EXAM #1 Flashcards
(169 cards)
1
Q
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
A
Adapted Physical Education (APE)
2
Q
Early years of APE:
In 1838, the United States first adaptive physical activity began at the _
A
Perkins School for the Blind in Boston
3
Q
Early years of APE:
The director of the school was _
A
Gridley Howe
4
Q
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
A
healthy
5
Q
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
A
APE in any public schools
6
Q
Early years of APE:
- Until the 1950’s most of US
schools would _ students with disabilities from any type of physical education
A
excuse and/or exclude
7
Q
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
A
segregated
8
Q
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
A
12%
9
Q
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
A
refused enrollment
10
Q
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”
A
Plessy v. Ferguson and the Separate Car Act of 1890
11
Q
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.
A
Brown v. Board of Education of Topeka
12
Q
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
A
Pennsylvania Association for Retarded Children (PARC) V. Commonwealth of PA
13
Q
- 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
A
Ways schools could get rid of students
14
Q
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
A
Pennsylvania Association for Retarded Children (PARC) V. Commonwealth of PA
15
Q
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
A
Mills v. School Board of the District of Columbia
16
Q
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.
A
Individuals with Disabilities Education Act (IDEA)
17
Q
IDEA:
There are _ disability categories as defined by the Individuals with Disabilities Education Act (IDEA) under which _ may be eligible for services
A
- 13 different
- 3- through 22-years-olds
18
Q
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
A
IEP Team
19
Q
- 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
A
The 13 IDEA categories
20
Q
- 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
A
What the IDEA says
21
Q
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
A
IEP
22
Q
_ 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
A
Inclusion
23
Q
_ 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
A
Education in the least restrictive environment (LRE)
24
Q
- 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
A
APE continuum of Physical Education
25
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"
26
How to Identify APE Students?
Listed Below are some of the ways special
education students are identified
1. Child Find **
2. Referrals **
3. Check all new enrolled students
4. Check All Students with disabilities
5. Check All students annually
6. Students requesting exemption from physical
education
27
Identifying APE Students:
Who can refer a student for special education services ?
- Parents/ Guardians
- Doctors
- Principal
- Teacher’s
28
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
29
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.)
30
Continuum of services:
- Remember for every student we want the Least Restrictive Environment (LRE)
- However LRE isn’t the same as _
full inclusion
31
Educating students with disabilities in regular educational settings along
with students without disabilities
Inclusion
32
Possible issues with inclusion
1. Other students less attention from teacher
2. Less time on task
3. Teachers inadequately prepared
4. It can be expensive
33
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
34
The biggest Key for successful Inclusion is _
- Good Support Staff and
- Open dialogue from everyone working with that student
35
Staff Needed For Inclusive Physical Education Success
- Director of physical education and athletics
- Adapted physical educator
- Regular physical educator
- Related service personnel
36
Inclusion:
Regular Physical Education
- Do’s and Don'ts
-- Modify activities to the student's _ rather than _
- abilities
- disabilities
37
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.
