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need help with chapters 10 and 14 of attached files 1 Date of preparation: June 22, 2006 Template approved by Academic Standards Course Syllabus - PED 516, Adaptive Physical Education (Dr. M’mbaha- Zarnesky) Page 1 of 12 1 ALABAMA AGRICULTURAL & MECHANICAL UNIVERSITY SCHOOL OF EDUCATION DEPARTMENT OF HEALTH, PHYSICAL EDUCATION and RECREATION “The Educator as Service Professional” COURSE SYLLABUS This syllabus represents a contract between the student and the instructor for this course. The syllabus delineates essential details about the course, course content, and performance assessment. Any official changes to this syllabus will be made in writing and provided to each student. Except for changes that substantially affect implementation of the evaluation (grading) statement, this syllabus is subject to change with advanced notice in writing. Additionally, a student is officially enrolled in this course until such time as the university procedure for withdrawal from the course has been executed. Some of the materials in this course are possibly copyrighted. They are intended for use only by students registered and enrolled in this course and only for instructional activities associated with and for the duration of the course. They may not be retained in another medium or disseminated further. They are provided in compliance with the provisions of the Teach Act. Students are responsible for confirming that the call number for the course is the number for the section in which they are actually registered and should be attending. Course: PED 516 Name: Adpative Physical Education 3 Credit Hours Semester: Fall 2020 Course Description: The course is designed for candidates to examine the role of physical education in meeting the special needs, interest and abilities of students with various physical, social, mental, and emotional differences. Also provided is in-depth information regarding how to record medical histories, growth patterns, levels of motor learning, and how to design individualized physical education programs. Rationale/Relationship to Conceptual Framework: This course represent a quality, performance-based approach designed to enable you to become an educator who is a service professional through the development of proficiencies specific to knowledge, skills, and dispositions required by national, regional, state and institutional standards. Through a constructivist (performance-based) design, learning will be facilitated by your responsible participation in the preparation process. Self-initiated learning will involve the whole person-disposition as well as intellect. Creativity in learning will be facilitated by collaboration that result in continual self-assessment through reflection and feedback. Much significant learning will be achieved through integrated experiences and performances designed to contribute toward your preparation for the first license to teach and your development as a skilled, entry-level practitioner, who can help all student in a diverse society to learn. Primary Textbook: Winnick J. (2017) Adapted Physical Education and Sport (6h ed.). Human Kinetics. Champaign, IL. Additional Resources: Alabama Adapted Physical Education and 504 Process State Guidelines COURSE LOCATION Building: Elmore Gymnasium Day:Thursday Room: Online Time: 4:00-6:50pm 2 Date of preparation: June 22, 2006 Template approved by Academic Standards Course Syllabus - PED 516, Adaptive Physical Education (Dr. M’mbaha- Zarnesky) Page 2 of 12 2 INSTRUCTOR INFORMATION Instructor: Dr. Janet M’mbaha Office Hours: See Door Office Room Number 9A Office Telephone: 256- 372-8268 E-mail: [email protected] Classroom Procedures: Each student will receive a course syllabus the first day of class. The instructor will review the syllabus, issue assignments and respond to student inquiry. Students will also be expected to follow the University’s policy manual regarding class attendance and other behaviors. The course combines the use of PowerPoint presentations, group discussions, lectures, and presentations by invited educational professionals. Course Objectives: Candidates will: 1. Demonstrate a knowledge of forces influencing the development of physical education programs, particularly for disabled students, and describe the functions of special physical education service-related organizations. 2. Describe the develolpmental characteristics of children related to basic body movements. 3. Explain the principles associated with developing the motor skills and their relationship to various disabling conditions. 4. Plan, demonstrate, and teach adaptive forms of a variety of sports and physical activities to accomodate the unique physical, emotional, and social needs of the disabled students using maximum student participation. 5. Analyze, intreprete, and implement the laws relating to physical education, special education, special populations, and tort liability for all students with disabilities. 6. Demonstrate the ability to select assessment batteries to evaluate motor development, motor proficiency, and motor fitness for special populations. 