EXAM #1 Flashcards
An individualized program of physical fitness, fundamental motor skills and skills in aquatics, dance, and games, which are designed to meet the unique needs of individuals
Adapted Physical Education (APE)
Early years of APE:
In 1838, the United States first adaptive physical activity began at the _
Perkins School for the Blind in Boston
Early years of APE:
The director of the school was _
Gridley Howe
Early years of APE:
The director of the school was Gridley Howe
- He felt his students needed physical activity to stay _
- That first-year students participated in gymnastic exercises and swimming. Later on, he included track and field and other team sports
healthy
Early years of APE:
Unfortunately, this model was not followed by
many other schools. For the most part there was no
_ for more than 100 years
APE in any public schools
Early years of APE:
- Until the 1950’s most of US
schools would _ students with disabilities from any type of physical education
excuse and/or exclude
Early years of APE:
- Early adapted physical education programs were medically oriented
- If a school offered physical education for students with disabilities, they were almost always _ from their regular education peers
segregated
Early years of Special Education:
In 1948 only about _ of the students with special needs were getting any type of special education.
- In many cases children with disabilities were
taken from their families and put into institutions and forgotten about
12%
Early years of Special Education:
Even into the 1960’s
- Millions of children with disabilities were _ in public schools, were inadequately served by public schools, or were still sent to institutions.
- If the States or even the schools wanted a student out of they had to go
- The Parents had virtually no say or no recourse
refused enrollment
Case Law that Changed Special Education:
This was a Supreme Court case from 1896.
- It upheld the constitutionality of racial segregation laws for public facilities if the segregated facilities were equal in quality came to be known as “separate but equal”
Plessy v. Ferguson and the Separate Car Act of 1890
Case Law that Changed Special Education:
- Mr. Brown attempted to enroll his daughter in the closest school to their home, but each was denied enrollment and told that they must enroll in the segregated school much farther from their home
- This declared establishing separate public schools for black and white students to be unconstitutional.
- At first look this case had little to do with Special education But it laid the foundation for parents of children with disabilities to press for equal educational opportunities for all children, including those with developmental and other disabilities.
Brown v. Board of Education of Topeka
Case Law that Changed Special Education:
- Commonwealth of Pennsylvania was sued by the Pennsylvania Association for Retarded Citizens (PARC), now The Arc of Pennsylvania, over a law that gave public schools
the authority to deny a free education to children who had reached the age of 8, yet had not reached the mental age of of 5.
The law had also been used by the state in multiple occasions to deny free public education to children who had a hard time integrating into classroom environments and schools.
* This was the first major legal case to provide equality to students with disabilities
Pennsylvania Association for Retarded Children (PARC) V. Commonwealth of PA
- Use of mental age to deny instruction
- Demand that education be paid by parents
- Evaluation once in a child’s school career
- Emphasis on labels rather than needs
- Discriminatory testing
- And again, no recourse for parents
Ways schools could get rid of students
Case Law that Changed Special Education:
Framework for modern day IDEA/ Special Education in the United States and established the right to free public education for all
children with mental retardation
Pennsylvania Association for Retarded Children (PARC) V. Commonwealth of PA
Case Law that Changed Special Education:
- Seven children had been excluded from the public schools in Washington
DC because of behavior problems. The school district contended that it did not have enough money to provide special education programs for them
- Parents Again had no say in the matter. Their only recourse was a private school, home school or
institution
- Most of the students they got rid of had real disabilities
Mills v. School Board of the District of Columbia
In 1975 passed Public Law 94-142 passed the Education for all Handicapped Children Act
- This now called the _
* This gives all students the right to a free, appropriate public education including those with severe disabilities.
* IDEA requires all schools getting federal funds to provide equal access to education to children with physical and mental disabilities.
