CALIFORNIA
STATE UNIVERSITY, LONG BEACH
COLLEGE OF HEALTH AND HUMAN SERVICES
DEPARTMENT OF
KINESIOLOGY AND PHYSICAL EDUCATION
I. General Information
A. Course Number: KPE 388
B. Title: Program Planning and Instruction in APE
C. Units: 3
D. Prerequisites: KPE 387
Corequisite: KPE 489A.
E. Course Classification: 2 units at 02 Lec, 1 unit at 13 Act
F. Faculty (tenure track): Dr. Barry Lavay
G. Term Offered: Spring
H. Prepared by: Dr. Barry Lavay
I. Date of Submission: September, 2001
II. Catalog Description:
KPE 388. Program Planning and Instruction in Adapted Physical Education
Prerequisites: KPE 387 or their equivalents. Corequisite: KPE 489A. Lecture/laboratory format with emphasis on program planning and the development of teaching skills in Adapted Physical Education for individuals with various disabilities. The Laboratory portion of the course involves teaching children with disabilities in the Perceptual‑Motor Development Clinic and public schools.
Upon successful completion of the course, the student will be able to:
1. Describe various strategies to effectively deliver services in the public schools
and community as an APE
specialist (i.e., direct service, consultation, advocate).
2. Explain
the importance of interdisciplinary communication with other professionals(i.
e., classroom teacher, OT, PT) in order to facilitate effective program
instruction for individuals with disabilities.
3. Design
effective programs (i.e., IEP, unit, and daily lesson plans) for a variety of
children with disabilities, based upon the interpretation of assessment
information and in accordance with federal and state legislative special
education guidelines.
4. Develop
and provide effective programs including best teaching practices of physical
activity instruction for children with various types of disabilities as
recognized under IDEA including; developmental disabilities, emotional
disturbance, learning disabilities, preschool disabilities, severe
disabilities, and orthopedic disabilities.
5. Develop
and modify instruction to effectively meet the unique needs and functional
abilities of students with disabilities in a variety of physical education
program areas including; fundamental motor skills, physical fitness, active
learning games, cooperative games, play, and creative dance/movement programs.
6. Evaluate
teaching performance in APE by implementing and analyzing a systematic
data-based analysis of teaching behaviors exhibited.
7.
Demonstrate an understanding of the continuum of alternative placement options
in the least restrictive environment that exists for individuals with
disabilities (i.e., California placement options, inclusion).
8. Identify strategies that foster successful
inclusion of individuals with disabilities into the general physical education
setting.
9. Develop strategies to effectively communicate
and work with families of children with disabilities in school, home, and
community settings.
10. Participate
in the following various professional growth opportunities related to adapted
physical activity such as; school visitations, attending conferences,
interviewing APE professionals, use of computer technology, awareness of
professional organizations, developing professional growth goals, and reading
professional literature.
Sherrill, C. (1998). Adapted physical activity, recreation and sport: Crossdisciplinary across the lifespan. Dubuque, Iowa: Wm. C. Brown.
Cheetum, B. A, & Hammond, A. A. (2000). Physical activity for improving children’s learning and behavior. Champaign IL: Human Kinetics.
Liberman, L. J., Cowart, J. F.,
(1996).Games for people with sensory impairments. Champaign IL:
Human Kinetics.
Readings Packet KPE 388 for course that includes current class notes, articles, and assignments. Campus Copy Center
IV. Course Outline 387
A. Overview of course, assignments and pertinent terminology
B. Overview of the Perceptual‑Motor Development Clinic and public school experiences
C. General overview of best professional practices in APE
D. Working in a collaborative approach with other professionals
1. Special education teacher
2. Physical education specialist
3. Related services (i.e., OT , PT Speech)
E. Effective strategies as an Itinerant APE Specialist
1. Instruction
2. Advocate
3. Paperwork
4. Consultant
F. Effective planning practices
1. Curriculum design and unit plan development
2. Methods for evaluating your own teaching
G. Least restrictive environment
1. Continuum of service options such as inclusion
2. Methods for modifying and individualizing instruction
H. Physical activity program planning and instruction for the unique attributes of learners including definition, classification systems, incident rates, etiology, characteristics and developmental considerations.
