ADAPTIVE PHYSICAL EDUCATION AND RECREATION

EXERCISE SCIENCE 385

 

Professor:               Dr. Mary Frances Heishman

Office:                    Nininger 102      Phone 828-5405

                              e-mail  mheishma@bridgewater.edu

 

Text:                       Adapted Physical Education and Sport – Joseph P. Winnick

                             

Other Books:          I have personal copies for your use.

 

                              Library at Woodrow Wilson Rehabilitation Center

  Date                                         Topic                                                                                                 

                              Foundation Topics in Adapted Physical Education and Sport – Part I

September 3 (Wed.)   Course Outline and Chapter 11

September 5 (Fri.)        Chapters 1 and 2

September 8 (Mon.)   Chapters 3 and 4

September 10 (Wed.) Chapters 5 and 6

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

                                   Developmental Considerations – Part III

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

Evaluation         

                                                                                                                                 Grading Scale             

                          Practical Experience at Woodrow Wilson and other sites             20%   100-92   = A

                          Tests                                                                                             50%  91-84   = B

                          Exam                                                                                             25%   83-75   = C

                          Teaching                                                                                        5%     74-68   = D

                                                                                                                                         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.

 

 

 

 

 

COURSE OBJECTIVES

 

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.

 

  1. Initiate contact with persons who have disabilities and establish equal-status relationships.

 

  1. Identify common concerns in paralysis and discuss their implications for teaching and coaching.

 

  1. Write a physical education IEP given the students age, gender, medical assessment and condition.

 

  1. Construct a daily lesson plan and teach one or more gross motor skills or physical fitness components to the class.

 

  1. Feel comfortable and confident in working with members of the special populations.

 

  1. Enjoy interacting with members of the special populations.