7. Use a variety of screening instruments and evaluation tools (including modern technology, observations, case studies and written tests) in the selection of appropriate physical education experiences for students with disabilities. 8. Design an IEP to meet the special needs of students with disabilities requiring adaptive physical education classes. 9. Utilize the world-wide web and other instruments of technology as references in presentations and written assignments. Major Content Topics Chapter Topic Assignment Activity/points 1 Introduction to Adapted Physical education and sport 2 Program organization and Management  Interview a high school students with disabilities on their view of PE experiences in school settings. 10 3 Adapted Sport  Debate the Kling V. Mentor School district case Group mailto:[email protected] 3 Date of preparation: June 22, 2006 Template approved by Academic Standards Course Syllabus - PED 516, Adaptive Physical Education (Dr. M’mbaha- Zarnesky) Page 3 of 12 3 4 Measurement, Assessment, Program Evaluation  Develop separate rubrics in the psychomotor, cognitive and affective domains for a young person with a specific disability Individual @ 30 points 5 Individualized education Programs  Interview a physical Education teacher on the extent to which they have been involved with IEP development 10 6 Behavior Management  Read an article Report 10 7 Instructional Strategies for APE 8 Intellectual Disabilities  Write a report on a visit a group home for Individuals with ID & participate in their leisure & Rec activities  Observation of APE class  Volunteer for Special Olympics 10 9 Behavioral Disabilities  Interview a school superintendent or school board member about violence in schools and steps being taken to prevent or curtail violence 10 10 Autism Spectrum Disorder  Watch video on ASD  Invite a parent of a student with ASD or other disability to discuss their personal experiences, frustrations & success Write report 20 11 Specific Learning Disorders  Discuss Calvin’s Case – identify unique behaviors, challenges & develop possible teaching strategies to help Calvin succeed 20 12 Visual Impairments  Brainstorming on socialization of the VI, ways of improving their socialization & how involvement in sport can improve their socialization  Discuss with a Visually Impared person their background in physical activity, in PE, their favorite activities, sports or recreation endeavors, challnges and opportunities Write a report 20 13 Hard of Hearing, Deaf, or Deaf-blind  Read an article  Learn sign language Write a report 10 14 Cerebral Palsy, Traumatic Brain  Speak with a therapist aout Write a report 10 4 Date of preparation: June 22, 2006 Template approved by Academic Standards Course Syllabus - PED 516, Adaptive Physical Education (Dr. M’mbaha- Zarnesky) Page 4 of 12 4 Injury & Stroke types of treatment for someone with CP, TBI or stroke 15 Amputations, Dwarfism, & Les Autres  Write a report on information gathered from Disabled Sport USA about competition for individuals with amputations 10 16 Spinal Cord Disabilities  Tour of the local rehabilitation center & write a report to share with class 10 17&18 OHI & students with other special conditions: injuries, long term disabilities and obesity  Research two websites on the listed conditions in these chapters – share with class 10 19-25  Online search to learn something about adapted aquatics and share with the class. 10 26-29  Develop a brochure highlighting prominent organizations that provide adventure experiences for individuals with disabilities Group work/individual 10  Attendance & participation 90 TOTAL 300 points 1. Research on two disabilities and write a fact sheet on that specific disability. The factsheet should include the following: a. Name of the disability b. Causes of the disability c. Motor characteristics ( if any ) related to the disability d. Cognitive characteristics ( if any ) related to the disability e. Behavioral characteristics ( if any ) related to the disability f. Health problems ( if any ) associated with the disability Provide a detailed list of references, APA style, and organizations – include address and phone number (100 points) 2. Identify two websites about the disability you chose and provide a summary of the information available on each website. Include the URL for each website using APA style. ( 20 points) 3. IEP Manual: Write a brief manual on the IEP that can be shared with other regular Physical Educators. Include the following in this manual: A. What are the basic requirements regarding physical education for children with disabilities as discussed in IDEA? B. What is IEP? What is the purpose of having IEP goals and objectives for physical education? C. Do all students with disabilities need specific IEP goals and objectives for physical education? If not, what children with disabilities require IEP goals and objectives for physical education? 