38
Inclusion:
Regular Physical Education
- Do’s and Don'ts
-- Reduce _ if movement capabilities are limited
play areas
39
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
40
Inclusion:
Regular Physical Education
- Do’s and Don'ts
-- Avoid _ games and activities
elimination-type
41
Inclusion:
Regular Physical Education
- Do’s and Don'ts
-- Modify the _ of the activity for that student
purpose
42
Inclusion:
Regular Physical Education
- Do’s and Don'ts
-- Provide _ as needed
rest periods
43
Inclusion:
Regular Physical Education
- Do’s and Don'ts
-- Modify the _
-- Use _ equipment
- activity area
- lighter
44
Goalball is an example of _
inclusion - everyone wheres the same blindfold
45
- 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
46
Adaptive sports program within schools
Unified sports
47
Barriers to Participation in Sport for Individuals With Disabilities often:
1. Live a sedentary lifestyle
2. Lack of knowledge about
fitness
3. Still face issues with facility accessibility
4. Fear of failure
5. Have poor nutritional habits
48
3 Benefits of Sport for Individuals With Disabilities
1. Psychological value
2. Normalization
3. Sport for sport's sake
49
Benefits of Sport for Individuals With Disabilities:
- Start to understand their capabilities
- Overcome fear of failure
- I can do this
Psychological value
50
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
51
Benefits of Sport for Individuals With Disabilities:
- Participation for the sake of enjoyment
- Being like everybody
else
Sport for sport's sake
52
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)
53
5. Adapted sport segregated (Most restrictive)
4. Adapted sport integrated
3. Regular and adapted sport
2. Regular sport with accomodation
1. Regular sport (least restrictive)
Sport integration continuum
54
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
55
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
56
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
57
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
58
Sport integration continuum:
- Regular and adapted sport setting
- Totally segregated participation
- Competing only against athletes with disabilities
- Example:
-- Special Olympics
Level 5
59
Sport integration continuum:
A blind runner using a guide runner during a 5K
level 2
60
Sport integration continuum:
Paralympic 100m
Level 5
61
Sport integration continuum:
Open ocean race
Level 1
62
Sport integration continuum:
The olympics 100m dash
Level 2
63
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
64
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
65
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
66
Role of the Physical Educator in Adapted Sport:
- Know the _ in the community
community recreation programs and
extracurricular activities
67
Role of the Physical Educator in Adapted Sport:
- Speak with _ concerning their interests in sport and leisure pursuits
students and parents
68
Role of the Physical Educator in Adapted Sport:
- The goals of adapted physical education should be tied to the _
functional needs of students
69
Role of the Physical Educator in Adapted Sport:
- See that students _
about the capabilities of athletes with disabilities and ensure activities are modified when needed
without disabilities are educated
70
Adaptive Athlete profile:
High functioning autism, basketball player and continues to coach
Jason Mcelwain
71
Winter sport activities:
_ skills
- They develop motor skills, strength and physical fitness
- For some people with disabilities the snow and ice allow them to move with agility and speed which might not have on land
- Also, at the same time they provide participants with functional recreational skills they can use for the rest of her life
- For many student winter sports is a community, new friends
- They can find inner athlete
Fitness, Social and Competition
72
- Downhill skiing (alpine)
- Snowboarding
- Ice skating
- Ice picking
- Sledding
- Hockey
- Curling
- Cross-country skiing (Nordic)
Common Winter sports
73
Adaptive Skiing:
Basic skills to work on...
- Very important especially early on you need to make its fun and successful
- Independence with equipment
- Using Chair-lifts
- Falling and standing
- Moving forward
- Stopping
- Turning
74
Adaptive Skiing:
6 categories of skiing
1. Putting equipment on/off
2. Walking with equipment on
3. Chairlifts
4. Stopping
5. Turning
6. Moving forward
75
Adaptive Ski Devices:
Helps to prevent ski tips from crossing
Ski bra
76
Adaptive Ski Devices:
Metal forearm crutches with ski tips on the ends
Outriggers
77
Adaptive Ski Devices:
There are three points of contact with this type of skiing, the third being a handheld outrigger.
- It requires a lot of strength in both arms & legs and it is a common method of skiing for above-knee amputees and people with single limb weaknesses.
Three-track
78
Adaptive Ski Devices:
_ is for an individual with two legs and arms, natural
or prosthetic, who is capable of standing independently or with the aid of outriggers.
- The skier four points of contact with the snow
Four-track
79
Adaptive Ski Devices:
Designed for those who use a wheelchair or have difficulty walking.
- The typical candidate would be an individual with a mid- to high-level spinal cord injury, cerebral palsy, multiple sclerosis, spina bifida, muscular dystrophy, amputees, etc.
