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

PURPOSE OF COURSE: To provide physical education majors with the skills, knowledge and attitudes: 1) to provide individuals with disabilities appropriate physical activities, 2) to prepare participants with disabilities for lifetime fitness pursuits in the community and vocational setting, 3) to advocate for appropriate physical activities for individuals with disabilities in fitness centers and community at large; 4) to modify the environment for participation of individuals with disabilities in their least restrictive environment.

REQUIRED TEXT AND 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) Uniform for service learning: White WCU collar or tee shirt, navy sweats, shorts or warm up pants, sneakers.

OBJECTIVES:
Upon completion of this course students will be able to:

1. Discuss the historical perspectives related to inclusion of individuals with
disabilities in society from a humanistic and legalistic standpoint. ASSESSMENT #1;Conceptual Framework: Content Knowledge-Professional Foundation

2. Develop a personal philosophy about the role of physical activity in the lives of individuals with disabilities. ASSESSMENT #1&3; Conceptual Framework: Content Knowledge-Professional Foundation

3. Define disabilities as per federal legislation (i.e. IDEA, ADA). ASSESSMENT #1;Conceptual Framework: Content Knowledge-Specialty Knowledge.

4. Explain the role of the physical educator in the collaborative team process. ASSESSMENT #1; Conceptual Framework: Knowledge of Professional Growth-Working Collaboratively.

5. Design appropriate assessment to determine present level of psychomotor performance in individuals with disabilities. ASSESSMENT #1&3; Conceptual Framework: Knowledge of Pedagogy-Assessment/Evaluation Methods.

6. Design appropriate goals & objectives for inclusion in the individual program plan (Transition Plan, IPP, IEP). ASSESSMENT #1&3&4; Conceptual Framework: Knowledge of Pedagogy-Instructional Planning.

7. Analyze issues related to IDEA and ADA with emphasis on the physical activity setting. ASSESSMENT #1; Conceptual Framework: Content Knowledge-Specialty Knowledge

8. Determine appropriate physical education programs and services for individuals
with disabilities. ASSESSMENT #1; Conceptual Framework: Knowledge of Learner-Individual Variation & Diversity

9. Apply behavior analysis strategies to the physical activity setting. ASSESSMENT #1,2,3&4; Conceptual Framework: Knowledge of Pedagogy-Instructional Skills.

10. Modify games, exercises & activities to meet the needs of individuals with disabilities. ASSESSENT #1&4; Conceptual Framework: Knowledge of Learner-Individual Variation & Diversity

11. List sport & recreation outlets for leisure time physical activity participation for individuals with disabilities. ASSESSMENT #1; Conceptual Framework: Content Knowledge-Specialty Knowledge.

12. Identify strategies for inclusion of individuals with disabilities into regular physical activity programs. ASSESSMENT #1& 2; Conceptual Framework: Knowledge of Pedagogy-Instructional Planning.

13. Demonstrate awareness of safety procedures in the conduct of physical activities for individuals with disabilities. ASSESSMENT #1,3&4; Conceptual Framework: Knowledge of Pedagogy-Instructional Skills.

14. Discuss the psychological and sociological effect of participation in physical activities for individuals with disabilities. ASSESSMENT #1; Conceptual Framework: Content Knowledge-Professional Foundation

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. ASSESSMENT #1; Conceptual Framework: Knowledge of Pedagogy-Instructional Skills.

16. Acknowledge the importance of the parents, family, caregiver, & significant others in the follow through of physical activity programs. ASSESSMENT #1, 2 & 3; Conceptual Framework: Personal Knowledge-Self/Others Relating to teaching and Learning.

16. Discuss physical/or learning support within the physical education/ fitness setting as needed for individuals with disabilities. ASSESSMENT #1; Conceptual Framework: Knowledge of Learner-Common Patterns& Uniqueness as Factors in Instruction

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

ASSESSMENTS
1. Tests and quizzes 200 points

2. Assessment of an individual with a disability and writing of an individual physical activity program update, or new program if you have a new client. Assessment must include 5 physical skills from a broad spectrum (fitness, coordination, object control, sport, etc). Final paper=typed test results & headings on IEP handout. Draft due Feb 22/ Final March 13 100pts

3. Participate in 10 on campus service learning sessions (Wednesday nights 6-7 for TC majors; 7-8 fitness specialists) (worth 30 points for the hours attended, promptness, effort, appropriate uniform, and attitude). Paperwork (worth 70 points) includes 2 reflection sheets and disability report). You must keep ALL paperwork just in case of a mistake. Type a 5-page paper about the disability of the participant that you are to work with during the Wed night service-learning program. Include: a) describe the diagnosis of your client and some information about that disability, b) characteristics of that disability; c) health/medical/safety concerns specific to the diagnosis, d) physical activity recommendations & limitations; and e) other information that is appropriate; f) description of your client including age, ability, the name of the person who brings him/her, g) reference list of at least 3 references and you must reference within the body of the paper (only one can be an internet source). Due: 1/25 100 POINTS

4. PARTICIPATE IN 10 hours of outside service learning 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 April 10 100 pts
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:
A) Tests /Quizzes 200 points 40%
B) Individual Plan 100 points 20%
D) Outside volunteer work 100 points 20%
E) Practicum hours, participation, paperwork 100 points 20%
To calculate your grade add the points you achieved for all assignments and divide by 5

EXTRA CREDIT:
Create a portfolio of articles about people with disabilities, disability rights, research/cure topics and physical activity for people with disabilities. The articles are to be from the year 2000-2001 only. Put these articles in plastic loose-leaf sheets or mount them on paper for a nice presentation package. Along with the articles should be a summary of the article and what impact it has on people with disabilities or on our profession. This should be neatly presented in a three ring binder with labeled dividers. You must have 5 different topic areas with at least two articles in each area. (IE area 1=Recreation and people with disabilities; 2=Fitness 3=Treatments for people with disabilities etc) Worth 15 points to lowest grade.

