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PED516Syllabus.pdf
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Date of preparation: June 22, 2006 Template approved by Academic Standards
Course Syllabus - PED 516, Adaptive Physical Education (Dr. M’mbaha- Zarnesky)
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ALABAMA AGRICULTURAL & MECHANICAL UNIVERSITY
SCHOOL OF EDUCATION
DEPARTMENT OF HEALTH, PHYSICAL EDUCATION and RECREATION
“The Educator as Service Professional”
COURSE SYLLABUS
This syllabus represents a contract between the student and the instructor for this course. The syllabus
delineates essential details about the course, course content, and performance assessment. Any official
changes to this syllabus will be made in writing and provided to each student. Except for changes that
substantially affect implementation of the evaluation (grading) statement, this syllabus is subject to change
with advanced notice in writing. Additionally, a student is officially enrolled in this course until such time
as the university procedure for withdrawal from the course has been executed. Some of the materials in
this course are possibly copyrighted. They are intended for use only by students registered and enrolled in
this course and only for instructional activities associated with and for the duration of the course. They
may not be retained in another medium or disseminated further. They are provided in compliance with the
provisions of the Teach Act.
Students are responsible for confirming that the call number for the course is the number for the section in
which they are actually registered and should be attending.
Course: PED 516 Name: Adpative Physical Education
3 Credit Hours Semester: Fall 2020
Course Description: The course is designed for candidates to examine the role of physical education
in meeting the special needs, interest and abilities of students with various physical, social, mental, and
emotional differences. Also provided is in-depth information regarding how to record medical
histories, growth patterns, levels of motor learning, and how to design individualized physical education
programs.
Rationale/Relationship to Conceptual Framework:
This course represent a quality, performance-based approach designed to enable you to become an
educator who is a service professional through the development of proficiencies specific to knowledge,
skills, and dispositions required by national, regional, state and institutional standards. Through a
constructivist (performance-based) design, learning will be facilitated by your responsible participation in
the preparation process. Self-initiated learning will involve the whole person-disposition as well as
intellect. Creativity in learning will be facilitated by collaboration that result in continual self-assessment
through reflection and feedback. Much significant learning will be achieved through integrated
experiences and performances designed to contribute toward your preparation for the first license to teach
and your development as a skilled, entry-level practitioner, who can help all student in a diverse society to
learn.
Primary Textbook:
Winnick J. (2017) Adapted Physical Education and Sport (6h ed.). Human Kinetics.
Champaign, IL.
Additional Resources:
Alabama Adapted Physical Education and 504 Process State Guidelines
COURSE LOCATION
Building: Elmore Gymnasium Day:Thursday
Room: Online Time: 4:00-6:50pm
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Date of preparation: June 22, 2006 Template approved by Academic Standards
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INSTRUCTOR INFORMATION
Instructor: Dr. Janet M’mbaha Office Hours: See Door
Office Room Number 9A Office Telephone: 256- 372-8268
E-mail: [email protected]
Classroom Procedures:
Each student will receive a course syllabus the first day of class. The instructor will review the syllabus,
issue assignments and respond to student inquiry. Students will also be expected to follow the
University’s policy manual regarding class attendance and other behaviors.
The course combines the use of PowerPoint presentations, group discussions, lectures, and presentations by
invited educational professionals.
Course Objectives: Candidates will:
1. Demonstrate a knowledge of forces influencing the development of physical education programs, particularly for disabled students, and describe the functions of special physical
education service-related organizations.
2. Describe the develolpmental characteristics of children related to basic body movements.
3. Explain the principles associated with developing the motor skills and their relationship to various disabling conditions.
4. Plan, demonstrate, and teach adaptive forms of a variety of sports and physical activities to accomodate the unique physical, emotional, and social needs of the disabled students using
maximum student participation.
5. Analyze, intreprete, and implement the laws relating to physical education, special education, special populations, and tort liability for all students with disabilities.
6. Demonstrate the ability to select assessment batteries to evaluate motor development, motor proficiency, and motor fitness for special populations.
7. Use a variety of screening instruments and evaluation tools (including modern technology, observations, case studies and written tests) in the selection of appropriate physical education
experiences for students with disabilities.
