The formal definition of adaptive physical education from the Adaptive Physical Education National Standards is “Adapted Physical Education is physical education which has been adapted or modified, so that it is as appropriate for the person with a disability as it is for a person without a disability.” The purpose of an adaptive physical education class is to work on the development of physical skills, fundamental motor skills and patterns, throwing, catching, walking, running, etc, skills in aquatics, dance, and individual and group games and sports and to include intramural and lifetime sports. I also believe that it is important for physical education teachers to realize that these students should be treated just like average students but they should know that modifications will need to be made to help these students succeed.
Also, found on the Adaptive Physical Education National Standards website they state how the “The Individuals with Disabilities Education Act (1990) uses the term disability as a diagnostic category that qualifies students for special services. These categories include: Autism, Deaf – Blindness, Deafness, Hearing impairment, Mental retardation, Multiple disabilities, Orthopedic impairment, Other health impairment, Serious emotional disturbance, Specific learning disability, Speech or language impairment, Traumatic brain injury, and Visual impairment including blindness.” So for any student who has one of these disabilities there will need to be adaptations made to the games so that these students can participate also. With these disabilities, it is essential for the teacher to asses the student to see what their skills are and to see what they are capable of preforming.
As I am learning to be...
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... are essential in todays school systems and as a future physical education teacher these are things that I will need to know in my teaching career. I think that it is important for all future educators to be aware of students disabilities and to learn the best techniques on how to teach them and to make them successful. I believe that adaptive physical education courses should be taught at all schools and the teachers should be highly trained in these areas to benefit the students as much as possible.
Bibliography:
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Winnick, Joseph P. "1-3." Adapted Physical Education and Sport. Leeds: Human Kinetics, 2011. N. pag. Print.
Students with disabilities are not the only students who can benefit from creative tasks, projects, and assessments. A positive and caring approach to dealing with all student regardless of culture, disability or any other thing that make then different from the norm is key to the success of all concerned.
"Physical Education." NASBE Center for Safe and Healthy Schools. National Association of State Boards of Education, n.d. Web. 17 Apr. 2014.
... physical education (J. Sproule, Ed.). Retrieved February 25, 2014, from Sage Journal website: http://epe.sagepub.com/content/11/3/257.short#cited-by
Disability can affect development in a variety of ways. It is important that every pupil feels valued and included. Diversity should be welcomed. Children should not be stereotyped because of
What do we do with children with disabilities in the public school? Do we include them in the general education class with the “regular” learning population or do we separate them to learn in a special environment more suited to their needs? The problem is many people have argued what is most effective, full inclusion where students with all ranges of disabilities are included in regular education classes for the entire day, or partial inclusion where children spend part of their day in a regular education setting and the rest of the day in a special education or resource class for the opportunity to work in a smaller group setting on specific needs. The need for care for children with identified disabilities both physical and learning continues to grow and the controversy continues.
Physical education class instruction should be designed for all students. I believe that every skill, activity, and game should be taught with the non-athlete in mind. Sometimes those students get pushed to the back because they are not the most talented. It is my job to get them interested in sports/activities and find something that they can be successful in...
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"Special Education and Sports: The Disabilities Act and Interscholastic Sports." Special Education and Sports: The Disabilities Act and Interscholastic Sports. N.p., n.d. Web. 30
L., W. R. (1997, Sept 26). Youth Fitness. Retrieved Jan 10, 2011, from CQ Researcher7 841-864: http://library.cqpress.com/cqresearcher/
As you know, more students with disabilities have been entering general education classrooms due to changes in legislation. I have had many students with different disabilities in my classroom. I have had students with autism, communication disorders, and down syndrome, just to name a few. I have, of course, had plenty of typically developing students as well. .
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Weinberg, R.S. & Gould, D. {1995} Foundations of sport and exercise psychology. Champaign, IL: Human Kinetics. Ch.15
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Sport and exercise psychology is a mandatory aspect of the sport science discipline. This discipline contributes to the various professional practices associated with physical activities such as - teaching of physical education, recreation and health promotion, and kinesiology related professions - because it plays a mental role for the participants. Sport and exercise psychologists view physical activity in several different ways: physical activity as a tool for health, physical activity as a tool for human potential, and physical activity as a tool for social change. This aspect of psychology may be the most important aspect of physical activity, because of the contributions of exercise and sport psychology to health, human potential, and social change.