Adapted PE - Lecture notes 20 PDF

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Summary

Adapted Physical Education is a recreational therapy course that helps students learn about how to work with kiddos who have a physical disability in the school. ...

Description

disability = physical or mental impairment that substantially limits (past, present, real or perceived) one or more major life activities (ADA, 1990) " = negative interactions between individuals w/ health condition and their environment causing restrictions — ICF 15% world population diagnosed 19% US population APE Disability - how affect   

children w physical disabilities typically better at school compared to hearing, sight, and ID Ind. w mental health or ID harder to find and keep jobs Ind. w severe disabilities struggle more to have the same rights as other people

Barriers    

society attitudes/ expectations/ awareness o not expect children to excel in school limited support and social services received finances environmental

1830’s 

school for blind

Medical based gymnastics, etc. 1930’s 

corrective classes

1950’s 

APE guidelines/movement

Education Practices Before Federal Legislation    

kids denied an education lack of due process use of mental age to deny instruction education paid by parents

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emphasis on labels rather than needs

Laws Section 504 of the Rehabilitation Act IDEA     

all children w disabilities have access to free education special services are included to help prepare for the future physical education available push for adapted sports equal opportunity for nonacademic and extracurricular services and activities

American with Disabilities Act Least Restrictive Environment 

same environment. only taken out if they need additional aids or support.

Inclusion 

educating students with and without disabilities within the same environment at ALL tines o based on idea a separate education is not an equal education o education movement rather than a legal mandate

Section 504 Guaranteed equal opportunities: Educational rights 

cannot be denied based solely on disability

Children w disabilities who do not require special education or related services are still entitled to accommodations and services in the regular school setting. 

ADHD

Every student w a disability under IDEA is protected under Section 504, but all students covered under Section 504 are not necessarily students with a disability under IDEA. Americans with Disabilities Act of 1990 extends civil rights tp all areas of American life, not just education.  

employment public accommodations, services and transportation

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community recreation centers be accessbile

Comparison of Laws Adapted PE and Sport Individualized program   

physical and motor fitness fundamental motor skills and patterns skills in aquatics, dance, individual and group games, and sports designed to meet the unique needs of individuals

CAN individuals do Long term focus Most normalized environment possbile Planning APE Program    

purpose: self-actualization/self-determination aims: create physically educated people who live active lifestyles goals: focus on developing affective, psychomotor and cognitive areas objectives: focus more on specific content areas of motor development, physical fitness, rhythm and dance, aquatics, games and sports

Adapted Sport 1870’s - Ohio School for Deaf 

Deaflympics

1940’s - wheelchair games 

wheelchair bball association

1960’s - Paralympics 1992 - Minnesota adapted sport school programs Program Organization and Management Adapted PE  

Required for students with unique needs who require a specially designed program exceeding 30 days determined by assessment or physicians o can’t meet standards appropriate for them

Child Find helped determine who have unique needs   

screen new entrants and transfer students list of all identified as having a disability annual screenings

Adapted PE referred parents/guardians professional staff members physicians judicial officers representatives who work w kids and blah Responsibilities of Adapted PE Teacher Identify unique needs 

predetermined procedures

determine the appropriate settings and services Individualized instruction 

differentiated instruction and universal design o adapt repeatedly vs. all adaption at the start for everyone.

adapt activities Adapted Activities need to     

promote interaction meets needs of all students improve/maintains self-esteem provide physical activity safe experience for all

Brockport Physical Fitness Test  

Purpose: assess the health-related fitness of ages 10-17 provides modifications

Activitygram 

Purpose: meaSures physical activity

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description: computer log of activities

Sports Skills Program Guides   

purpose: assessment and instruction of sports skills for people with disabilities (aged 8 and beyond) description: 29 sport guides with checklist and task analysis scoring: focal points checked off as athletes demonstrate correct techniques

Test of Gross Motor Development - 2  

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purpose: fundamental gross motor movement patterns (ages 3-10) description: 12 patterns tested within locomotor and object-control subtests o run, gallop, hop, lead, horizontal jump, and slide o two hand strike, stationary dribble, catch, kick, underhand roll, overhand throw scoring: receive one point when complete each movement, all totaled at end for comparison norms

Checklist 

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presence or absence of behavior to perform a task o skill is checked to indicate if the characteristic is exhibited o specific skill or series of skills o helps identify instructional needs recovering ball from floor with wheel o approaches ball with adequate speed o upper body leans toward ball side of wheelchair o reaches for ball with extended arm and palm of hand facing the wheel o traps ball with hand against rim or spoked while chair is moving

Checklist for shooting a basketball    

put brakes on wheelchair raise arms till forearms are parallel with legs aim the ball at the square on backboard propel the ball into the air by using the right arm for maximum strength

Task Analysis 

Step by step analysis

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when used as an assessment instrument, missing components are identified, and a strategy for teaching is revealed o example: chest passing a basketball  hold ball in both hands  step forward with left foot  as step forward, extend arms forward  throw ball forward as extend arms.

