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Adaptive physical education
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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.
Haegele, J. A., & Kozub, F. M. (2010). A Continuum of Paraeducator Support for Utilization in Adapted Physical Education(Vol. 6). Arlington, VA: TEACHING Exceptional Children Plus. Retrieved November 15, 2013, from EBSCOhost.
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
Sport and exercise science is a multidisciplinary field that draws on knowledge from the broader parent disciplines, the subareas that make up sport and exercise science also draw on measures, constructs and concepts from each other. In fact, it is suggested that sport psychology should include knowledge from other sub-disciplines within sport and exercise science in order to gain better understanding of situations specific to
Dyson, Ben, Linda L. Griffen, and Peter Hastie. "Sports Education, Tactical Games, And Cooperative Learning: Theoretical and Pedagogical Considerations." N.p.: National Association for Kinesiology and Physical Education in Higher Education, n.d. 226-40. Print.
"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/
Throughout an educational discourse, inclusion is a highly debated subject throughout the curriculum. During the past decade, there have been exceptional levels of funding and resources solely aimed at physical education and school sport within the United Kingdom (UK). The DFE suggests that 57% of children with SEND attend a mainstream school (DfES 2007). Physical Education (PE) has been a rising topic of discussion due to decrease in activity and an increasing level of child obesity within the UK(Coates and Vickerman 2009). There are various implemented strategies such as Physical Education School Sport and Club Links (PESSCL) and Physical Education and Sports Strategy for Young People (PESSYP), which are instruments to ‘direct and guide practice and policies’ (Fitzgerald and Stride, 2012). Using these governmental strategies, schools try and challenge and attempt to increase participation and engagement with the aim of providing ‘high quality PE lessons’ (Griffin 2012), which targets the government initiative particular the London 2012 Olympic and Paralympic games to encourage an promote inclusive PE and school sport (Green 2009). Additionally, Fitzgerald and Stride (2012) distinguish on the concluding issue of inclusion should be recongised as part of a broader international concern to promote inclusive education (Forlin et al. 2008). There are various aspects, which are of high debate within inclusion regarding the national curriculum, initial teacher training and experiences of student and teachers.
Sullivan, Kathleen A., Patricia J Lantz. "Leveling the playing field or leaving the players? Section 504, the Americans with Disabilities Act, and Interscholastic Sports." The Journal of Special Education (Winter 2000): 258
"P.E. History - T.O.A.S.T. Physical Education." T.O.A.S.T. Physical Education. N.p., n.d. Web. 14 Dec. 2013.
We live in a world where sports are an essential part of our society because of the unity it brings and the lessons it teaches, such as hard work and dedication. In the United States, three out of four kids have played a sport. However, a majority of Down syndrome kids do not play organized sports. Down syndrome children are hindered from playing because of their disabilities. An event called "Special Games" will bring a solution to this problem.
Did you know most kids get kicked off a team because of a disability? Most kids without a disability will make a competitive sports team. However, kids with disabilities and special needs have a hard time making the team. Some people might say kids with disabilities and special needs should get normal tryouts just like everyone else. Tryouts might be tougher for them and they should make it easier yet fair.
... The disability does not and should not ever define who they are. A teacher can also set clear behavioral rules and expectations for the entire class. A teacher should provide accommodations for them, which should be in their IEP, be on their IEP team to help shape their special education program, and have a strong communication with the student’s parents.