Individuals with Disabilities Education Act (IDEA)
IDEA:
There are _ disability categories as defined by the Individuals with Disabilities Education Act (IDEA) under which _ may be eligible for services
- 13 different
- 3- through 22-years-olds
IDEA:
In order to qualify for special education, the _ must determine that a child has a disability in one of the 13 categories, and it must adversely affect their educational performance
IEP Team
- Autism Spectrum Disorder
- Deaf-Blindness
- Deafness
- Emotional Disturbance
- Hearing Impairment
- Intellectual Disability
- Multiple Disabilities
- Orthopedic Impairment
- Other Health Impairment
- Specific Learning Disability
11 Speech or Language Impairment - Traumatic Brain Injury
13 Visual Impairment, including Blindness
The 13 IDEA categories
- All students have a right to a free and appropriate education
- Physical education be made available to children with disabilities
- All students should have an equal opportunity for
nonacademic and extracurricular services and activities, - All individualized education program should be designed to meet the unique needs of children with disabilities
- All students education should be in the least restrictive environment
What the IDEA says
An _ is a legal document in special Education
- It spells out a child’s learning needs, the services the school will provide and how progress will be
measured
IEP
_ means educating students with and without disabilities within the same environment.
- Is a powerful education
movement rather than a legal mandate.
- Is based on the belief that a separate education is not an equal education
Inclusion
_ means that
individuals with disabilities are educated with individuals who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular physical education environment occurs only when the nature of the child’s disability is such that education in regular classes
with the use of supplementary aids and services cannot be achieved satisfactorily
Education in the least restrictive environment (LRE)
- Full time General Physical Education
- GPE with adaptations
- GPE with in class support by APE specialist
- Part time APE and Part Time GPE
- Reverse Inclusion
- Self-contained APE
- Separate school
APE continuum of Physical Education
Adaptive Athlete Profile:
- He competed at the 2023 & 2016 Paralympics and won a silver medal in 2012
- He holds a world record for longest accurate shot in archery
Matt Stutzman “The Armless Archer”
How to Identify APE Students?
Listed Below are some of the ways special
education students are identified
- Child Find **
- Referrals **
- Check all new enrolled students
- Check All Students with disabilities
- Check All students annually
- Students requesting exemption from physical
education
Identifying APE Students:
Who can refer a student for special education services ?
- Parents/ Guardians
- Doctors
- Principal
- Teacher’s
Identifying APE Students:
Referrals do not always = Services
- Referrals just get the ball rolling that there may be a problem
- Next steps could be _
observation and/or standardized testing
Identifying APE Students:
Some of the Standardized tests used to help determine APE eligibility is
- Test of Gross Motor Development 2nd edition
(TGMD-ll) - Brockport Physical Fitness Test
- Functional Motor (MATP)
- P.E. Participation Inventory (P.E.P.I.)
Continuum of services:
- Remember for every student we want the Least Restrictive Environment (LRE)
- However LRE isn’t the same as _
full inclusion
Educating students with disabilities in regular educational settings along
with students without disabilities
Inclusion
Possible issues with inclusion
- Other students less attention from teacher
- Less time on task
- Teachers inadequately prepared
- It can be expensive
Good Inclusion:
1. promotes _
2. Enhances the development of social and play skills, feedback from other students is powerful
3. Teachers know students’ unique needs
4. Support of para-professionals
5. meets the needs of all students in class
6. improves or maintains _
7. Provides skilled role models
- interaction among students
- self-esteem
The biggest Key for successful Inclusion is _
- Good Support Staff and
- Open dialogue from everyone working with that student
Staff Needed For Inclusive Physical Education Success
- Director of physical education and athletics
- Adapted physical educator
- Regular physical educator
- Related service personnel
Inclusion:
Regular Physical Education
- Do’s and Don’ts
– Modify activities to the student’s _ rather than _
- abilities
- disabilities
Inclusion:
Regular Physical Education
- Do’s and Don’ts
– Most times when people look at others with a disability, they only see what they can not do.
-> Why is that?
As with anyone else we all have our strengths and weaknesses.
Inclusion:
Regular Physical Education
- Do’s and Don’ts
– Reduce _ if movement capabilities are limited
play areas
Inclusion:
Regular Physical Education
- Do’s and Don’ts
– Modify activities by giving
handicaps to the _ athletes. — They get a better understanding of what their
classmates are going through
able-body
Inclusion:
Regular Physical Education
- Do’s and Don’ts
– Avoid _ games and activities
elimination-type
Inclusion:
Regular Physical Education
- Do’s and Don’ts
– Modify the _ of the activity for that student
purpose
Inclusion:
Regular Physical Education
- Do’s and Don’ts
– Provide _ as needed
rest periods
Inclusion:
Regular Physical Education
- Do’s and Don’ts
– Modify the _
– Use _ equipment
- activity area
- lighter
Goalball is an example of _
inclusion - everyone wheres the same blindfold
- Have an important relation to physical education & sport programs.
