Week 1_Introduction of APE PDF

Adapted Physical Education Ja Youn Kwon [email protected] What does the word disability mean to you? Childhood Interactions School Interactions Adulthood Interactions Preprofessional Interactions Syracuse University 2 Differences and Similarities of Physical Educat...

Adapted Physical Education Ja Youn Kwon [email protected] What does the word disability mean to you? Childhood Interactions School Interactions Adulthood Interactions Preprofessional Interactions Syracuse University 2 Differences and Similarities of Physical Education and Adapted Physical Education Similarities Differences Focus on the development of Adapted physical education is motor skills, physical fitness, designed to meet the unique and overall health. needs of students with disabilities. Use a variety of activities and It may involve modifications to strategies to help students activities, equipment, or learn and grow. teaching strategies. It also emphasizes individualized instruction and assessment. Syracuse University 3 Differences and Similarities of Physical Education and Adapted Physical Education Both physical education and adapted physical education teachers work together to ensure that all students have access to a quality physical education experience. They may collaborate on lesson plans, assessments, and student support. Syracuse University 4 What Is Adapted Physical Education (APE)? Adapted Physical Education (APE) is a specialized form of physical education designed to meet the unique needs of students with disabilities. APE programs are designed to help students with disabilities/special needs achieve their full physical potential, improve their motor skills, and develop healthy habits. APE is designed to meet long-term unique needs, may take place in mainstream or segregated classes, and is an active program rather than a passive one. Syracuse University 5 What Is Adapted Physical Education (APE)? Students with disabilities may not be able to participate in regular physical education. Adapted physical education provides a safe and effective way for them to engage in physical activity and develop their skills. In New York State, adapted physical education must be taught by a certified physical education teacher. It is recommended that teachers who teach APE for more than 50% of their workload have at least 12 semester hours of teacher preparation in APE. Syracuse University 6 What Is Adapted Physical Education (APE)? The safety of students must be considered when planning and implementing APE programs. The Individuals with Disabilities Education Act requires that special education, including instruction in physical education, be provided at no cost to parents. Adapted physical education may be supplemented by related services, intramural sports, athletics, or other experiences that are not primarily instructional. Syracuse University 7 Importance of Adapted Physical Education Quality of Life – Adapted physical education (APE) is vitally important to the quality of life for students with disabilities. – Providing safe and successful experiences and meeting the unique needs of students with disabilities through physical education will enhance self-actualization, including the development of abilities in the psychomotor, cognitive, and affective domains. Syracuse University 8 Importance of Adapted Physical Education Unique Needs – Adaptive physical education means a specially designed program of developmental activities, games, sports, and rhythms suited to the interests, capabilities, and limitations of students with disabilities who may not safely or successfully engage in unrestricted participation in the activities of the regular physical education program. Syracuse University 9 Assessment for Unique Needs Formal Assessment – School districts should institute a formal assessment program to determine if any student has a unique need in physical education. The first step in an assessment program is screening. The purpose of screening is to identify students who should be evaluated further. Syracuse University 10 Assessment for Unique Needs Committee on Special Education (CSE) – The CSE uses the individual evaluation process and the Committee's discussion of those evaluations to determine a student's need for adapted physical education. – The individual evaluation must include  a physical examination  an individual psychological assessment (an individual psychological evaluation, if determined to be necessary by the school psychologist)  a social history  an observation of the student in the current educational setting;  other appropriate assessments or evaluations as necessary to ascertain the physical, mental, and emotional factors that contribute to the student's disability. Syracuse University 11 Requirements to Teach Adapted PE Assessment and Evaluation – Assessments and other evaluation materials include those tailored to assess specific areas of educational need and not merely those that are designed to provide a single general intelligence quotient. – The student is assessed in all areas related to their disability. Syracuse University 12 Requirements to Teach Adapted PE Types of Motor Assessments – This may include vision, hearing, social and emotional status, general intelligence, academic performance, communicative status, and motor skills. – Types of Motor Assessments could include:  APEA - five through 18  Brigance - birth through seven  Brockport —10 through 17 years  Fitness Gram - Fitness assessment. Syracuse University 13 Qualifications for Teaching APE The Committee on Special Education (CSE) conducts an individual evaluation, determines whether a student has a disability and is eligible for special education programs and services, and develops an individualized education program (IEP). The IEP must indicate the extent to which the student will participate in physical education including adapted physical education, if appropriate. It is recommended that a certified physical educator conduct the evaluation to determine the need for APE. The CSE must ensure that the evaluation results are discussed and the participation of the evaluator is sought through written and/or verbal