1. Mental retardation
2. Learning disabilities (including ADDH and DCD)
3. Severe Disabilities
4. Serious Emotional Disturbance
5. Autism
6. Orthopedic Disabilities
7. Preschoolers- infants, toddlers and young Children
I. Parent intervention and physical activity program planning
V. Methods of Presentation
A. Lecture‑Discussion
B. Demonstration‑Practice
C. Readings
D. Practicum and Observations
E. Student Presentations and Teaching Experiences
F. Written Assignments
1. Two examinations
2. Four lesson plans and IEP for assigned child attending the PMDC
3. Summary evaluation of assigned child attending the PMDC
4. APE professional interview and presentation
5. Unit plan
6. 5 individual adapted physical activity assignments based on course content material
7. Teaching analysis and reflection
Adams, R. C., & McCubbin, J. A. (1991). Games, sport, and exercises for the physically handicapped (4th ed.). Philadelphia: Lea & Febiger.
Auxter, D., Pyfer, J., & Heutting, C. (2001). Principals and methods of adapted physical education and recreation. (9th ed.).St. Louis: C. V. Mosby.
Block, M. (2001). Including students with disabilities into regular physical education. (2nd ed.). Baltimore, MD: H. Brooks Publishing.
Burton, A. W., Miller, D. E. (1998). Movement skill assessment. Champaign IL: Human Kinetics.
Cheetum, B. A, & Hammond, A. A. (2000). Physical activity for improving children’ learning and behavior. Champaign IL: Human Kinetics.
Dunn,
J. M. (1997). Special physical education:
Adapted, individualized, developmental.
(7th ed.). Madison, WI: Brown and Benchmark.
Eichstaedt, C. B. & Lavay, B. (1992). Physical activty for persons with mental retardation: Infant to adult. Champaign, IL: Human Kinetics.
Hellison, D. (1995). Teaching responsibility through physical activity. Champaign, IL: Human Kinetics.
Jansma, P. & French, R. (1994). Special physical education. (2nd. ed.). Englewood Cliffs, NJ: Prentice-Hall.
Jansma, P. (1999). The psychomotor domain and the seriously handicapped.
(5th ed.). Lantham MD: University Press of America.
Kasser, S. (1995). Inclusive Games. Champaign IL: Human Kinetics.
Kelly, L. (1995). (ed.). Adapted physical education national standards. Champaign, IL: Human Kinetics.
Lavay, B., French, R., Henderson. H. (1997). Positive behavior management strategies for physical educators. Champaign IL: Human Kinetics.
Lepore M., Gayle G. W., & Stevens S. (1998). Adapted aquatics programming. Champaign, Ill: Human Kinetics.
Lockette, K.F. & Keyes, A. M. (1994). Conditioning with physical disabilities. Champaign, Ill: Human Kinetics.
Liberman, L. J., Cowart, J. F., (1996). Games for people with sensory impairments. Champaign IL: Human Kinetics.
McCall, R. M. & Craft, D. H.
(2000). Moving with a purpose: Developing programs for preschoolers of all
abilities. Champaign IL: Human Kinetics.
Paciorek, M. & Jones, J. (1994). Sport and recreation for the disabled: A resource manual. Carmel, IN: Cooper Publishing.
Rimmer, J. (1994). Fitness and rehablitation programs for special populations.
Dubuque, IA: WCB Brown & Benchmark.
Seaman, J. (1995). (ed). Physical BEST and individuals with disabilities. Reston VA: American Alliance for Health, Physical Education, Recreation and Dance.
Sherrill, C. (1998). Adapted physical activity, recreation and sport: Crossdisciplinary and lifespan. (5th ed.). Dubuque, Iowa: Wm. C. Brown.
Wessel, J. A., & Kelly, L. (1986). Achievement-based curriculum development in physical education. Philadelphia: Lea & Febiger.
Winnick, J. P. (2000). Adapted physical education and sport. (3rd. ed.). Champaign Ill., Human Kinetics.
Winnick, J. P. & Short, F. X. (1998). The brockport health related physical fitness test. Champaign, IL: Human Kinetics.
Brief Justification
A requirement of the California State University in Adapted Physical Education Specialist Credential Program is to provide effective program planning and instruction in physical education for those students with mild to severe disabilities as defined in the Individuals with Disabilities Education Act (IDEA). This course is designed to prepare the adapted physical education specialist with a broad range of effective programming planning and instructional methods designed to accommodate the unique needs and variety of developmental levels of students with disabilities.