5 Date of preparation: June 22, 2006 Template approved by Academic Standards Course Syllabus - PED 516, Adaptive Physical Education (Dr. M’mbaha- Zarnesky) Page 5 of 12 5 D. Who should be involved in writing IEP goals and objectives for physical education? What is the role of the regular physical educator in writing these goals and objectives E. Describe the process for developing an IEP in physical education from child find to actually writing the IEP? What is the role of the regular physical educator in this process? F. Who should be included in an IEP for physical education? (Include a detailed example of how to write an IEP goal and objective for physical education)? G. Who must be present at an IEP meeting? Does the regular physical educator have to attend? H. What is the relationship between assessment and the IEP in physical education? What types of assessment are appropriate in physical education? I. What is the relationship between placement and the IEP in physical education? What are the arrays of possible placements for physical education? J. Who is qualified in your state to create, implement and evaluate the physical education portion of the child’s IEP in physical education? K. Who evaluates IEP in physical education? Who (if anyone) is held accountable for the student’s progress (or lack thereof) on the IEP objectives? What happens if the students does not make progress? L. What happens at the end of the year what information should I bring to the end of the year IEP in physical education meeting? (150 points) CASE STUDY: Develop a comprehensive case study on a student with a specific disability (different for each student). You are required to use at least 20 references to help the reader understand characteristics of this disability and rational for your program. A. Describe the child who you work with or make up a child with this particular disability. Describe the child’s age, general motor skills (how much he/she is delayed) behaviors and current level of placement or support. ( 20points) B. Review of literature: Provide a detailed referenced information regarding the disability including the following: a. Define the disability in lay terms b. Outline the causes of the disability and the typical course( progression ) of the disability c. List the major descriptors/ classification systems used to describe the disability d. Define physical characteristics of the disability e. Describe medical complications/ problems associated with the disability along with contraindications for physical activity f. Describe potential psychological/ social implications related to the disability g. Describe motor characteristics / problems associated with the disability ( as an AP teacher, this should be strongest section of your paper with many current references) (50points) C. Planning , assessment , teaching , decision-making, and sports programs for this child a. How would you go about developing a top-down plan for this student (what factors would you consider when deciding what to teach? Present a sample long-tern plan( multiple year plan ), long term goals ( one year), and short-term objectives ( a few months ) b. List key people on the collaborative team who you would consult regarding this student’s program. Why did you choose these key people? What questions would you ask them? c. What assessment tools would you use to determine this student’s present level of performance? Why would you use these tools (why are the tools appropriate for tis disability? 6 Date of preparation: June 22, 2006 Template approved by Academic Standards Course Syllabus - PED 516, Adaptive Physical Education (Dr. M’mbaha- Zarnesky) Page 6 of 12 6 d. What teaching/ learning / techniques/ modifications would you prescribe for this student? Why would you prescribe these techniques e. Where would you teach this student (regular or separate PE or a combination of both)? Why choose this setting? f. In this particular setting how much support do you think the student needs? Who will provide this support? Who will train this support staff? How did you make these decisions regarding support? g. How often would you teach this student (30min, 60 min)? Why did you select this schedule? h. Once implemented how you will determine if the program is going as planned? What would you do if the student is not making as much progress as you anticipate? i. Do you think this student should participate in a regular or special sport / recreation program? Why? Is special, what special/ recreation programs are available for children with this type of disability? Could this child play intramural/ scholastic sports or participate in regular community sport/ recreation activities? Which sports activities would you recommend? Why would you choose this sport/ activities? What modifications would you anticipate to ensure this student’s success (100points) Reference Phillips ( 05/12/08). Retrieved from http://www.coedu.usf.edu/main/departments/physed/programs/Online\%20Grad/documents/6447AdaptedSy llabus09.pdf Grading Scale Grades will be based on achievement at the following points level: 513-570 A 456-512 B 399-455 C 342-398 D Below 210 F Candidates who do not show evidence of sufficient mastery of the knowledge and ability/skill outcomes by the formative procedures will be: a) Retested on materials/areas not