8. Design an IEP to meet the special needs of students with disabilities requiring adaptive physical education classes.
9. Utilize the world-wide web and other instruments of technology as references in presentations and written assignments.
Major Content Topics
Chapter Topic Assignment Activity/points
1 Introduction to
Adapted Physical
education and sport
2 Program organization
and Management Interview a high school
students with disabilities on
their view of PE experiences in
school settings.
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3 Adapted Sport Debate the Kling V. Mentor School district case
Group
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Date of preparation: June 22, 2006 Template approved by Academic Standards
Course Syllabus - PED 516, Adaptive Physical Education (Dr. M’mbaha- Zarnesky)
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4 Measurement,
Assessment, Program
Evaluation
Develop separate rubrics in the psychomotor, cognitive and
affective domains for a young
person with a specific
disability
Individual @ 30
points
5 Individualized
education Programs Interview a physical
Education teacher on the
extent to which they have been
involved with IEP
development
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6 Behavior
Management Read an article Report
10
7
Instructional
Strategies for APE
8 Intellectual
Disabilities Write a report on a visit a
group home for Individuals
with ID & participate in their
leisure & Rec activities
Observation of APE class
Volunteer for Special Olympics
10
9 Behavioral
Disabilities Interview a school
superintendent or school board
member about violence in
schools and steps being taken
to prevent or curtail violence
10
10 Autism Spectrum
Disorder Watch video on ASD
Invite a parent of a student with ASD or other disability to
discuss their personal
experiences, frustrations &
success
Write report
20
11 Specific Learning
Disorders Discuss Calvin’s Case –
identify unique behaviors,
challenges & develop possible
teaching strategies to help
Calvin succeed
20
12 Visual Impairments Brainstorming on socialization of the VI, ways of improving
their socialization & how
involvement in sport can
improve their socialization
Discuss with a Visually Impared person their
background in physical
activity, in PE, their favorite
activities, sports or recreation
endeavors, challnges and
opportunities
Write a report
20
13 Hard of Hearing,
Deaf, or Deaf-blind Read an article
Learn sign language
Write a report
10
14 Cerebral Palsy,
Traumatic Brain Speak with a therapist aout Write a report
10
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Date of preparation: June 22, 2006 Template approved by Academic Standards
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Injury & Stroke types of treatment for someone
with CP, TBI or stroke
15 Amputations,
Dwarfism, & Les
Autres
Write a report on information gathered from Disabled Sport
USA about competition for
individuals with amputations
10
16 Spinal Cord
Disabilities Tour of the local rehabilitation
center & write a report to share
with class
10
17&18 OHI & students with
other special
conditions: injuries,
long term disabilities
and obesity
Research two websites on the listed conditions in these
chapters – share with class
10
19-25 Online search to learn something about adapted
aquatics and share with the
class.
10
26-29 Develop a brochure highlighting prominent
organizations that provide
adventure experiences for
individuals with disabilities
Group
work/individual
10
Attendance & participation 90
TOTAL 300 points
1. Research on two disabilities and write a fact sheet on that specific disability. The factsheet
should include the following:
a. Name of the disability
b. Causes of the disability
c. Motor characteristics ( if any ) related to the disability
d. Cognitive characteristics ( if any ) related to the disability
e. Behavioral characteristics ( if any ) related to the disability
f. Health problems ( if any ) associated with the disability
Provide a detailed list of references, APA style, and organizations – include address and phone number
(100 points)
2. Identify two websites about the disability you chose and provide a summary of the information
available on each website. Include the URL for each website using APA style. ( 20 points)
3. IEP Manual: Write a brief manual on the IEP that can be shared with other regular Physical Educators.
Include the following in this manual:
A. What are the basic requirements regarding physical education for children with disabilities as
discussed in IDEA?
B. What is IEP? What is the purpose of having IEP goals and objectives for physical education?
C. Do all students with disabilities need specific IEP goals and objectives for physical education? If
not, what children with disabilities require IEP goals and objectives for physical education?
