ADAPTIVE PHYSICAL EDUCATION AND RECREATION
EXERCISE SCIENCE 385
Professor: Dr. Mary Frances Heishman
Office: Nininger 102 Phone 828-5405
Text: Adapted Physical Education and Sport Joseph P. Winnick
Other Books: I have personal copies for your use.
Library at Woodrow Wilson Rehabilitation Center
September 3 (Wed.) Course Outline and Chapter 11
September 5 (Fri.) Chapters 1 and 2
September 12 (Fri.) Chapters 7
September 15 (Mon.) Review
September 17 (Wed.) Test on Part I
Individuals with Unique Needs Part II
September 19-22 (Fri.-Mon.) Chapters 8 and 9
September 24-26 (Wed.-Fri.)Chapters 10 and 12
September 29(Mon.) Chapters 13 and 14
October 1(Wed.) Chapters 15 and 16
October 3 (Fri) Class replaced with Special Education or Special Olympics swimming
October 6 (Mon.) Review
October 8 (Wed) Test on Part II
October 10 15 (Fri.-Wed.) Chapters 17, 18 and 19
October 17 (Fri.) Chapter 20
October 20 (Mon.) TBA
October 22 (Wed.) TBA
Activities for Individuals with Unique Needs Part IV
October 24 November 5 (Fri.-Wed.)Chapters 21-28
November 7 (Fri.) Test on Part III
November 10 (Mon.)TBA
November 12 (Wed.)At Woodrow Wilson Rehabilitation Center
November 17 (Mon.)TBA
November 19 (Wed.)At Woodrow Wilson Rehabilitation Center
November 24 (Mon.)TBA
November 26 (Wed.) At Woodrow Wilson Rehabilitation Center
December 1 (Mon.) TBA
December 3 (Wed.) At Woodrow Wilson Rehabilitation Center
December 5-10 (Fri.-Wed.-) TBA
67- = F
All requirements must be completed to pass this class.
All the practicum hours at Woodrow Wilson and other sites as assigned must be completed to pass this class.
Regular class attendance is required to pass this class.
Transportation costs for class - $10.00
Special Groups at B.C. Pool
1. Special Olympics - Mondays 7:00 - 8:00 p.m.
2. Special Education Tuesday and Thursday 9:50 - 10:40 a.m.
The student will be able to:
1. Explain the basis for adapted physical education services at the federal and local level.
2. Explain the development of the Individualized Education Plan and Placement in the Least Restrictive Environment.
3. Develop an understanding of the roles of various health professionals and parents in the educational process.
4. Explain the process of evaluation and complementation of assessment in program planning and implementation.
5. Interpret and apply the concepts of motor development to teaching exceptional students.
6. List the characteristics of the exceptionalities that are concerned with learning or behavior and explain their effect on performance.
7. Plan instructional methods to develop and implement appropriate programs for the following exceptionalities: Intellectually Gifted, Mental Retardation, Learning Disabilities, and Behavior Disorders.
8. Identify the characteristics and physical/motor functioning of students with sensory impairments.
9. Provide instructional strategies that are beneficial for students with visual and hearing impairments.
10. Communicate with deaf students at Woodrow Wilson Rehabilitation Center by using sign language.
11. Suggest modifications, if necessary, for students with sensory impairments.
12. Interpret the characteristics of students with impairments that effect movement or functional ability.
13. Identify the concerns and appropriate treatment, first aid and medication that may be essential for students with Posture and Orthopedic Deviations, Nutritional Disorders, Neurological Disorders, Respiratory Disorders, Juvenile Onset Diabetes, and Cardiovascular Disorders.
14. Design physical education and recreation programs based on the functional ability and needs of students with impairments that effects movement or functional ability.
15. Plan instruction in physical education for students with a breadth of impairments in the least restrictive environment.
16. Plan a gym play night at Bridgewater for the Woodrow Wilson Rehabilitation Center students and lead recreation on that night.
17. Participate in wheelchair basketball games.
18. Plan a comprehensive physical education or recreation program for the special populations.