Task Analysis for Shooting a Basketball, from a wheelchair          

push chair to desired position align chair with the backboard align body with the backboard put brakes on wheelchair raise arms till biceps are parallel to thigh of legs with ball in hand position hands so that the dominant hand is underneath supporting the ball non dominant hand supporting the side aim the ball towards the square outline on the backboard propel the ball forward by extending your arms use your dominant hand to guide the ball into the goal by following through

Rubric  

Rating scale w multiple levels of a skill via a set of criteria o uses numbers or words students know where they stand and what needs to be done for improvement

Determination of Unique Need 

General Criteria o low motor development o low motor skill performance o low health-related physical fitness

IEP All students w disabilities (aged 3-21)   

must have an IEP o outlines the child’s education Section 504 allows accomodations PE

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just one part of this document

When PE specific IEP needed? 

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modifications are made to PE program for the student to participate o modifications MUST be in the IEP o unique needs PE in separate facilities o PE program must be described in the IEP o The information included depends on  students needs and the type of PE program provided

Present Levels of Performance 

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Present levvels of academic achievement and functional performance o should note what the student can do, not just what they cannot do o helps build the rest of the IEP Consist primarily of test results o Performs 20 modified curl-ups (exceeds BPFT specific standards but does not meet the minimal general standard of 24) demonstrated very good form for curlups

AnnualGoal s

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St at ewhatas t udenti sex pect edt oac hi ev ei nagi v ery ear br oads t at ementr el at edt ot hei nf opr esent edi nt hePLP

Ex :

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PLP:Sal l ycompl et edt womi nut esont hear m er gomet er .Att womi nut es,RPE r at i ngwasanei ght “ Sal l ywi l l i mpr ov eheraer obi cf unct i oni ng"

Short-Term instructional objectives   

related to the annual goal and PLP How the goal will be completed typically includes: o CONDTION: circumstanace in which the behavior will occur: At the end of two weeks o behavior/performance: will be demonstrated pr have acquired knowledge in: Sally will use the arm ergometer

criteria: how well it must be performed to consider achieved: for a total of four minutes At the end of two weeks, Sally will use the Arm ergometer for a total of four minutes. o

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At the end of one month, Sally will swim two laps around the pool with out using the arm rails and occasionally stoping. - Cia Services and Related Services    

Start date of services, frequency, location and duration number of total minutes of PE per week amount of time spent in APE classroom and general PE classroom List any adapted equipment o special instructional media and materials o related services, but remember, related services cannot replace PE  how often meet with designated therapist

Assessment Instrument and Accomodations The Assessment used, what was included in the assessment and modifications made for assessments. refers to the PLPs Transition Services 

includes opportunities in the community setting to work on skills outside of PE class. Includes involvement with family and friends

American Association of Intellectual and Development Disabilities 2002 Definition: Characterized by:    

significant limitations in intellectual functioning significant limitations in adaptive behavior o conceptual, social, and practical adaptive skills; and origination before age 18 severity ranges mild to profound

Classification by IQ Level 

mild limitations: IQ 50-55 to 70 - 75

What causes intellectual disabilities?

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about 400 known causes half have more than one casual factor o fetal alcohol syndrome o genetic causes  down syndrome  additional chromosome  trisomy 21

Learning Characteristics (generalized)   

limited ability to generalize information short attention span difficulty w abstract concepts

Social and Emotional Characteristics   

range of social behavior and emotion not understand expectations o response inappropriate socialization VERY IMPORTANT

Physical and Motor Characteristics   

differ least in physical and motor domain greater intellectual deficit, greater lag in development still focus on aerobic, flexibility, strength and endurance.

Organization Methods    

Learning stations Peer instruction and cross-age tutoring Community-based instruction Partial Participation o participate in activity in which student can participate on own and with assistance from helper, modified equipment, and/or rule changes.

Instructional Methods 

concrete experiences o emphasize most important task

model/demonstrate action words Task Analysis o As always, consider the individual o o

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wednesday Instructional Methods 

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Move from familiar to unfamiliar o building upon what already know o cueing, reinforcement, correcting skills Consistency, repeat and predictability activity modifications

Activitys   

appropriate to the cognitive development stage select activities chronological age appropriate adapt activities according to functional abilities of the athletes.