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Date of preparation: June 22, 2006 Template approved by Academic Standards
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D. Who should be involved in writing IEP goals and objectives for physical education? What is the
role of the regular physical educator in writing these goals and objectives
E. Describe the process for developing an IEP in physical education from child find to actually
writing the IEP? What is the role of the regular physical educator in this process?
F. Who should be included in an IEP for physical education? (Include a detailed example of how to
write an IEP goal and objective for physical education)?
G. Who must be present at an IEP meeting? Does the regular physical educator have to attend?
H. What is the relationship between assessment and the IEP in physical education? What types of
assessment are appropriate in physical education?
I. What is the relationship between placement and the IEP in physical education? What are the
arrays of possible placements for physical education?
J. Who is qualified in your state to create, implement and evaluate the physical education portion of
the child’s IEP in physical education?
K. Who evaluates IEP in physical education? Who (if anyone) is held accountable for the student’s
progress (or lack thereof) on the IEP objectives? What happens if the students does not make
progress?
L. What happens at the end of the year what information should I bring to the end of the year IEP in
physical education meeting? (150 points)
CASE STUDY:
Develop a comprehensive case study on a student with a specific disability (different for each
student). You are required to use at least 20 references to help the reader understand
characteristics of this disability and rational for your program.
A. Describe the child who you work with or make up a child with this particular disability.
Describe the child’s age, general motor skills (how much he/she is delayed) behaviors and
current level of placement or support. ( 20points)
B. Review of literature: Provide a detailed referenced information regarding the disability
including the following:
a. Define the disability in lay terms
b. Outline the causes of the disability and the typical course( progression ) of the
disability
c. List the major descriptors/ classification systems used to describe the disability
d. Define physical characteristics of the disability
e. Describe medical complications/ problems associated with the disability along with
contraindications for physical activity
f. Describe potential psychological/ social implications related to the disability
g. Describe motor characteristics / problems associated with the disability ( as an AP
teacher, this should be strongest section of your paper with many current references)
(50points)
C. Planning , assessment , teaching , decision-making, and sports programs for this child
a. How would you go about developing a top-down plan for this student (what factors
would you consider when deciding what to teach? Present a sample long-tern plan(
multiple year plan ), long term goals ( one year), and short-term objectives ( a few
months )
b. List key people on the collaborative team who you would consult regarding this
student’s program. Why did you choose these key people? What questions would
you ask them?
c. What assessment tools would you use to determine this student’s present level of
performance? Why would you use these tools (why are the tools appropriate for tis
disability?
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Date of preparation: June 22, 2006 Template approved by Academic Standards
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d. What teaching/ learning / techniques/ modifications would you prescribe for this
student? Why would you prescribe these techniques
e. Where would you teach this student (regular or separate PE or a combination of
both)? Why choose this setting?
f. In this particular setting how much support do you think the student needs? Who will
provide this support? Who will train this support staff? How did you make these
decisions regarding support?
g. How often would you teach this student (30min, 60 min)? Why did you select this
schedule?
h. Once implemented how you will determine if the program is going as planned? What
would you do if the student is not making as much progress as you anticipate?
i. Do you think this student should participate in a regular or special sport / recreation
program? Why? Is special, what special/ recreation programs are available for
children with this type of disability? Could this child play intramural/ scholastic
sports or participate in regular community sport/ recreation activities? Which sports
activities would you recommend? Why would you choose this sport/ activities? What
modifications would you anticipate to ensure this student’s success (100points)
Reference
Phillips ( 05/12/08). Retrieved from
http://www.coedu.usf.edu/main/departments/physed/programs/Online%20Grad/documents/6447AdaptedSy
llabus09.pdf
Grading Scale
Grades will be based on achievement at the following points level:
513-570 A
456-512 B
399-455 C
342-398 D
Below 210 F
Candidates who do not show evidence of sufficient mastery of the knowledge and ability/skill outcomes by
the formative procedures will be:
a) Retested on materials/areas not mastered;
b) Given further individual assistance by the instructor; or
c) Invited to repeat the course.
