/27-1\/29\tIndividualization (concept of..)
\nIdentification of learner needs
\nActivity Modifications
\nTeaching Modifications \tCh.\tIAK, CT<\/p>\n
\n2\/3-2\/5\tExam Review
\nExam #1<\/p>\n
\n2\/10-2\/12\tPositive Behavior Management
\nDiscussion of Clinics
\nManaging students in LRE continuum\tCh.
\nResearch assignment due\tIAK<\/p>\n
\n2\/17-2\/19\tCognitive Disabilities \tCh.
\nWeb based readings\tIAK, E<\/p>\n
\n2\/24-2\/26\tSocial Emotional Disabilities \tCh.
\nWeb based readings\tIAK, E<\/p>\n
\n3\/3-3\/5\tExam Review
\nExam #2<\/p>\n
\n3\/10-3\/12\tSPRING BREAK<\/p>\n
\n3\/17-3\/19\tSensory Disabilities
\nOrientation and Mobility\tBarrier Free Assignment Due
\nCh. \tIAK, CT, E<\/p>\n
\n3\/24-3\/26\tOrthopedic impairments
\nCh. \tCT<\/p>\n
\n3\/31-4\/2\tOrthopedic impairments \tCh.<\/p>\n
\n4\/7-4\/9\tNeuromuscular Disabilities \t\tIAK, CT, E<\/p>\n
\n4\/14-4\/16\tTBA
\n4\/16-Clinic Portfolio Due<\/p>\n
\n4\/21-4\/23<\/p>\n
\n4\/28-4\/30\tExam review<\/p>\n
\nTuesday 5:15-7:00pm
\nNational Institute of Fitness and Sport\tMotor Activity Clinic
\nSaturday 8:45-10:45 am
\nNatatorium Gymnasium
\nClinic Training 2\/17<\/p>\n\n
\n
\nClinic participation is a vital aspect of this course. Working with your clients will provide you will a better understanding of course principles and certainly help your confidence in programming for those with disabilities. While you may have reservations about the time required outside of class or your ability, please rest assured that you will be adequately prepared and will definitely learn along the way. Training sessions are designed to provide you with more detailed information. You will not meet your clients until the following week. The remaining dates you will work with your client directly.<\/p>\n
\nThe IUPUI Motor Activity Clinic (MAC) serves families and children with disabilities in Indianapolis and surrounding community areas. Housed in the Department of Physical Education at Indiana University Purdue University Indianapolis, the clinic offers physical activity and aquatic instruction for children, ages three through 15 with various types of disabilities. \u2028Since 1997, nearly 450 children with disabilities have participated in the clinic, which continues to be a fundamental source for families who want additional physical activity opportunities for their children. The clinic, while focused on children, also serves to educate families and future professionals in the area of disability and activity. The clinic does not provide free therapy from licensed therapists. Instead, our volunteers are primarily comprised of students who are seeking degrees in physical education, physical therapy, occupational therapy, and related areas. By participating, students and volunteers receive invaluable experience working with children and are truly the heart and soul of the program. \u2028 Children learn through a variety of experiences, practice, and continual challenge. The clinic strives to provide activities that meet the needs of individual participants.<\/p>\n
\nThe Ability Fitness clinic is an exercise program designed to meet the needs of adults with disabilities. Participants will receive a individualized assessment and exercise prescription designed specifically by participating students. The program strives to increase the function and independence of those participating as well as helping students learn best practices in exercise modification for individuals with disabilities.<\/p>\n
\nDesigning your Portfolio
\nYour portfolio is due April by 5:00pm (NO EXCEPTIONS)<\/p>\n
\nAt the end of the your semester, you will submit your portfolio for grading. Have your portfolio well organized. This is a reflection of you, your professionalism, and your personality. You may submit your portfolio in paper or disk form, however, I will need you to send me a copy via email or give a copy to me on disk. IF you are capable of developing your portfolio as a website, I would strongly suggest you do.<\/p>\n
\nYour clinic portfolio is designed to be a reflection tool that documents your learning as you engaged in your clinic experience. The report will be used to grade your experience. As such, I will consider the quality of your reflection, the degree to which you genuinely engaged in your experience, and your ability to write about the experience for public dissemination. This is your opportunity to display your talents and proficiencies and demonstrate your knowledge and skills. The question that should be asked is, “What am I trying to tell the reader about myself?” All portfolios must include:
\nA brief yet interesting biographical sketch; not a lengthy resume or page-filling paper of yourself. A short essay that tells the reader about yourself and your professional goals. This should include why you chose physical education as your field, what kind of teacher you plan to be, and how you plan to incorporate diverse teaching approaches in your classroom.<\/p>\n\n
\n<\/strong> IEP Report Format
\nName of Student: ___________________________________<\/p>\n
\nAssessment
\nCriteria\tModifications Needed to achieve goals<\/p>\n
\nResearch Assignment<\/p>\n
\nThe purpose of this assignment is to prepare you for your clinical setting. You will be assigned a student or client to work with during the semester and to help you prepare yourself, you will be required to search the web for information about a particular disability. This is a low stakes writing assignment that asks you to integrate you knowledge of technology and critical thinking skills.<\/p>\n
\n1)\tInformation regarding your client\u2019s disability will be provided during clinic training
\n2)\tSearch at least five web sites to find information about the disability, teaching modifications, and other potential useful information
\n3)\tSummarize (including the web site addresses) and attach your Word document containing the information below to the instructor (kstanton {at} iupui(.)edu<\/span>