Sit-skis
80
Adaptive Ski Devices:
_ is for instructors to have control of students as they go down the mountain
Tethering
81
Snowboarding
- Can be learned by _
- Most resorts offer adaptive lessons with qualified instructor
- Competition/Associations
-- USASA - Governing body and has division for adaptive snowboarders
-- USDSSA- U.S. Deaf Ski and Snowboarders Association
most individuals with disabilities
82
Great recreational and fitness activity
- Minimizing the effect of gravity
- Relatively inexpensive to participate compared to other winter activities
- Limited equipment needed
-- Skis
-- Poles
-- Shoes
-- Gaiters
Cross-country skiing
83
- Use a track on flat terrain.
- Stress the push-and-glide technique.
- Dress in layers.
- Monitor for fatigue.
- Make it fun and successful at 1st
- _ on a Sit-Ski
Cross-Country ski
84
Ski Organizations and Competitions
1. Disabled Sports USA
- Classification system and events
2. Special Olympics
- Classification system and events
3. United States Association of Blind Athletes
- Classification system and events
85
- Inexpensive and readily accessible
- Important to have properly fitting equipment
and extra padding
- Initial instruction should make student successful and have fun
- #1 aid support
Ice Skating
86
Skating Aids:
This walker is used by beginning skaters of all
ages to help with balance and coordination
Ice walker
87
Skating Aids:
designed for skaters with disabilities who have limited or no ability to bear weight
Sling seat walker
88
Ice skating:
Skater sits on a small sled (sledge) and with small poles they push themselves on the ice to propel themselves forward
Ice picking and a sledge
89
Classifications
- Novice
- Intermediate
- Advanced
Figure skating
- Singles
- Pairs
- Ice dancing
Speed skating
- 100, 300, 500, 800, 1,000, 1,500 m
Special Olympics Skating Events
90
- Great recreational and fitness activity
- Stress safety (use extra padding)
- Sledge hockey
- Hockey organizations and competitions
- Modified equipment and boundaries to match the ability of the players
- Hockey modifications could include
- Use soft plastic balls instead of traditional pucks shorter plastic sticks which are more durable and easier to handle
- Use a non-slippery surface such as a gym or tennis court
Hockey
91
Hockey:
_ is a modified form of ice hockey in which participants sit in the sledge and use a small pole a pick to propel themselves on the ice
Ice picking
92
Popular international sport and in Olympics
- Terms
-- House
-- Stone
-- Heads
- Modifications
-- Rules, weights, distances,
-- Learn and practice on non-ice surfaces
Curling
93
Inclusion:
- Winter sport activities can _ to accommodate individuals with disabilities.
- Many winter sport activities provide individuals with orthopedic impairments _
- Many students will require extra _ to be successful.
- easily be modified
- unique experiences such as speed
- instruction and practice
94
Military to the Mountain Participants and _
- Gym & training for amputees
Mr. Irrelevant
95
2 types of program evaluations
1. Standardized testing
2. Alternative testing
96
Program Evaluations:
- Norm referenced
- Criterion referenced
Standardized testing
97
Program Evaluations:
- Portfolio
- Checklists
- Rubrics
- Task analyses
Alternative testing
98
Standardized Approaches:
- Very _ for administration
- Known for _
- Standards provided to make judgments about
student test performance
- Generally strong _ but weak _
- specific directions
- validity and reliability
- data, authentically
99
Standardized Approaches:
2 different types
1. Norm referenced
2. Criterion referenced
100
Standardized Approaches:
- They are designed to compare and rank test takers in relation to one another
- Comparisons are made with others from a specifically defined group (e.g., age, sex, disability)
- They report whether test takers performed better or worse than a hypothetical average student
- They are usually developed by testing large numbers, and results are tabulated
- yields an estimate of the position of the tested individual in a predefined population
Norm Referenced
101
Standardized Approaches:
- It identifies whether the test taker performed better
or worse than other test takers
- It does not look at mastery of material but just how
that student compares to others
- Percentiles, T-scores, and z-scores are used and above average and below average are the types of
judgments made
Norm Referenced
102
Standardized Approaches:
Examples
- LSAT
- GRE
- SAT
Norm referenced tests
103
Standardized Approaches:
- Districts/Schools choose a standard, such as a percent of items answered correctly as the criteria
- A student's score then shows the progress they have made toward the agreed-upon standard
- Scores show whether test takers performed well or poorly on a given task, not how they compares to other test takers
- It measures how well the students know the information being tested
- Competent (meets standard) and non competent (does not meet standards) are the types of
judgments made
Criterion referenced
104
Standardized Approaches:
Example
- When you don’t feel well and your mom take your temperature, the accepted healthy standard is 98.6 degrees.
