OFFICE: Sturzebecker Health Sciences Center Room 306
OFFICE HOURS: Mondays 10:30-11:45 Tuesday 2-3 Wednesday 3-5:45

PURPOSE OF COURSE: To provide special education majors with the skills, knowledge and attitudes: 1) to provide their students with appropriate physical education activities, 2) to prepare their students for lifetime leisure pursuits in the school and community setting, and 3) to advocate for appropriate physical education services for their students

REQUIRED TEXT & MATERIALS:
a)TEXTBOOK: Auxter, Pyfer, & Huettig. (1997). Principles and Methods of Adapted
Physical Education. (8th edition). Dubuque, IA: Brown and Benchmark.
b) Web Access to www.venus.twu.edu/~F_Huettig
c) For lab: Modest bathing suit (no bikinis)

OBJECTIVES: Upon completion of this course students will be able to:
1. Discuss the historical perspectives related to inclusion of individuals with disabilities (IWDs) in society from a humanistic and legalistic standpoint.
2.Develop a personal philosophy about the role of physical activity in the lives of IWDs.
3. Define disabilities as per federal legislation (i.e. IDEA, ADA).
4. Explain the role of the physical educator in the collaborative team process.
5. Design appropriate assessment to determine present level of psychomotor performance in individuals with disabilities.
6. Design appropriate goals & objectives for inclusion in the individual program plan (Transition Plan, IPP, IEP).
7. Analyze issues related to IDEA and ADA with emphasis on the physical activity setting.
8. Determine appropriate physical education services for individuals with disabilities.
9. Apply behavior analysis strategies to the physical activity setting.
10. Modify games, exercises & activities to meet the needs of individuals with disabilities.
11. List sport & recreation outlets for physical activity for individuals w/ disabilities.
12. Identify strategies for inclusion of individuals w/ disabilities into regular physical activities.
13. Demonstrate awareness of safety procedures in the conduct of physical activities
for individuals with disabilities.
14.Discuss psychological & sociological effect of participation in physical activities for IWDs.
15.Discuss successful strategies to use with individuals with disabilities who demonstrate difficulty developing & maintaining health related physical fitness, fundamental motor skills and culturally determined form of movement.
16. Acknowledge the importance of the parents, family, caregiver, & significant others in the follow through of physical activity programs.
17. Discuss physical & learning support within the physical activity setting as needed for IWDs.


OUTLINE OF COURSE CONTENT:
Foundations of Adapted Physical Activity Assessment & Programming
Special Applications of Adapted Physical Activity
Facilitating success for individuals who exhibit deficits in developing and maintaining
physical & motor fitness

EVALUATION/ASSIGNMENTS:

1. Type a 5 page paper about the disability of the swimmer that you are to work
with during the Tuesday program. Include: a) describe the diagnosis and some information about that disability, b) characteristics of that disability; c)health/medical/safety concerns specific to the diagnosis and physical activity, d)physical activity recommendations & limitations; and e)other information that is appropriate; f) reference list of at least 3 references and you must reference within the body of the paper (ONLY 1 FROM INTERNET); g)description of your client including age, the name of the teacher who brings him/her, school. Due: 2/6 100pts


2. IN A GROUP OF 4: Plan, implement, and evaluate one (10 minute) adapted physical activity that has a cognitive component, has bright, fun props, is developmentally and age appropriate, and non-competitive. Lesson plan due: 2/15 on email; To be done 2/22 in the gym during class time; 2/27 WITH KIDS; Written Evaluation due 3/1. Lesson Format and other particulars given out in class. NO POINTS for this project….just for learning, fun and class participation check.

3. Participate in 7 hours of on-campus service learning sessions during class in pool & gym. TYPE 4 reflection papers (due after lab 1, 2, 3, 6) worth 20 points each for content of reflection. A grade at the end of the semester out of 20 points is given for attendance in the sessions, your attitude, participation, helpfulness, effort and
professionalism in the gym/pool. 100points