mastered; b) Given further individual assistance by the instructor; or c) Invited to repeat the course. Topic Area Learning Outcome Assessment Method Upon completetion of this course, candidates will have developed the knowledge, skills, and dispositions to: Chapter One: Introduction to Adapted Physical education &sport Demonstrate knowledge of forces influencing the development of physical education programs, particularly for students with disabilities, and describe the functions of special physical education service-related organizations. Reaction Papers Chapter Two: Program organization & Management Chapter Three: Adapted Sport 7 Date of preparation: June 22, 2006 Template approved by Academic Standards Course Syllabus - PED 516, Adaptive Physical Education (Dr. M’mbaha- Zarnesky) Page 7 of 12 7 Chapter Four: Measurement, Assessment, Program Evaluation Demonstrate the ability to select assessment batteries to evaluate motor development, motor proficiency, and motor fitness for special populations. Use a variety of screening instruments and evaluation tools (including modern technology, observations, case studies and written tests) in the selection of appropriate physical education experiences for disabled students. Assignments Chapter Five: Individualized education Program, Design an IEP to meet the special needs of students with disabilities requiring adaptive physical education classes. Chapter Seven Instructional Strategies for APE Plan, demonstrate, and teach adaptive forms of a variety of sports and physical activities to accommodate the unique physical, emotional, and social needs of students with disabilities using maximum student participation Chapters 8-18 Individuals with unique needs Plan, demonstrate, and teach adaptive forms of a variety of sports and physical activities to accomodate the unique physical, emotional, and social needs of the disabled students using maximum student participation Chapters 19-22 Developmental Considerations Describe the developmental characteristics of children related to basic body movements Assignments Chapters 23-29 Activities for Individuals with Unique needs Explain the principles associated with developing the motor skills and their relationship to various disabling conditions. Written Report on Special Need, Exams Remediation Candidates whose classroom performance is judged as “needing improvement” will be provided reasonable remediation. Disability Statement (Americans with Disabilities Act): Alabama A & M University is committed to serving the needs of students with disabilities, and the institution recognizes its responsibility for creating an instructional climate in which a student with disabilities can succeed. A student with a disability who needs academic accommodation should: 1. Register with and provide documentation to the AAMU certifying official in the Office of Disability Services to verify eligibility and to discuss the options for reasonable academic accommodations that might be available. 2. Provide a letter to the instructor indicating the type of accommodation that is needed. This syllabus and other course materials are available in alternative format upon request. For more information about services available to AAMU students with disabilities, please go to the Office of Disability Services in Room 203 of the Ralph H. Lee Student Center. Classroom Management Policies 1. Class attendance is expected of all candidates enrolled in PED 427 Adaptive Physical Education. 2. Candidates are expected to be in class on time. 8 Date of preparation: June 22, 2006 Template approved by Academic Standards Course Syllabus - PED 516, Adaptive Physical Education (Dr. M’mbaha- Zarnesky) Page 8 of 12 8 3. If there is a need for you to be out, it is the candidates responsibility to ensure that the instructor is either contacted in advance by telephone the day of the absence, or provided with a message. 4. Student Affairs must excuse all absences. 5. It is the candidates responsibility to ensure that he/she is aware of what transpired (to include assigning of additional class work) during the session in which he/she is absent. 6. Late Assignments Are Not Accepted. All assignments must be turned in, in class, on the date assignment is due, to the instructor (unless otherwise noted by the instructor). Assignments must be put in may hand and will be accepted in no other way. 7. Problems with grades, confusion about assignments(s) or any situation which candidate may feel needs clarifying, PLEASE feel free to contact instructor for office appointments. 8. ALL ASSIGNMENTS TURNED IN MUST BE TYPED. ASSIGNMENTS NOT TYPED WILL NOT BE ACCEPTED OR GRADED. 9. Candidates must maintain a copy of all submitted assignments to protect themselves against lost work or missing grades. Assignments must be backed up on a CD or a flashdrive. 10. Candidates must save all assignments until the course grade is received. 11. Candidates must maintain a record of their grades in order to monitor his/her own progress. 12. Major exams are made up at the discretion of the professor. This decision is based on written DOCUMENTS from professionals, i.e., doctors, nurses, which can support candidate’s reason for missing class. 