ATTENDANCE POLICY
AN ABSENCE IS A CUT-THERE ARE NO EXCUSED ABSENCES. After 4 absences/cuts, you should consider dropping the class as more than 4 absences will result in a lower grade by one whole grade.

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.

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.

MISCELANEOUS: Please do not “put me on the spot” by asking to hand in assignments late or take a test at another time. Call x2516 and leave a message by 4: PM Wednesday. if you are sick for lab

Revised: 1/01
KIN 251 YOUR LAST NAME IN LARGE PRINT RIGHT HERE–>

YOUR FULL NAME:

DUE DATE REMINDERS AND GRADE SHEET

1/25 DISABILITY PAPER /50

1/30 DECLARATION OF OUTSIDE HOURS SITE___________________

2/6 FIRST REFLECTION /10

4/3 SECOND REFLECTION /10

GRADE FOR LAB WORK /30
TOTAL LAB GRADE /100

2/22 DRAFT OF IEP

TEST #1 /100

3/13 FINAL IEP /100

4/10 OUTSIDE HOUR LOG DUE /100

4/26 TEST #2 /100

4/17 EXTRA CREDIT /15

TOTAL POINTS=
DIVIDE BY 5
FINAL GRADE IN POINTS= GRADE=

DURING THE FINAL EXAM TIME WE WILL MEET IN THE CLASSROOM.

YOUR EMAIL ADDRESS:
PHONE:
ADDRESS:
MEDICAL INFORMATION PERTINENT TO PHYSICAL ACTIVITY:

ABSENCES CLASS:

ABSENCES LAB:

KIN 251 WEEKLY OUTLINE

WEEK 1 (1/16) Overview of course; What is APE; Developmentally Appropriate Practices.
How does PE fit into Special Education; Laws and Definitions? Read web site www.twu.edu/~F_Huettig/inspire_home.htm section on Laws (part that is past the second drawing of the capital) and Newsletter “IDEA & how it affects you” & Chapter 1 & 2

WEEK 2 (1/23) Review Developmentally Appropriate Practices & PE; Adapting Activities. Read web site Inclusion; LRE; Strategies & chapter 3 &4

1/24 FIRST LAB NIGHT=INSERVICE EDUCATION.

WEEK 3 (1/30) Review Laws, Assessment to get PLP; IEPs, Adapting Activities
Disability Report

WEEK 4 (2/6) Behavior management, mental retardation, motivating students with disabilities FIRST REFLECTION DUE

WEEK 5 (2/13) Teaching tips for various motor skills; ADD/ADHD Read Chpt 5 & 6

WEEK 6 (2/20) IEP DRAFT DUE Appropriate placements & supports; teaching students with PDDs

WEEK 7 (2/27) REVIEW FOR TEST. TEST.

WEEK 8 (3/13) FINAL IEP DUE Orthopedic Disabilities

WEEK 9 (3/20) Orthopedic Disabilities and PE activities; Adapted Aquatics

WEEK 10 (3/27) Sensory Disabilities

WEEK 11 (4/3) Sensory Disabilities REFLECTION #2 DUE

WEEK 12 (4/10) Inclusive practices in PE OUTSIDE HOURS LOG DUE

WEEK 13 (4/17) Extra credit due Other Health Impairments

Week 14 (4/24) Sports and people with disabilities

Final Exam Date: FINAL EXAM TIME: NO EXAM, BUT THERE IS CLASS
Sports and People with Disabilities

Additional References:

Cratty. B. J. (1989). Adapted physical education in the mainstream (2nd ed.). Denver: Love Publishing Company.

Dunn, J. M., Morehouse, J. W., & Fredericks, B. (1986). Physical education for the severely handicapped. Austin, TX: Pro-Ed.

American Red Cross (1977a). Adapted aquatics. Garden City, NY: Doubleday & Company.

Bedini, L. A. & McCann, C. A. (1992, April). Tearing down the shameful wall of exclusion. Parks and Recreation, p. 40-44.

Campion, M. R. (1985). Hydrotherapy in pediatrics. Rockville, MD Aspen Systems Corporation.

Recreation Resources. (1993, October). Bringing facilities up to code with ADA guidelines. Recreation Resources.

Sherrill, C. (1993). Adapted physical activity, recreation and sport: Cross-disciplinary and lifespan (4th ed.). Dubuque, IA: WCB Brown & Benchmark.

Special Olympics, Inc. (nod.) Special Olympics swimming and diving sports skills instructional program. Washington, DC: Author.

Special Olympics, International (1989). Special Olympics motor activities training guide. Washington, DC: Author.