4. PARTICIPATE IN 10 hours of service learning outside of our lab in an adapted physical activity setting that has been approved by me and another agency. This must be done in at least 3 different visits. Ideas for times and experiences will be given in class. Log should include a cover sheet: with Name of agency, address, phone number, supervisor's name and position at the agency. Also for each time you go, type the following headings in bold and answer each one with a paragraph -Overall explanation of what you did, types of people with disabilities you had in the group, ages, what activities where performed, critique the session you participated in regard to age and developmental appropriateness, how did you contribute in a positive manner, what would you have done differently, what did you learn, what were your feelings? Please type these headings onto each page of each visit and answer each question each time. Submit it all at once. Typed log is due on 3/20 100 pts


5. Assessment of an individual with a disability and writing of an IEP update (or IEP for new students). Objectives must include 3 swim skills, 1 social skill, 1 ADL skill and 1 fitness skill. Final paper to include all information on the IEP handout and INCLUDE THE ASSESSMENT, WHICH YOU WILL ATTACH TO THE UPDATE Draft: 4/5; final: 4/19 100 points


EVALUATION POLICY:
All work must be turned in on due date. Outside assignments must be typed. See university catalog for grading scale. Grading weights are as follows:
1) Disability Paper 100 points 25%
2) Practicum Hours and Paperwork 100 points 25%
3) IEP 100 points 25%
4) Outside hours with log 100 points 25%
To calculate your grade, add the points you achieved for all assignments and divide by 4.

ATTENDANCE POLICY
An absence is a cut THERE ARE NO EXCUSED ABSENCES. After 2 absences/cuts, you should consider dropping the class as more than 2 absences will result in a lower grade by one a plus or a minus (IE if you got a B and then had 3 absences, you get a B-).

ACADEMIC HONESTY POLICY: The University·s Academic Honesty Policy will be observed as published in the undergraduate catalog. Students are encouraged to study together, however, EACH student must complete her/his work and exams independently. This is especially important to remember with the individual plans and movie.

ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES:
We in the Department of Kinesiology wish to make accommodations for individuals with disabilities to comply with the Americans with Disabilities Act. Students with disabilities should provide me with the appropriate paperwork (from Dr. Patwell·s office) by the end of the second week of the semester or as soon as possible. You should also set up a meeting with me ASAP to discuss accommodations for this semester.

ADDITIONAL REFERENCES:

Lepore, M., Gayle, G.W., & Stevens, S.F. (1998). Adapted aquatics programming: A professional guide. Champaign, IL: Human Kinetics.

Albright, C. 1995. Swimming techniques for individuals with physical disabilities. Palaestra 11(2):16-21.

American Red Cross. 1977a. Adapted aquatics. Garden City, NY: Doubleday.
——. 1977c. Methods in adapted aquatics: A manual for instructors. Washington, DC: Author.
——. 1988. Infant and preschool aquatic program. Washington, DC: Author.
——. 1992a. Swimming and diving. St. Louis: Mosby Year Book.
——. 1992b. Water safety instructor's manual. St. Louis: Mosby Year Book.

Andersen, L. 1988. Swimming to win. In Training guide to cerebral palsy sports, ed. J.A. Jones, 68-88. Champaign, IL: Human Kinetics.
——, ed. 1992. United States Swimming handbook for adapted competitive swimming. Colorado Springs: U.S. Swimming.

Blauvelt, C.T., and F.R.T. Nelson. 1994. A manual of orthopedic terminology. 5th ed. St. Louis: Mosby Year Book.

Bleck, E.E., and D.A. Nagel, eds. 1982. Physically handicapped children: A medical atlas for teachers. 2nd ed. New York: Grune and Stratton.

Block, M.E. 1994. A teacher·s guide to including students with disabilities in regular physical education. Baltimore: Paul H. Brookes.

Carter, M.J., M.A. Dolan, and S.P. LeConey. 1994. Designing instructional swim programs for individuals with disabilities. Reston, VA: AAHPERD.

Heckathorn, J. 1980. Strokes and strokes. Reston, VA: AAHPERD.

Hicks, L. 1988. Systematic desensitization of aquaphobic persons. The National Aquatics Journal 4(1):15

Jansma, J., and R. French. 1994. Special physical education: Physical activity, sports and recreation. Englewood Cliffs, NJ: Prentice Hall.

Kennedy, D.W., D.R. Austin, and R.W. Smith. 1987. Special recreation: Opportunities for persons with disabilities. Philadelphia: Saunders.

Killian, K.J., S. Arena-Ronde, and L. Bruno. 1987. Refinement of two instruments that assess water orientation in atypical swimmers. Adapted Physical Activity Quarterly 4(1):25-37.