13. Candidates are expected to actively participate in class. Candidates are also expected to participate in other activities that will instill a high level of professionalism (e.g., ASAHPERD conference, majors club meetings, School of Education meetings, etc.). 14. Head coverings ARE NOT allowed for both male and females except for medical or religious reasons. 15. Cell phones, beepers or any electronic devices are PROHIBITED in class. If you must bring your cell phone, ect. and it sounds during the class, you are expected to leave the classroom. Academic Dishonesty, Plagiarism, and Ethics: All acts of dishonesty in any work constitute academic misconduct that could result in such consequences as receipt of an “F” on a single assignment, failure in a course, and up to dismissal from the university. Academic dishonesty includes, but not limited to, cheating, plagiarism, and fabrication of information. School of Education Commitments 1. Diversity: The School of Education is committed to providing teacher candidates appropriate knowledge, abilities, and dispositions that will enable them to understand, accept, and embrace diversity and equity in the learning process. Therefore, coursework, field experiences, and clinical practices are designed to help the teacher candidate understand the influence of culture and other differences on education and to acquire the ability to develop meaningful learning experiences for all candidates. 2. Technology: The School of Education is committed to increasing the use of technological devices that facilitate teaching and learning. Therefore, faculty and candidates are encouraged to use computers, video cameras, databases, power-point presentations, and other technologies in all aspects of the teaching and learning process. 3. Professional Performance: The School of Education is committed to achieving the highest level of proficiency in performing the professional duties of an educator as prescribed by professional organizations and associations, state education policies, and institutional standards. 4. Professional and Ethical Conduct: The School of Education is committed to the highest standard of professional and ethical conduct in all actions and interactions with the teaching and learning process. Faculty and candidates are expected to exhibit behaviors, which are indicative of honest, responsible, and self-disciplined professionals. 9 Date of preparation: June 22, 2006 Template approved by Academic Standards Course Syllabus - PED 516, Adaptive Physical Education (Dr. M’mbaha- Zarnesky) Page 9 of 12 9 Format for reaction paper: (Cover Page Sample) Candidates name here Topic: Diabetics and Exercise Due Date: 09-20-12 (Category of Article) Love, P. (1989). The effects of exercise upon Type II diabetics. Diabetes Forecast, 5(3), 98-102. 10 Date of preparation: June 22, 2006 Template approved by Academic Standards Course Syllabus - PED 516, Adaptive Physical Education (Dr. M’mbaha- Zarnesky) Page 10 of 12 10 Consult the most recent edition of the APA Publication Manual for all APA reference guidelines. 11 Date of preparation: June 22, 2006 Template approved by Academic Standards Course Syllabus - PED 516, Adaptive Physical Education (Dr. M’mbaha- Zarnesky) Page 11 of 12 11 REACTION PAPER RUBRICS Criteria for Assessment of Reaction Papers: (30 points, each)  The article is attached to the report, is written since 2005, and is professionally or scientifically based. 0 1 2 3 4 5  Cover Page is complete. Correct APA reference given. 0 1 2 3 4 5  The paper is written following the guidelines (1 side of page, 1-inch margins, font = 12, double spaced, Times New Roman or Courier New). 0 1 2 3 4 5  There is a complete (specified) summary of the article written in your own words (paraphrased). The candidate clearly understands the article and explains the content in an organized, logical order. 0 1 2 3 4 5  An in depth (specified) reaction is clearly written so that it relates to the candidates background or future. 0 1 2 3 4 5  There are no spelling or grammatical errors. 0 1 2 3 4 5  The deadline was met (5 points/day deduction from final grade on assignment, for being late - including after class on due-date). _____ / 30 points 12 Date of preparation: June 22, 2006 Template approved by Academic Standards Course Syllabus - PED 516, Adaptive Physical Education (Dr. M’mbaha- Zarnesky) Page 12 of 12 12 Criteria for Health Problems of Special Needs Students Report (35 points)  Content - pertains to topic; presented in logical order. Info is accurate/ factual / key info provided 0 1 2 3 4 5  Grammar, spelling, punctuation are professional - in typed summary/handout 0 1 2 3 4 5  1-inch margins, double-spaced, 12-point font, Times New Roman or New Courier 0 1 2 3 4 5  Cover page includes references used and all standard information 0 1 2 3 4 5  Length - stayed within the time limit 0 1 2 3 4 5  Appearance/voice – professionally dressed for presentation, enthusiastic, presented without reading from notes 0 1 2 3 4 5  Typed summary provided for each class member 0 1 2 3 4 5 _____ / 35 points