Topic Area Learning Outcome Assessment Method
Upon completetion of this course, candidates will have
developed the knowledge, skills, and dispositions to:
Chapter One:
Introduction to
Adapted Physical
education &sport
Demonstrate knowledge of forces influencing the
development of physical education programs, particularly
for students with disabilities, and describe the functions of
special physical education service-related organizations.
Reaction Papers
Chapter Two:
Program
organization &
Management
Chapter Three: Adapted Sport
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Date of preparation: June 22, 2006 Template approved by Academic Standards
Course Syllabus - PED 516, Adaptive Physical Education (Dr. M’mbaha- Zarnesky)
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Chapter Four: Measurement,
Assessment,
Program
Evaluation
Demonstrate the ability to select assessment batteries to
evaluate motor development, motor proficiency, and motor
fitness for special populations.
Use a variety of screening instruments and evaluation tools
(including modern technology, observations, case studies
and written tests) in the selection of appropriate physical
education experiences for disabled students.
Assignments
Chapter Five:
Individualized
education Program,
Design an IEP to meet the special needs of students with
disabilities requiring adaptive physical education classes.
Chapter Seven
Instructional
Strategies for APE
Plan, demonstrate, and teach adaptive forms of a variety of
sports and physical activities to accommodate the unique
physical, emotional, and social needs of students with
disabilities using maximum student participation
Chapters 8-18
Individuals with
unique needs
Plan, demonstrate, and teach adaptive forms of a variety of
sports and physical activities to accomodate the unique
physical, emotional, and social needs of the disabled
students using maximum student participation
Chapters 19-22
Developmental
Considerations
Describe the developmental characteristics of children
related to basic body movements
Assignments
Chapters 23-29
Activities for
Individuals with
Unique needs
Explain the principles associated with developing the motor
skills and their relationship to various disabling conditions.
Written Report on Special
Need, Exams
Remediation
Candidates whose classroom performance is judged as “needing improvement” will be provided
reasonable remediation.
Disability Statement (Americans with Disabilities Act):
Alabama A & M University is committed to serving the needs of students with disabilities, and the
institution recognizes its responsibility for creating an instructional climate in which a student with
disabilities can succeed. A student with a disability who needs academic accommodation should:
1. Register with and provide documentation to the AAMU certifying official in the Office of Disability Services to verify eligibility and to discuss the options for reasonable academic
accommodations that might be available.
2. Provide a letter to the instructor indicating the type of accommodation that is needed.
This syllabus and other course materials are available in alternative format upon request. For more
information about services available to AAMU students with disabilities, please go to the Office of
Disability Services in Room 203 of the Ralph H. Lee Student Center.
Classroom Management Policies
1. Class attendance is expected of all candidates enrolled in PED 427 Adaptive Physical Education. 2. Candidates are expected to be in class on time.
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Date of preparation: June 22, 2006 Template approved by Academic Standards
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3. If there is a need for you to be out, it is the candidate's responsibility to ensure that the instructor is either contacted in advance by telephone the day of the absence, or provided with a message.
4. Student Affairs must excuse all absences. 5. It is the candidate's responsibility to ensure that he/she is aware of what transpired (to include
assigning of additional class work) during the session in which he/she is absent.
6. Late Assignments Are Not Accepted. All assignments must be turned in, in class, on the date assignment is due, to the instructor (unless otherwise noted by the instructor). Assignments must
be put in may hand and will be accepted in no other way.
7. Problems with grades, confusion about assignments(s) or any situation which candidate may feel needs clarifying, PLEASE feel free to contact instructor for office appointments.
8. ALL ASSIGNMENTS TURNED IN MUST BE TYPED. ASSIGNMENTS NOT TYPED WILL NOT BE ACCEPTED OR GRADED.
9. Candidates must maintain a copy of all submitted assignments to protect themselves against lost work or missing grades. Assignments must be backed up on a CD or a flashdrive.
10. Candidates must save all assignments until the course grade is received. 11. Candidates must maintain a record of their grades in order to monitor his/her own progress. 12. Major exams are made up at the discretion of the professor. This decision is based on written
DOCUMENTS from professionals, i.e., doctors, nurses, which can support candidate’s reason for
missing class.