means. Syracuse University 14 Requirements to Teach Adapted PE IEP File – Assessment data and qualification should be recorded in the student's IEP file. – If a student doesn't qualify for adapted physical education services, adapted physical education services should not be on the IEP. Syracuse University 15 Assessment for Unique Needs Physical Educator Involvement – When a student is referred to the Committee because of unique physical education needs, a physical educator should be included in the evaluation process, as well as in the determination of the need for APE and in the development of the IEP. Syracuse University 16 Specific Disabilities and Adapted Physical Education Intellectual disability – Characterized by below-average intellectual functioning and adaptive skill limitations. APE focuses on individualized instruction and developing functional skills. Learning Disabilities and ADHD – Involves difficulties in information processing. APE strategies include structured environments and multi-sensory approaches. Syracuse University 17 Specific Disabilities and Adapted Physical Education Visual and Hearing Impairments – Requires adaptations in communication and instruction methods. APE emphasizes safety, orientation, and alternative sensory cues. Physical Disabilities – Includes conditions like cerebral palsy and spinal cord injuries. APE focuses on adapting activities and equipment to enable participation. Syracuse University 18 Should All Students Be Assessed To Determine A Unique Need In The Area Of Physical Education? A comprehensive assessment process should be implemented to identify students who may require adapted physical education services. This process should be inclusive and consider all students, regardless of their perceived abilities or disabilities. Not all students will require adapted physical education services. However, a thorough assessment can help identify students who may benefit from individualized instruction and support to meet their unique needs in the area of physical education. Syracuse University 19 Adapted Sport Adapted sport refers to sports modified or created to meet the unique needs of individuals with disabilities. Federal legislation affirms the right of students with disabilities to have equal access and opportunities in physical education and sports programs. The integration continuum ranges from regular sport to adapted sport segregated, with various levels of accommodation and integration in between. Syracuse University 20 Adapted Sport Numerous multi-sport and uni-sport organizations support adapted sports, including the US Cerebral Palsy Athletic Association, Special Olympics Inc., and the US Association for Blind Athletes. The Paralympic Games, equivalent to the Olympic Games, are primarily for athletes with physical disabilities and visual impairments. They offer a wide range of summer and winter events. Syracuse University 21 Paralympic Games Search one sport in Paralympic Games. Explain how it is played. How it can be taught in Adapted physical education Syracuse University 22 Interscholastic Athletics Must students with disabilities be afforded equal access to interscholastic athletic programs? Yes. Consistent with the Individuals with Disabilities Education Act, Article 89 of Education Law, Section 504 of the Rehabilitation Act of 1973, and Section 200.2(b)(1) of the Regulations of the Commissioner of Education, each Board of Education must establish procedures to ensure that students with disabilities have equal opportunity to attain the same benefits from participation as any other students in extracurricular programs (i.e., interscholastic athletics). Syracuse University 23 Interscholastic Athletics All districts must comply with the athletic eligibility rules of the Commissioner of Education in order to participate.To ensure compliance with the above, reasonable accommodations must be provided to students with disabilities to enable them to be full participants in interscholastic programs. Syracuse University 24 Nondiscrimination in School Activities Equal Participation – No student shall be denied membership or participation in curricular or extracurricular activities based on disability or other protected characteristics. Appropriate Activities – For students with disabilities, activities must be appropriate to their special educational needs as identified by the Committee on Special Education. Access to Programs – Students with disabilities shall have access to the full range of programs and services, modified as appropriate to their needs. Syracuse University 25 Factors that affect APE Teaching Philosophies Teaching Styles Motor Learning Methods Skill Development Syracuse University 26 Physical Education Curriculum Requirements Curriculum Design – Promote physical activity, fitness, competency in body management, safety, and understanding of PE activities. Required Experiences – Include basic movement, rhythm, games, sports, gymnastics, aquatics, and outdoor skills. Adapted Activities – Provide activities adapted for pupils temporarily or permanently unable to participate in the regular program. Evaluation – Continuous assessment of individual pupil needs and progress, with appropriate records maintained. Syracuse University 27 Environment Social Environment – The goal is to promote the inclusion of students with disabilities in school physical education programs. – Students have the right to be respected and appreciated as valuable members of the school community, fully participate in school activities as much as they are able and interact with their peers of all ability levels with opportunities to develop friendships and respect differences. Syracuse University 28 Environment Physical Environment – Creating an environment where the atmosphere is inclusive for all students and fosters learning. – Items to consider when choosing an environment for students to learn: The environment needs to be accessible for all students. (Surfaces, temperature, space) Syracuse University 29 Syracuse University 30 Paradigm Shifts Involving Individuals With Disabilities Facility based – Characterized by dehumanization and long-term institutionalization of