TEAS 4009/ 5009/ 6009
Adapted Physical Education Practices
2 hours Credit
|
Course
Information |
|
Course Description: |
|
Includes strategies for
assessing and individualized physical education program planning and
implementation for students with disabilities. |
|
Course Objectives: |
application to physical education programs for students
with disabilities including modification of instructional variables
within the least restrictive environment including physical
education service delivery options.
providing special education services for students with
disabilities as a direct service
of special education (IDEA) and other legislation providing for an
appropriate education – Section 504 and
the individualized education plan (IEP) and the
referral process for special education services.
they apply to physical education from interpretation of
assessment results to the development of goals, benchmarks and modifications.
programs.
providing individualized and appropriate physical
education for students with disabilities.
with
implications for physical education programming and participation.
disabilities. |
|
Prerequisites and Corequisites: |
|
Participants must have
a Course Topics: |
|
The
suggested sequence of topics is outlined under Assignments and
Projects: |
|
Specific Course
Requirements: |
|
All students should have a
working knowledge of the following: . word processing (Microsoft word) . email and attachments (web mail, outlook or
internet explorer) . using an internet
browser. . searching the world wide web (WWW)-
including locating and using websites . downloading and uploading documents and
Internet links In order to complete the
following requirements: . specified web quests for
information on various handicapping conditions and specific teaching strategies associated
with each condition . article
critiques, case studies, related projects, graphic organizers, debates, etc. . final
research paper on a topic related to this course. Topic must be approved by the professor. |
|
Textbooks,
Supplementary Materials, Hardware and Software Requirements |
|
Required Textbooks: |
|
Please
visit the Virtual Bookstore to obtain textbook information for this course: |
|
Supplementary
Materials: |
|
Hardware Requirements: |
|
The
minimum requirements can be found at http://www.rodp.org/students/hardware_software.htm.
Specific hardware requirements for this course include... |
|
Software Requirements: |
|
The
minimum requirements can be found at http://www.rodp.org/students/hardware_software.htm.
Specific hardware requirements for this course include...(A list of software
the student is required to purchase or download for the course, Real Player,
Media Player, Acrobat Reader, Microsoft Office, etc). |
|
Instructor
Information |
|
Please
see the separate page inside the course to find instructor contact
information as well as a statement of virtual office hours, instructor's
commitment to feedback, and other communication information. |
|
Assessment
and Grading |
|
Testing Procedures: |
|
There will be two formal
tests administered for the course online via the test tool on the course home
page. Additionally there will be specific assignments in conjunction
with some chapters. These will be problem
solving and application in nature.
Specific deadlines will be indicated and will need to be
followed. Assignments must be
submitted via the course assignment drop box.
|
|
Grading Procedure: |
|
Points
will be awarded for specific assignments and tests Criteria
for assignment responses: ·
typed
responses ·
content
is easily understood and accurately responds to all assigned questions/objectives
·
demonstration
of an understanding of the application of material related to each case study/
an accurate strategy is provided based on the needs of the child Graduate
Students: In addition to the assignments for each module, graduate students
will be required to submit a power point presentation of the adapted teaching
strategies for physical education applied to a particular disability. An additional case study will be required
and a review of 5 refereed journal articles will need to be summarized, ·
power point content is clear and accurate related
to the information ·
contains at least 10 slides that are attractive and
creative- free of spelling errors |
|
|
|
. The grading scale for the course is as follows: 100-90%
= A 89-80% = B 79-70% = C 69-60% = D Below
60% = F |
|
Assignments
and Participation |
|
Assignments and
Projects: Module 1 Introduction Course Overview The Scope of Adapted Physical Education Assignments: Read Chapter 1- Adapted
physical education Assignment: Prepare a speech for legislators who want
to cut funding for physical education because of budget problems. They especially want to cut special education
services. Your speech should be in a
bullet format rather than long paragraphs.
You should focus on the following:
benefits of physical education for children with disabilities,
legislation mandating physical education for students with disabilities, needs of children
with disabilities related to physical education. Module 2 Determining Individual Needs In Physical Education Legal Mandates for assessment and
determining present level of performance Assignments: Read Chapter 2- Determining
educational needs through assessment Assignment: Discuss what types of tests are better for
developing the goals/benchmarks for the IEP.