13. Candidates are expected to actively participate in class. Candidates are also expected to participate in other activities that will instill a high level of professionalism (e.g., ASAHPERD conference,
major's club meetings, School of Education meetings, etc.).
14. Head coverings ARE NOT allowed for both male and females except for medical or religious reasons.
15. Cell phones, beepers or any electronic devices are PROHIBITED in class. If you must bring your cell phone, ect. and it sounds during the class, you are expected to leave the classroom.
Academic Dishonesty, Plagiarism, and Ethics:
All acts of dishonesty in any work constitute academic misconduct that could result in such consequences
as receipt of an “F” on a single assignment, failure in a course, and up to dismissal from the university.
Academic dishonesty includes, but not limited to, cheating, plagiarism, and fabrication of information.
School of Education Commitments
1. Diversity: The School of Education is committed to providing teacher candidates appropriate knowledge, abilities, and dispositions that will enable them to understand, accept, and embrace
diversity and equity in the learning process. Therefore, coursework, field experiences, and clinical
practices are designed to help the teacher candidate understand the influence of culture and other
differences on education and to acquire the ability to develop meaningful learning experiences for
all candidates.
2. Technology: The School of Education is committed to increasing the use of technological devices that facilitate teaching and learning. Therefore, faculty and candidates are encouraged to use
computers, video cameras, databases, power-point presentations, and other technologies in all
aspects of the teaching and learning process.
3. Professional Performance: The School of Education is committed to achieving the highest level of proficiency in performing the professional duties of an educator as prescribed by professional
organizations and associations, state education policies, and institutional standards.
4. Professional and Ethical Conduct: The School of Education is committed to the highest standard of professional and ethical conduct in all actions and interactions with the teaching and learning
process. Faculty and candidates are expected to exhibit behaviors, which are indicative of honest,
responsible, and self-disciplined professionals.
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Date of preparation: June 22, 2006 Template approved by Academic Standards
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Format for reaction paper:
(Cover Page Sample)
Candidate's name here
Topic: Diabetics and
Exercise
Due Date: 09-20-12
(Category of Article)
Love, P. (1989). The effects of exercise upon Type II
diabetics. Diabetes Forecast, 5(3), 98-102.
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Date of preparation: June 22, 2006 Template approved by Academic Standards
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Consult the most recent edition of the APA Publication Manual for all APA reference guidelines.
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Date of preparation: June 22, 2006 Template approved by Academic Standards
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REACTION PAPER RUBRICS
Criteria for Assessment of Reaction Papers: (30 points, each)
The article is attached to the report, is written since 2005, and is professionally or scientifically based. 0 1 2 3 4 5
Cover Page is complete. Correct APA reference given. 0 1 2 3 4 5
The paper is written following the guidelines (1 side of page, 1-inch margins, font = 12, double spaced,
Times New Roman or Courier New). 0 1 2 3 4 5
There is a complete (specified) summary of the article written in your own words (paraphrased). The candidate clearly understands the article
and explains the content in an organized, logical order. 0 1 2 3 4 5
An in depth (specified) reaction is clearly written so that it relates to the candidate's background or future. 0 1 2 3 4 5
There are no spelling or grammatical errors. 0 1 2 3 4 5
The deadline was met (5 points/day deduction from final grade on
assignment, for being late - including after class on due-date).
_____ / 30 points
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Date of preparation: June 22, 2006 Template approved by Academic Standards
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Criteria for Health Problems of Special Needs Students Report (35 points)
Content - pertains to topic; presented in logical order. Info is accurate/ factual / key info provided 0 1 2 3 4 5
Grammar, spelling, punctuation are professional - in typed summary/handout 0 1 2 3 4 5
1-inch margins, double-spaced, 12-point font, Times New Roman or New Courier 0 1 2 3 4 5
Cover page includes references used and all standard information 0 1 2 3 4 5
Length - stayed within the time limit 0 1 2 3 4 5
Appearance/voice – professionally dressed for presentation, enthusiastic, presented
without reading from notes 0 1 2 3 4 5
Typed summary provided for each class member 0 1 2 3 4 5
_____ / 35 points