- Interpret medical information that school
personnel base programs on. - Make final decision on participation in athletics.
- Administer physical examinations.
Physicians
Adaptive sports program within schools
Unified sports
Barriers to Participation in Sport for Individuals With Disabilities often:
- Live a sedentary lifestyle
- Lack of knowledge about
fitness - Still face issues with facility accessibility
- Fear of failure
- Have poor nutritional habits
3 Benefits of Sport for Individuals With Disabilities
- Psychological value
- Normalization
- Sport for sport’s sake
Benefits of Sport for Individuals With Disabilities:
- Start to understand their capabilities
- Overcome fear of failure
- I can do this
Psychological value
Benefits of Sport for Individuals With Disabilities:
- Awareness of capabilities occurs through sport integration of athletes with and without disabilities
- It’s the actions that are looked as ‘normal’ and become taken-for-granted
in everyday life
Normalization
Benefits of Sport for Individuals With Disabilities:
- Participation for the sake of enjoyment
- Being like everybody
else
Sport for sport’s sake
Sport integration continuum:
- It is designed to have athletes placed in the _ possible
- It goes from the
most restrictive a 5 (segregated) to the
least restrictive a 1 (integrated)
LRS (least restrictive)
- Adapted sport segregated (Most restrictive)
- Adapted sport integrated
- Regular and adapted sport
- Regular sport with accomodation
- Regular sport (least restrictive)
Sport integration continuum
Sport integration continuum:
- Regular sport setting
– Integrated participation
– No accommodation needed
- Examples:
–– Athlete with cognitive impairment running 800 m race for high school team
–– Athlete with amputation playing on youth baseball team
Level 1
Sport integration continuum:
- Regular sport setting
- Integrated participation
- Some accommodation needed
- No undue advantage given to athlete
- Example:
– A blind bowler using a guide rail
Level 2
Sport integration continuum:
- Regular and adapted sport setting
- Partial or full integrated participation
- Co-acting with or competing against athletes without disabilities
- Examples:
– Wheelchair tennis player playing alongside ambulatory teammate
– A wheelchair racer competing next to a runner during a road race
Level 3
Sport integration continuum:
- Athletes with and without disabilities participating in modified version of sport
- All using adapted equipment or rules
- Examples:
– Athletes with and without visual impairments playing
goalball
Level 4
Sport integration continuum:
- Regular and adapted sport setting
- Totally segregated participation
- Competing only against athletes with disabilities
- Example:
– Special Olympics
Level 5
Sport integration continuum:
A blind runner using a guide runner during a 5K
level 2
Sport integration continuum:
Paralympic 100m
Level 5
Sport integration continuum:
Open ocean race
Level 1
Sport integration continuum:
The olympics 100m dash
Level 2
Sport Classification Systems:
- The purpose of classification in sport is to
allow for a _
- An example would be Spinal Cord injuries are not all the same
fair and equitable starting point for competition
Sport Classification Systems:
Adaptive athletic events run into problems because _
- Too many rules for the judges to know
- Each disability group has its own classification system
- Event-management issues arise, such as too many heats
- Public is often confused
An Example For Amputees
- Class A1 Double Above Knee (AK)
- Class A2 Single Above Knee (AK)
- Class A3 Double Below Knee (BK)
- Class A4 Single Below Knee (BK)
- Class A5 Double Above Elbow (AE)
- Class A6 Single Above Elbow (AE)
- Class A7 Double Below Elbow (BE
- Class A8 Single Below Elbow (BE)
- Class A9 Combined upper and lower
Sport Classification System
Role of the Physical Educator in Adapted Sport:
- Know the _ in the community
community recreation programs and
extracurricular activities
Role of the Physical Educator in Adapted Sport:
- Speak with _ concerning their interests in sport and leisure pursuits
students and parents