Special Olympics 

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Eunice Kennedy Shriver o Camp Kennedy o 1968 Over 4 million o 170 countries Requirements o Must be at least 8 years old  young athletes program if under 8 o cognitive delay or IQ  below 70-75 o OR functional delay in learning and adaptive skills (dal’s, etc) Not qualify o functional limitations based on  physical, emotional, or behavioral disability  specific learning or sensory disability Local Games o anyone competes  developmental/ skills focused state Games

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o qualifying times/tournaments, etc National o put in for bid World Divisions o 1st step  individual: times/scores submitted  team: ratings& skill assessments o 2nd step  divisioning events take place  divided based on: age, gender, ability  15% rule = everyone has to fall into the same 15% of ability level Unified Sports o ratio depends on sport and level o competitive: match age and ability level o player development: equal #’s  not have to match ability level o recreation: do not have to meet specific requirements  minimum 25% and 25% Coach and official Training o if certified w National Governing Body AND/OR  international sport federation  complete worship introduces SO event, rules, etc.  officiate 10 hours or five SO events o not certified  complete above and additional workshop w/o venues, game management and sports

Autism Spectrum Disorder Incidence  

the CDC has estimated that 1 in 59 children are diagnosed w/ ASD. o 1 in 160 worldwide males 4.5 time’s likely o males = 1 in 37 o females = 1 in 151

Etiology   

genetic link neurological link o problems w neurotransmitters in the brain vaccination link

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diet o

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gluten and casein free diets

Age 2 o o

reliable diagnosis age final later

Characteristics 

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communication o nonverbal o echolalia o high pitch o unusual statements o high vocabulary o may persist on a topic o flat affect in voice, robot like o very literal Social Interaction o may not respond to name by 12 mo of age o isolated o avoidance of eye contact o limited signs of attachment o no understanding of social norms of behavior  personal boundaries with others  does not share interests w others Sensory responses o extreme sensory overload o sounds, lights, colors o some like sensory stimulation interests and behaviors o intently focus on a topic of interest Repetitive activities o rocking back and forth o twirling o hand flapping o head banging o thumb sucking resistance to change o need for routine autism in the workplace

Levels of Severity Level 1

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Require support o without support social communication is difficult o displays rituals and behaviors causing interference in functioning

Level 2 

substantial support o same as above, but impairments with supports o rituals, behaviors, fixed interest occur frequently.

Level 3 

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a lot of support o severe deficits in communication o very distressed when rituals, behaviors, or fixations are interrupted  will not stop fixation Rosie King

Physical and Motor Characteristics 

ranges on the continuum o no delays to severe

Classroom approaches positive behavior support 

prevent inappropriate behaviors o consistent positive behaviors o understand triggers of negative behaviors

token economy  

give crayons once pick up equipment read first, then color

model based on the culture of autism    

structured teaching visual prompts developing daily work schedules modify the environment to enhance learning

Educational Approaches applied behavior analysis   

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appropriate behavior followed by positive reinforcement skill focus= greatest level independence ABC model o antecedent - behavior - consequence  manipulate antecedent or consequence to provide change discrete trial o task analysis reward system

Instructional Techniques pictures/communication board   

supports the visual learning style of students with ASD uses photos, drawings, and symbols aids in predicatablity

routine and structure     

include set beginning and end points. reduce the need for verbal directions reduce stress due to possible overstimulatoin "Milo" "Ceila and Milo"

Implications for Physical Education for Autism Assessment 

learner, the task, and the environment

activity selection  

needs and interests sensorimotor activities o kinesthetic awareness ( moving) parachute, trampoline, tunnels o tactile stimulation (using various shaped balls) o auditory processing (songs with movement) o visual-motor coordination

Instructional and management techniques 

systematic form o clergies and consistent cues and prompts

use visual prompts keep verbal directions short and specific allow time for familiarity with the learner o build upon each activity/skill positive reinforcement and feedback. o o

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Cerebral Palsy (CP)  

a group of permanently disabling conditions o managed, not trade damage to motor control areas of the brain o cerebral- brain

classifications of CP       

mild to severe (total inability to control body) o effect speech, language, mobility, cognition and sensory impairments monoplegia - one do - both lower limbs pr both upper limbs hemi- one side para - lower limbs only triple - three limbs (rare) quad - include neck and torso

Neuromotor Classification of CP   

spasticity - stiff/ tight muscles athetosis - slow uncoordinated movements, involuntary movements ataxia - balance problems, clumsiness, awkwardness

Functional Classification of Cerebral Palsy 

Class 1 - Class 8 o poor range of motion, strength, and trunk control; motorized wheelchair o increases in strength and mobility o no assistive devices o minimal mobility and strength deficits

Aerobic Activities

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build up, but take into consideration muscular strength, flexibility, endurance, and motor control

Strength  

muscle imbalances controlled slow movements

flexibility 

stretching important with spasticity

Coordination: Focus on basic motor skills Therapies    

aqua therapy hippo therapy recreation therapy sensory stimulation

Technology   

eye gaze eye gaze in action text to speech

TBI      

physical, cognitive, social, behavioral, and emotional functioning. skull fracture o bone fragments press against the brain acceleration - deceleration injury o traveling at a high speed and stops shaken baby concussions ages 15 - 24 and over 70, males are more likely

Classification and Degrees of Traumatic Brain Injury

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