individuals with disabilities Service based – Characterized by deinstitutionalization and normalization Support based – Individuals should be maintained in inclusive settings and supported in those locations in order to ensure successful learning, working experiences, or adjustments. Dependency models – An expert was in charge of the facility, the services, and supports. Syracuse University 31 Paradigm Shifts Involving Individuals With Disabilities Empowerment and self-determination – Ideology emphasizes that individuals with disabilities should have more freedom to make personal decisions about their lives, rather than being dependent upon others. Disability is not destiny for either individuals or the communities in which they live. Rather, disability is shaped by personal and collective choices. Syracuse University 32 Models of Disability (Drum, 2009) Medical disability is a condition or deficit that resides within an individual and can be cured or ameliorated through a treatment or intervention. Functional disability is a condition or deficit that resides within an individual and is the inability to perform several functional activities. Social disability is determined by barriers people face interacting with the environment. Syracuse University 33 Models of Disability (Drum, 2009) Integrated—take elements of medical, functional, and social approaches and integrates them. Supportive transitional setting (Rimmer, 2002). WHO-International Classification of Functioning, Disability, and Health (ICF). Syracuse University 34 Functional Model of Disability (Drum, 2009) Stresses the adoption of a treatment regimen, strategy, or service that improves functional capacity rather than addressing the underlying condition or impairment Categorizes people into those with functional limitations (disability) and those without functional limitations (nondisability) Syracuse University 35 Social Model of Disability (Drum, 2009) Disability lies within an excluding and oppressive social environment. The ability to undertake activities is dependent upon accessible environments. There are four environmental dimensions: social, physical, economic, and political. Syracuse University 36 WHO-ICF Model of Disability (Integrated Model) This model attempts to standardize internationally accepted language and a conceptual framework that will facilitate communication across national and disciplinary boundaries. It describes human functioning and disability as the product of a dynamic interaction between various health conditions and environmental and personal contextual factors. Syracuse University 37 Life Course Perspective on Disability (Krahn, 2015) Health status results from the cumulative impact of experiences in the past and the present. The environment affects the capacity to be healthy and function effectively in society. Health disparities reflect inequities that go beyond genetics and personal choice. Syracuse University 38 Life Course Perspective on Disability (Krahn, 2015) Improved training of educational and rehabilitation science professionals to support earlier identification and intervention in children Improved services for children with disabilities transitioning out of school programs into adulthood Efficiency with the many systems that adults with disabilities rely on Improved health care and health promotion for adults with disabilities Syracuse University 39 Achieving Health (Rimmer, 2009) Health shifts back and forth on continuums from low (poor) to high (excellent) and high to low. People with disabilities often start at the lower end of the health continuum due to secondary conditions that overlap with their primary disability. Health for populations with disabilities involves the management of the primary disability and reducing the effects of secondary conditions. Syracuse University 40 Redefining Health Redefining Health (Rimmer, 2009) – Health had been defined as the absence of disease. Health for Everyone (Krahn et al., 2021) – The dynamic balance of physical, mental, social, and existential well-being in adapting to conditions of life and the environment. Syracuse University 41 Redefining Health Poor health of people with disabilities has necessitated improvements in training of health care providers about adults with disabilities. The absence of professional training on disability competency issues for health care practitioners is one of the most significant barriers preventing people with disabilities from receiving appropriate and effective healthcare. Improved training of health care providers can support earlier identification and intervention in children. Syracuse University 42 Redefining Health Disability is a significant social, public health, and moral issue that affects every individual, family, and community across America. Health care professionals are not necessarily well informed about the primary health care needs of people with disabilities, the prevention and management of secondary health conditions, the challenges that adults face in aging with disabilities, and the transition of young people with disabilities from pediatric to adult services. Syracuse University 43 Disability Knowledge Disability Knowledge of Healthcare Providers (Kirshblum et al., 2020) – Program and curriculum preparation – Professional career paths Experiential learning (empathy and comfort level) – Video – Interview – Observational – Clinical, practicum, internship, and work Syracuse University 44 Disability Knowledge Healthcare Provider Dispositions Toward Populations with a Disability (Lynch et al., 2019) – Anxiety ↓ – Attitude ↔ – Competency ↔ – Empathy ↑ – How many interactions or experiential learning experiences are sufficient? Syracuse University 45 Categories of Barriers to Physical Activity in Youth Physical—includes playgrounds and ball fields that are inaccessible to youth who use wheelchairs Programmatic—include not having the necessary staffing or support to accommodate during activities or not having knowledgeable staff who understand how to adapt activities to meet the child’s needs Attitudinal barriers—emphasis on winning in competitive competition; overprotection from parents Syracuse University 46