Killian, K.J., R.A. Joyce-Petrovich, L. Menna, and S.A. Arena. 1984. Measuring water orientation and beginner swim skills of autistic individuals. Adapted Physical Activity Quarterly 1(4):287-295.

Langendorfer, S., E. German, and D. Kral. 1988. Aquatic games and gimmicks for young children. The National Aquatics Journal 4(Fall):11-13.

Langendorfer, S., D.K. Harrod, and L.D. Bruya. 1991. Prescriptive aquatic instruction: A developmental approach. The National Aquatics Journal 7(1):14-15.

Lockette, K.F., and A.M. Keyes. 1994. Conditioning with physical disabilities. Champaign, IL: Human Kinetics.

Revised: 1/00

KIN 252
YOUR LAST NAME HERE IN LARGE PRINT–>
YOUR FULL NAME:

CLASS ABSENCES

LAB ABSENCES
DUE DATE REMINDERS:
1/23 DECLARE OUTSIDE SERVICE LEARNING HOURS___________________________________________

2/6 DISABILITY PAPER /100

2/15 GROUP LESSON PLAN

2/22 GROUP PRESENTATION IN CLASS

2/27 CONDUCT LESSON WITH KIDS/TEENS

3/1 WRITTEN LESSON EVALUATION

3/15 FIRST REFLECTION /20

3/20 OUTSIDE HOUR LOG DUE /100

3/22 SECOND REFLECTION /20

3/29 THIRD REFLECTION /20

4/26 FOURTH REFLECTION /20

GRADE FOR YOUR SERVICE LEARNING PARTICIPATION /20

TOTAL: /100
4/5 DRAFT OF IEP

4/19 FINAL IEP (2 COPIES) /100

FINAL EXAM TIME: You Will Visit The School That Your Student Attends And Give The Teacher The IEP and work with the child for an hour.

YOUR EMAIL ADDRESS:
PHONE:
ADDRESS:
MEDICAL INFORMATION PERTINENT TO PHYSICAL ACTIVITY:
KIN 252 WEEKLY OUTLINE

WEEK 1 (1/16) Overview of course; What is PE; Developmentally Appropriate Practices.
How does PE fit into Special Education; Laws and Definitions. Read web site www.twu.edu/INSPIRE
section on Laws(part that is past the second drawing of the capital) and Newsletter “IDEA & how it affects you”.

WEEK 2 (1/23) Review Developmentally Appropriate Practices & PE; Adapting Activities. Read web site
Inclusion; LRE; Strategies DECLARE OUTSIDE PLACEMENT

WEEK 3 (1/30) Review Laws, IEP's, Physical and Motor Fitness; Adapting Activities and writing A lesson plan

WEEK 4 (2/6) Assessment to get PLP; IEPs. Teaching tips for various motor skills; behavior management; motivating
students with disabilities. DISABILITY REPORT

WEEK 5 (2/13) Review autism, PDD's; students with MR LESSON PLAN DUE BY EMAIL

WEEK 6 (2/20) . Adapted aquatics Read web site Aquatic checklist that is appropriate for your student and print it
out, put in plastic or laminate.. PRACTICE LESSON

WEEK 7 (2/27) CONDUCT LESSON W/ CHILDREN WRITTEN LESSON EVALUATION DUE
Read on web site: Aquatics and ADD, Autism, ED&BD, fitness, stations, MR, Swim strokes, stroke summary.

WEEK 8 (3/13) First lesson in pool. Catch up on topics, Orthopedic Disabilities REFLECTION DUE

WEEK 9 (3/20) Second pool session. Orthopedic Disabilities and PE activities; OUTSIDE LOG DUE
REFLECTION DUE

WEEK 10 (3/27) Third pool session. Sensory Disabilities REFLECTION DUE

WEEK 11 (4/3) Fourth pool session Sensory Disabilities IEP DRAFT DUE

WEEK 12 (4/10) Fifth pool session Inclusive practices in PE

WEEK 13 (4/17) Appropriate placements & supports; FINAL IEP DUE

WEEK 14 (4/24) Sixth Pool Session TBA REFLECTION DUE

FINAL EXAM TIME: You Will Visit The School That Your Student Attends And Give The Teacher The IEP and work with the child for an hour.