-- If your temperature is higher, you are not
meeting the standard for health and are sick.
Criterion referenced
105
Standardized Approaches:
Example
- 100%-91% = A
- 90%-81% = B
- 80%-71% = C
- 70%-61% = D
Criterion referenced
106
Alternative Approaches:
Different types
1. Checklists
2. Rubrics
3. Task analyses
4. Portfolio
107
Alternative Approaches:
- Link assessment to the instruction that’s happening each day in class.
- Teacher constructed for specific purpose
-Strong authentically but the data is weak
Benefits of this type of testing
108
Alternative Approaches:
- Identifies presence or absence of behavior or skill
- Does not indicate the quality of behavior
- Use with a specific skill or series of skills
Checklists
109
Alternative Approaches:
- In this type of rating scale, a student’s performance is matched to one of multiple
levels of a skill via a set of criteria.
- Students know where they stand and what needs to be done for improvement
Rubrics
110
Alternative Approaches:
- A collection of representative student work
- Entries: videos, test results (standardized and alternative), peer evaluations, journals, logs, and so on
- Strength: multiple assessments on multiple occasions
Portfolios
111
Gross-Motor Testing:
- An APE teacher should give preference to
_ if possible
- This is because IDEA requires _ testing
- Test developers make sure this is the case with their tests
- standardized testing
- valid, reliable, objective, and nondiscriminatory
112
Gross-Motor Testing:
- However many of our students will not perform on command like most standardized tests require.
- In many cases we work segments of the testing process within the daily class activities
- For my class would be our daily agilities include much of the _
locomotor section of
the TGMD-2
113
Tests:
- Purpose: to assess motor
development, 27 items measure spontaneous
movement, automatic reactions and reflexes,
sitting, standing, locomotion
- appropriate in children birth to 24 months
- administered in 10-15 minutes, no special
equipment
- excellent normative and reliability data
Milani-Comparetti
114
Tests:
- Purpose: to assist in the assessment and instruction of sports skills for people with disabilities
- Aged for people 8 and older
- Description: task-analyzed assessments available for
29 sports
- Scoring: focal points checked off as athletes
demonstrate correct techniques
- Comment: used by Special Olympics; strong authentically but no validity or reliability reported
Sports skills programs guides
115
Tests:
- Purpose: to assess the
health-related fitness of young people (aged 10-17)
with disabilities
- Description: Typically 4 to 6 test items selected from
27 possibilities based on a
personalized approach
- Scoring: Test scores
compared with criterion-
referenced standards based on gender, age, and in some cases disability
Brockport physical fitness
116
Tests:
- Purpose: To test fundamental movement
patterns in preschool and early elementary children with emphasis on process rather than product of performance
- Description: 12 patterns tested within locomotor and object-control subtests
- Scoring: based on focal points listed for each pattern
- You can get criterion and norm-referenced scores
TGMD-II
117
Tests: TGMD-II
_ skills
- Run
- Gallop
- Hop
- Leap
- Horizontal leap
- Skip
- Slide
Locomotor skills
118
Tests: TGMD-II
_ skills
- Two hand strike
- Stationary bounce
- Catch
- Kick
- Overhand throw
Object control skills
119
2 A.P.E. Approaches
1. Philosophical and Behavioral Approaches
2. Instructional Strategies and Approaches
120
Philosophical Approaches to Education:
- Humanistic Philosophy
-- Based on the work of _
- Abraham Maslow (1908-1970)
- Carl Rogers (1902-1987)
121
Philosophical Approaches to Education: Humanistic Philosophy
- Both wanted students to achieve their full potential
- Both used non-aversive and affirming teaching
- Both took into account that students would have challenging behavior
- Both focused on teaching student and not the disability
Abraham Maslow and Carl Rogers
122
Philosophical Approaches to Education: Humanistic Philosophy
- Thought student-centered teaching where empathy and caring were traits of effective teachers.