Why are the types of tests that you have described better to use than
other types of tests? Give an example
of how to implement an authentic assessment for a child with a disability in
a fundamental motor skills unit in physical education. Module 3 Developing the Individualized Education Program Delivering Services in the Most Inclusive
Environment Assignments: Read Chapter 3 and 5 Assignment: Write 3 sequential measurable benchmarks
for the following goal: Betty: currently cannot throw a tennis ball
forward 15 feet with her preferred hand so that it lands within arm’s reach of her teacher. Goal: Betty will be able to: Throw a tennis ball with
good direction and control a distance of 15 feet using her preferred hand. Assignment: Answer the following questions. 1. Discuss the roles and responsibilities of
the physical education service provider in the transition planning for a
student with physical disabilities. 2. What are the characteristics of a quality
inclusive, community –based leisure, recreation and sports program? 3. List 4 variables discussed in chapter 5
that affect instruction in the LRE, that may be
changed. Give two modification examples of each variable. Module 4 Enhancing
Student Behavior
Assignment: Read Chapter 6 Assignment: Answer the first 6 objectives if chapter 6
– page 205. A bullet format for the
answer to these objectives is preferred. Module 5 Physical Fitness and Conditioning Assignment: Read Chapter 8 Assignment: Answer objectives 1-5 on page 256 of
Chapter 8 Module 6 Children
In Crisis- Psychosocial Delays
Assignment: Read Chapter 9 Assignment: Complete Case Study 9-2- Charlie (Page 285) Assignment: Answer objectives 4-7 – page 282. Module 7 Mental
Retardation Assignment: Read Chapter 11 Assignment: Respond to objectives 1-5-
page 367 Assignment: Respond to the application task in the case
study – Luther -
page 368. Module 8 Pervasive
Developmental Disorders Assignment: Read Chapter 12 Assignment: Respond to the application task in the case
study 12-1 Rick- page 405 Respond to the application task in the
case study 12-2 Andrew- page 407 Module 9 Specific Learning Disability Assignment: Read Chapter 13 Assignment: Respond to the critical thinking task for
the case study – Shawn – page 431 Assignment: Respond to objectives 1-5. Module 10 Behavior
and Emotional Disorders
Assignment: Read Chapter 14 Assignment; Answer questions 1,4,5,6 from the review
questions at the end of the chapter
on page 465. Module 11 Physical
Disabilities Assignment: Read Chapter 15 Assignment: Respond to case study 15-1 Josue. Be sure to
complete all of the tasks in the
application task – page 485. Module 12 Communication
Disorders Assignment: Read Chapter 16 Assignment: Respond to objectives 1, 4, 7, 8, 9 for
Chapter 16– page 526. Assignment: Respond to the application task in Case
Study 16-2 – Webster Module 13 Visual
Impairments Assignment: Read Chapter17 Assignment: Respond to review questions 1, 2, 4, 5 at
the end of Chapter 17 Module 14 Teaching
Lab Assignment: Teach a person with a disability - physical
education skills.
area
defined by IDEA. Write a report
summary of the child’s performance following the format for a report in Figure 2-15 in Chapter 2. You must get approval
from the instructor regarding the testing instrument you will use for determining the present level of performance.
|
|
Class Participation: |
|
Students
must participate in all interactive aspects of the course. Students must communicate with other
students in the chat room, students are expected to communicate with the
instructor as a learning resource, students must check the course bulletin
board frequently for announcements, and students must actively participate in
threaded discussion events. Students must also adhere to specific deadlines. |
|
Punctuality: |
|
All
assignments are due by 10:00PMon the designated date. Be sure to follow Module outlines and note
specific dates. |
|
Course
Ground Rules |
|
As
a participant in TEAS 4009/5009/6009 full participation is required. You are
expected to communicate with other students in team projects and learn how to
navigate in WebCT and the email system, as well as
any chat rooms or bulletin boards set up for the class. You are required to keep abreast of course
announcements and adhere to explicit deadlines. You will need to use
the assigned college or university e-mail address as opposed a personal
e-mail address. If you are
experiencing technical difficulty you must address technical problems
immediately. No excuses will be
allowed for late assignments due to technical problems not reported
immediately. Please observe course netiquette at all times. |
|
Guidelines
for Communications |
|
Email: |
|
·
Always
include a subject line. ·
Remember
without facial expressions some comments may be taken the wrong way. Be
careful in wording your emails. Use of emoticons might be helpful in some
cases. ·
Use
standard fonts. ·
Do
not send large attachments without permission. ·
Special
formatting such as centering, audio messages, tables, html, etc. should be
avoided unless necessary to complete an assignment or other
communication. ·
Respect
the privacy of other class members |
|
Discussion Groups: |
|
·
Review
the discussion threads thoroughly before entering the discussion. Be a lurker
then a discussant. ·
Try
to maintain threads by using the "Reply" button rather starting a
new topic. ·
Do
not make insulting or inflammatory statements to other members of the
discussion group. Be respectful of other’s ideas. ·
Be
patient and read the comments of other group members thoroughly before
entering your remarks. ·
Be
cooperative with group leaders in completing assigned tasks. ·
Be
positive and constructive in group discussions. ·
Respond
in a thoughtful and timely manner. |
|
Chat: |
|
·
Introduce
yourself to the other learners in the chat session. ·
Be
polite. Choose your words carefully. Do not use derogatory statements. ·
Be
concise in responding to others in the chat session. ·
Be
prepared to open the chat session at the scheduled time. ·
Be
constructive in your comments and suggestion |
|
Web Resources: |
|
·
Columbia
Guide to Online Style by Janice R. Walker and Todd Taylor ·
Citation
Styles Online http://www.bedfordstmartins.com/online/cite6.html |
|
Library |
|
The
Tennessee
Virtual Library is available to all students enrolled in the Regents
Degree Program. Links to library materials (such as electronic journals,
databases, interlibrary loans, digital reserves, dictionaries, encyclopedias,
maps, and librarian support) and Internet resources needed by learners to
complete online assignments and as background reading must be included in all
courses. |
|
Students
With Disabilities |
|
Qualified
students with disabilities will be provided reasonable and necessary academic
accommodations if determined eligible by the appropriate disability services
staff at their home institution. Prior to granting disability accommodations
in this course, the instructor must receive written verification of a
student's eligibility for specific accommodations from the disability
services staff at the home institution. It is the student's responsibility to
initiate contact with their home institution's disability services staff and
to follow the established procedures for having the accommodation notice sent
to the instructor. |
|
Syllabus
Changes |
|
The
instructor reserves the left to make changes as necessary to this syllabus.
If changes are necessitated during the term of the course, the instructor
will immediately notify students of such changes both by individual email
communication and posting both notification and nature of change(s) on the
course bulletin board. |
|
Technical
Support |
|
Telephone Support: |
|
If
you are having problems logging into your course, timing out of your course,
using your course web site tools, or other technical problems, please contact
the AskRODP Help Desk by calling 1-866-550-7637(toll free) or
go to the AskRODP website at: |