KINE 480
Syllabus
I. KINE 480 TITLE:
Adaptive Physical Education and Recreation 3 Hrs.
for the Special Population.
II. Spring 2004 INSTRUCTOR: Dr. Chris Jones
III. OFFICE: Mary
Mars Gym
OFFICE HOURS:
TBA
IV. COURSE DESCRIPTION/COURSE GOALS
Identification of
abnormalities and classification of special cases requiring modified physical education activities; preventive, corrective,
and rehabilitative techniques and activities.
COURSE GOALS:
Adaptive skills, activities, and games to maximize the motor development of the handicapped.
Understand a wide
variety of handicapping conditions both short term or
temporary
and long term or permanent.
Understand
the legal rights of handicapped persons
Understand the purposes,
components, and implementation of the Individualized Education
Program (IEP).
Understand
the purposes and benefits gained by handicapped and non-handicapped individuals from mainstreaming.
V. RELATIONSHIP
OF THIS COURSE TO CONTENT AREA KNOWLEDGE & SKILLS
This course will provide
students with the knowledge and ability to adapt physical education program for exceptional children and special
populations.
VI. TEXT
Principles and Methods
of Adapted Physical Education and Recreation.
Auxter,
David,
and Jean Pyfer.
VII. COURSE
OBJECTIVES
On completion of this
course of study the student will:
- discuss
the historical implications of the handicapped
- identify
legislation of the handicapped
- define and
discuss value, content, and problems of IEP
- identify
types and their purpose in assessing the least restrictive environment
- discuss
physiological, cognitive, and social effects of the handicapped
- identify
and report unique needs and results of assessment to parents
- implement
goals and objective for the handicapped
- identify,
assess and promote socialization for the handicapped
- identify,
define, and test to determine functioning levels
- discuss
fully the cognitive motor relationships and their functional
levels
- identify,
assess, and develop teaching strategies for various handicapped conditions including: orthopedic, hearing impaired, visual impairments, posture and body, mechanical impairments,
physical development impairments, and various other conditions
- be
knowledgeable in different teaching strategies in physical education
and
organizing curriculum skills and information
- adapt
activities, games, and sports for handicapping conditions to included rules, playing areas,
teaching techniques and equipment
- know how
to set up a learning station to conduct an IEP and arrange
the
physical environment
- identify
strategies that will effectively use grouping, peer teaching, and
cross age tutors
- monitor
pupil performance and progress
- manage
instructional time efficiently and compose daily lesson plans
-
have knowledge of the special physical education program to include:
guiding
principles, aims and goals, how to organize; identify and
counsel students
- list and
identify types of equipment, how to arrange the equipment,
inexpensive equipment and ways in which
special equipment can be
used in
the special physical education programs.
-
demonstrate how each type of handicapped student should be provided
for in a
mainstreamed physical education class
- define and
outline a program for the physically gifted and creative
student
- prepare
positive defenses for mainstreaming special or gifted students
VIII. OUTLINE
OF COURSE CONTENT/UNITS OF INSTRUCTION
Week 1
Educating
the Disabled
Historical
implications
Definition
of handicapping conditions
Legal
legislation
Least
restrictive environment
Week 2
The IEP
(Individualized Education Program)
Purpose of
the IEP
Construction
of the IEP
Physical
Education and the IEP
Basic
construction of long and short term goals for the handicapped
Week 3
Integrating
evaluation and programming
Determining
unique needs
Establishing
goals and objectives
Measuring and
evaluating achievement
Selecting
activities and instructional strategies
Week 4
Developmental
versus specific adapted physical education Levels of function Facilitating skill development
Incidental versus planned learning
Week 5 and 6
Orthopedic
handicapping conditions
Definition
and scope
Incidence
Congenital,
onset and temporary conditions
Types/
activities for each handicapping condition and adaptation
Week 7
Visual
impairments
Definition
and scope
Incidence
Congenital,
onset and temporary conditions
Types/activities
for each handicapping condition and adaptation
Week 8
Hearing
impairments
Definition
and scope
Incidence
Congenital,
onset, and temporary conditions
Types/activities
for each handicapping condition and adaptation
Week 9 and 10
Adapting
games sports and activities for students with handicapping conditions-
student microteaching of the above with
adaptations
Week 11
Mental
Handicaps
Definition and
scope
Incidence
Congenital
and onset and conditions
Types/activities
for each handicapping condition and adaptation
Week 12
Specific
learning disabilities
Definition
and scope
Psychomotor,
cognitive and behavioral characteristics
Physical
education possibilities
Week 13
Class
organization
Special
exercise and activity phase
Coordinating
the learning environment
Peer
teaching, team teaching, etc.
Learning
stations
Monitoring
performance
Managing
instructional time efficiently
Daily lesson
plans
Week 14
Program
organization and administration
Guiding
principles of adapted physical education
Establishing
an adapted physical education program
Roles of the
adapted physical education teacher
Facilities
and equipment
Facilities
for elementary schools
Facilities
for middle, secondary and colleges
Equipment
Week 15 and 16
Student
Presentations
IX. REQUIRED
Principles and Methods of Adapted Physical Education. Auzter-Pyfer. Chapters 1-22
X. SUGGESTED BIBLIOGRAPHY
The journal article
critiques/summaries may come from the following
Journals:
Child
Development
Childhood
Education
Community
Mental Health Journal
Current
Health Exceptional Children
Focus
on Exceptional Children
Gifted Child Quarterly
Journal of Physical
Education, Recreation and Dance
Physical
Educator
Teaching
Exceptional Children
XI. METHODS OF INSTRUCTION
Lecture
Discussion
Field trips
Presentations
Microteaching
XII. COURSE REQUIREMENT/METHODS OF
ASSESSMENT/EVALUATION
-attend all class
sessions
-complete all
assignments on schedule
-participate in class
discussions
-bring to class 10
articles with attached critiques for each article dealing with
adapted physical education for special
population
-submit a 5-10 page
typed paper on a special handicapped condition which
discusses the handicap, special programs
associated with the condition,
rehabilitation possibilities, limitations in
physical education, types of
activities the individual may participate in
-present to the class
the above paper
-participate in the
field experiences- each student will spend one day in a
wheel chair, one day blindfolded, one day on
crutches, one day with the
dominant arm in a sling
-each student will keep
a diary of the thoughts, problems experiences and
observations
while participating in the handicapping condition -each student will participate in selected activities with the
above handicapping condition
-each student will adapt
a game, activity or sport for one of the above handi-
capping condition
Grading will be as follows:
Two
tests 100 points each 200 pts.
Ten
articles and summary 10 points each 100 pts
Research
paper 100 pts
Class
presentation 100 pts
Adapting
and teaching an activity to class 100
pts
Total
points 600 pts
A
540- 600
B
480- 539
C 420-
479
D 360- 419
F 359
and below
XIII.
CLINICAL/LABORATORY/FIELD EXPERIENCE
Research
paper on a handicapping condition and adapting activity for that
condition
Participation
in selected games, activities and sports as a handicapped person
Adapting
and activity for a specified handicapping condition and teaching
that
activity to the students in class
XIV. DATE OF REVISION
Spring 2004