- Places a great deal of emphasis on students' choice and control over the course of their education
- The students take ownership
Carl Rogers
123
Philosophical Approaches to Education: Humanistic Philosophy
Hierarchy of Needs
- _ hierarchy of needs is a
motivational theory in psychology comprising a five-tier model of human needs
- Needs lower down in the hierarchy must be satisfied before individuals can attend to higher needs
Abraham Maslow
124
Philosophical Approaches to Education: Humanistic Philosophy
- Teachers can support children
-- providing breakfast and lunch
-- discouraging social isolation, and teaching children friendship skills so they can experience belonging
Abraham Maslow
125
Philosophical & Behavioral Approaches to Education
- Applied Behavior Analysis (ABA)
- Based on the work of _
B.F Skinner (1904-1990)
126
Philosophical & Behavioral Approaches to Education:
_ is a scientific and systematic process that identifies environmental variables that influence behavior of students
- Then systematically applying interventions for the improvement in those behavior Reinforcers are used both (+) and (-)
Applied Behavior Analysis (ABA)
127
Instructional Strategies for Teaching APE:
- Ways to include _ in the same classroom
- However not all inclusion is the same
all students
128
Instructional Strategies for Teaching APE:
- We need to be looking at the general education curriculum and asking if the
students on IEPs may gain benefit from participating in the curriculum as is
Same curriculum
129
Instructional Strategies for Teaching APE:
- The student works with all
the other students in the
classroom participating in the lesson with modifications when needed
Multilevel curriculum
130
Instructional Strategies for Teaching APE:
- Activities that are related to what the class is doing, but modified to meet his/her goals
Modified curriculum
131
Instructional Strategies for Teaching APE:
- Completely different activities but done in the same general area
Different curriculum
132
Instructional Strategies for Teaching APE:
- Activity modifications
- Equipment
- Rules
- Environment
- Instruction
133
Instructional Strategies for Teaching APE:
Activity modifications:
- Boundaries (Smaller-Larger)
- Height (Lower-Higher)
- Distance (Smaller-Larger)
- Surface (Smooth-Textured)
- Skill-visuals (Ex. Pictures)
- Organization-visuals (Ex. Cones)
- Lighting (Bright-Dark)
- Trajectory Angle (Low-High)
- Direction (Forward-Backward)
Environment
134
Instructional Strategies for Teaching APE:
Activity modifications:
- Size (Smaller-Larger)
- Weight (Lighter-Heavier)
- Shape (Regular-Irregular)
- Colors (Matching-Varied)
- Length (Shorter-Longer)
- Straps/Velcro (With-Without)
- Audio Indicators (Quiet-Loud)
- Textures (Smooth- Textured)
- Materials (Ex. Latex-free)
- Surface Contact (Increased-Decreased)
Equipment
135
Instructional Strategies for Teaching APE:
Activity modifications:
- Add/ Reduce the number of rules
- Add/ Reduce the number of players
- Increase the number of attempts
- Increase/Decrease playing area
- Increase/Decrease speed of play
- Increase/Decrease time
- Allow peer assistance
- Allow use of different body parts
- Allow different locomotor movements
- Add stability (Ex. Using string to hang a ball)
- Add rest periods
Rules
136
Instructional Strategies for Teaching APE:
4 prompts that a teacher can use
1. Physical prompts
2. Visual prompts
3. Verbal prompts
4. No prompts
137
Instructional Strategies for Teaching APE:
Guidelines for effective prompting
- Use prompts that are _
- Consider the learner’s characteristics.
- Be careful not to over prompt.
- Make sure that the prompt is _
- meaningful
- effective to
the student
138
Instructional Strategies for Teaching APE:
Guidelines for effective prompting
- Make sure that the prompt is effective to the student.
* Fade _ proximity
* Fade _
- physical
- verbal prompts
139
Team Sports: The Positives for Kids
- Team sports provide kids with important lessons of working on _
- Children who play team sports are less likely to feel _
- Team sports can encourage _ with their kids
- Team sports help kids deal with _
- Team sports can help kids overcome daily struggles
- a common goal
- isolated
- parents to become active
- winning and losing
140
Team Sports:
Who were the first athletes with a disability to compete against able-bodied athletes?
Hearing impaired athletes
141
Team Sports:
First athletes with a disability to compete against able-bodied athletes
- Hearing-impaired athletes
-- The sporting events needed _ for them to compete
-- By the end of the 19th Century many deaf athletes were _
- very few or no modifications
- excelling in athletics
142
Deaf Sport:
First real superstar
William "Dummy" Hoy
143
Deaf Sport:
- Was credited for hitting the first "grand slam" in the American League
- Stole Over 600 Bases in 14 seasons
- Had a lifetime Batting Average of .288
-- Elected to the Reds Hall of Fame
- However even though he was a top quality talent he was still a novelty
- But today we normally don’t even know when an athlete is hearing impaired
William "Dummy" Hoy
144
Deaf Sport:
William "Dummy" Hoy
- Was also instrumental in the invention of the _
"strike" sign
145
Adaptive Sports Organizations for specific disabilities & specific sports:
Basketball
- Modifications:
-- Smaller basketballs ~ 28.5 inch
-- Shorter baskets only 8 feet
Dwarf Athletic Association of America (DAAA)
146
Adaptive Sports Organizations for specific disabilities & specific sports:
Basketball
- Modifications:
-- The height of the seat must not exceed 21" from the floor
-- The players must stay firmly always seated in the chair
-- A player in possession of the ball may not push more than twice in succession without tapping the ball to the floor
National Wheelchair Basketball Association
147
Adaptive Sports Organizations for specific disabilities & specific sports:
Basketball
- Special Olympics:
-- For athletes who are either non-ambulatory or very low skilled
Speed Dribble
148
Adaptive Sports Organizations for specific disabilities & specific sports:
Basketball
- Special Olympics:
-- _ is appropriate for athletes who have slow reactions,
-- are unable to dribble the ball for greater than ten meters,
-- do not participate in an active manner, or do not
-- move to catch even a
slow moving ball
Individual Skills Contest
149
Adaptive Sports Organizations for specific disabilities & specific sports:
Basketball
- Special Olympics:
-- For athletes who are low-skilled, non-ambulatory, or
who are unable to pass and catch
-- 3-on-3 Basketball or 5-on-5 Basketball
Team Skills Basketball
150
Adaptive Sports Organizations for specific disabilities & specific sports:
Basketball
- Special Olympics:
-- _ is appropriate for athletes with higher skills
Unified Sports Basketball
151
Adaptive Sports Organizations for specific disabilities & specific sports:
- Game skills
-- Passing
-- Catching
-- Kicking
-- Blocking
-- Tackling
American Football
152
Adaptive Sports Organizations for specific disabilities & specific sports:
- Began in 1948
- Universal _ (1997)
- Essential elements of the game:
-- Played on hard, flat surface; about size of standard basketball court
-- Like touch football
Wheelchair-to-wheelchair contact
-- Six players per side
-- Foam football used
-- Classification system used (three classes)
---> Major rule modifications
-- Throwing ball replaces a kick
-- Delayed rush can be used
-- Clipping—contact behind opponent’s rear axle
-- Holding—grabbing opponent’s wheelchair
Wheelchair Football
153
Adaptive Sports Organizations for specific disabilities & specific sports:
- Game skills
-- Running
-- Dribbling
-- Kicking
-- Trapping
-- Heading
-- Catching (goalie)
Soccer
154
Adaptive Sports Organizations for specific disabilities & specific sports:
Soccer variations & modifications
- For players with amputations
Disabled Sports USA
155
Adaptive Sports Organizations for specific disabilities & specific sports:
Soccer variations & modifications
- For players with CP
BlazeSports National Disability Sports Alliance (BNSDA)
156
Adaptive Sports Organizations for specific disabilities & specific sports:
Soccer variations & modifications
- seven-a-side soccer
Indoor wheelchair soccer
157
Adaptive Sports Organizations for specific disabilities & specific sports:
Soccer variations & modifications
- 11 a side
- 5 a side
Special olympics
158
Adaptive Sports Organizations for specific disabilities & specific sports:
BNDSA Indoor Wheelchair
Soccer Variations & Modifications
- Players classified into _ (motorized chairs can be used)
- Teams composed of _ on-court players
- Played on gym floor with yellow rubber playground ball
- Penalty shots and power plays are used
- _ can move the ball
- five functional classes
- four to six
- Wheelchair, limb, or any part of body
159
Adaptive Sports Organizations for specific disabilities & specific sports:
Seven-a-side soccer variations & modifications
- Seven-a-Side Soccer
-- Designed for _
-- Players not allowed to use crutches.
-- No offside rule.
-- Males and females can compete _
-- One class V or class VI player must be on field at all times
-- Underhand throw-in permitted
- BNDSA class V-VIII players (ambulatory)
- together
160
Adaptive Sports Organizations for specific disabilities & specific sports:
Power soccer variations & modifications
- Designed for persons in _
- Originated in Canada
- Played on regulation
basketball court
- Teams composed of
_ each
- Males and females can
compete _
- _ are placed on wheelchair footrests to help maneuver the ball and protect the player
- motorized (power) wheelchairs
- four players
- together
- Bumpers
161
Adaptive Sports Organizations for specific disabilities & specific sports:
- Game skills
-- Throwing
-- Catching
-- Fielding
-- Hitting
-- Running
Softball/Baseball
162
Adaptive Sports Organizations for specific disabilities & specific sports:
Sport variations & modifications
- NBBA
Beep baseball
163
Adaptive Sports Organizations for specific disabilities & specific sports:
Sport variations & modifications
- NWSA
Wheelchair softball
164
Adaptive Sports Organizations for specific disabilities & specific sports:
Sport variations & modifications
- Special Olympics _
- Little league _
- _ league
- softball
- challenger division
- miracle
165
Adaptive Sports Organizations for specific disabilities & specific sports:
Sport variations & modifications
- Beep Baseball
-- Teams composed of six
on-field players _
-- Two sighted players
function as _ on offense and as spotters on defense
- Spotters cannot field
balls; however, they assist other players in fielding
- Object of game is to _ before opposing team fields the ball
- all must be blindfolded
- pitcher and catcher
- hit beep ball and reach one of two bases
166
Adaptive Sports Organizations for specific disabilities & specific sports:
Sport variations & modifications
- Beep Baseball
-- Once ball is hit, batter runs to _ that has been
activated by the base operator
-- Bases are _ that emit a
buzzing noise when activated.
- Sighted pitcher tries to give up hits; sighted catcher assists batters in the batting box
- Batter gets_
- There are three outs to an inning and six innings to a game
- one of two bases (first or third)
- padded cylinders
- four strikes
167
Adaptive Sports Organizations for specific disabilities & specific sports:
Sport variations & modifications
- Wheelchair Softball
-- Played in _
-- Game is played on smooth, level surface (e.g.,
playground or parking lot)
- Bases are level with playing surface (painted on the ground)
- Teams are balanced by a point system (classification).
- Teams are composed of _ players.
- Each team must have at least one player with
_ participating in the game at all times
- manual wheelchairs
- 10 on-field
- quadriplegia
168
Adaptive Sports Organizations for specific disabilities & specific sports:
Keys to successful inclusion
- Match abilities to positions
- Teach to players' abilities
- Modify equipment
- Unified sports
169
Adaptive Athlete Profile:
- Born July 15, 1988
- is an American wrestler who won the 2011 NCAA individual wrestling national championship in the 125-pound weight class, despite being born with only one leg
Anthony Robles
