Provision of Adapted Physical Education: A Dilemma for Special Educators

1984 ◽  
Vol 1 (4) ◽  
pp. 282-286 ◽  
Author(s):  
Sam Minner ◽  
Greg Prater ◽  
Allan Beane
Keyword(s):  
Special Education ◽  
Preservice Teachers ◽  
Physical Education ◽  
Special Educators ◽  
Adapted Physical Education ◽  
Inservice Teachers ◽  
Local School District ◽  
Potential Impact ◽  
Willingness To Recommend ◽  
Professional Dilemma

Preservice teachers from a special education undergraduate training program and inservice teachers working in special education classrooms read a descriptive vignette of a hypothetical placement meeting. All subjects were asked to assume that they felt the child being discussed needed adapted physical education, but that no person in their local school district was trained to provide such services. In short, a “professional dilemma” was devised. After reading the vignette, subjects responded to several questions that assessed their willingness to recommend that the student be provided with the necessary service and the potential impact of this recommendation. Results indicated that both groups were willing to recommend the service but that the inservice group was more fearful of negative repercussions.

An Alternative to Least Restrictive Environments: A Continuum of Support to Regular Physical Education

1992 ◽  
Vol 9 (2) ◽  
pp. 97-113 ◽  
Author(s):  
Martin E. Block ◽  
Patricia L. Krebs
Keyword(s):  
Special Education ◽  
Physical Education ◽  
Students With Disabilities ◽  
Regular Education ◽  
Adapted Physical Education ◽  
Full Time ◽  
Education Professionals ◽  
Regular School ◽  
Special Education Professionals ◽  
Levels Of Support

The concept of least restrictive environments (LRE), originally conceived by Deno (1970) and Reynolds (1962) to advocate for a range of special education placements for children with disabilities, has become synonymous with a continuum of physical education placement options for students with disabilities. Many models have been presented over the years. Options range from full-time regular physical education in a regular school to full-time adapted physical education in a special school or facility, with various placement options in between. The emphasis of these models is on varying the placement to meet the needs of the student with disabilities. Taylor (1988) has identified several flaws to the concept of LRE placement options. In addition, many special education professionals advocate placing all students with disabilities in regular education with varying levels of support (e.g., Stainback & Stainback, 1990). This paper discusses an alternative to the traditional continuum of LRE placement options. This new model presents a continuum of support which emphasizes how much and what type of assistance is provided to a particular student with disabilities that will enable him/her to succeed in regular physical education.

Special Education Preservice Teachers, Intersectional Diversity, and the Privileging of Emerging Professional Identities

2019 ◽  
Vol 40 (4) ◽  
pp. 248-260 ◽  
Author(s):  
Mildred Boveda ◽  
Brittany A. Aronson
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Preservice Teachers ◽  
Special Educators ◽  
School Context ◽  
Linguistically Diverse ◽  
Professional Identities ◽  
Intersecting Identities ◽  
Sociocultural Differences ◽  
Qualitative Phase

Intersectional competence captures educators’ awareness of how sociocultural markers of difference simultaneously intersect within the P-12 school context. This article presents findings from a larger mixed-methods sequential exploratory study that established, in part, the theoretical and qualitative basis for validating the Intersectional Competence Measure. The questions asked during the qualitative phase were developed after a review of the literature on intersectionality in special education, collaborative teacher education, and existing measures of preservice teachers’ understanding of diversity. This analysis focuses on the responses of 12 culturally and linguistically diverse special education preservice teachers. When speaking about P-12 students, they tended to position themselves as special educators, privileging their emerging professional identities. They expressed the important role that teacher education played in developing an understanding of sociocultural differences. The participants discussed the complexities of intersecting identities when speaking about their own educational experiences and when considering discriminatory attitudes that persist within minoritized communities.

Impact of the Education of the Handicapped Act on Adapted Physical Education: A 10-Year Overview

1987 ◽  
Vol 4 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Michael W. Churton
Keyword(s):  
Special Education ◽  
Physical Education ◽  
Federal Government ◽  
Financial Assistance ◽  
Adapted Physical Education ◽  
Education Programs ◽  
Degree Relative ◽  
Areas Of Concern ◽  
Definition Of

In the 10 years since the enactment of the Education of the Handicapped Act (EHA) (1975), special education has grown substantially. Physical education, although cited within the definition of special education, has not grown to the same degree relative to number of teachers trained and children served. Financial assistance from the federal government helped develop adapted physical education programs but it has not been adequate to meet the needs. Several areas of concern are identified and recommendations are made for possible implementation of the physical education mandate of the EHA.

The Use of Problem-Based Learning in Rural Special Education Preservice Training Programs

2005 ◽  
Vol 24 (2) ◽  
pp. 28-32 ◽  
Author(s):  
G. Franklin Elrod ◽  
Ashley M. Coleman ◽  
Kimberly D. Shumpert ◽  
Meagan B. Medley
Keyword(s):  
Special Education ◽  
Preservice Teachers ◽  
Special Educators ◽  
Training Programs ◽  
Problem Based Learning ◽  
Case Scenario ◽  
Secondary Special Education ◽  
Preservice Training

This manuscript presents a case for the use of problem-based learning (PBL) in the preservice training of rural special educators. The PBL process is defined and its implementation procedures are outlined. A PBL case scenario is presented from a course on secondary special education methods from a rural university. Additionally, preservice teachers' PBL analyses of the case are displayed and discussed. Implications for the use of PBL are offered, in particular with rural preservice teachers in mind.

Value Orientations of Physical Education Preservice and Inservice Teachers

2001 ◽  
Vol 20 (2) ◽  
pp. 144-154 ◽  
Author(s):  
Daniel Behets
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Teaching Experience ◽  
The United States ◽  
Value Orientations ◽  
Inservice Teachers ◽  
Physical Educators ◽  
Educational Beliefs ◽  
Descriptive Data ◽  
Years Of Teaching Experience

The purpose of this research was to examine and compare physical educators’ value profiles in Flanders, Belgium. The revised Value Orientation Inventory (Ennis & Chen. 1995) was used to collect data from 274 preservice teachers and 637 inservice teachers at the secondary level. Descriptive data on teachers’ value profiles were consistent with data gathered in the United States by Ennis and colleagues. Years of teaching experience and type of teaching degree were related to differences in values, but gender was not. The value profiles of both preservice teachers and inservice teachers reflected the recently introduced curricular innovations and physical education concepts. The teachers in this study placed a high priority on their social responsibility orientation, not supporting the traditional dominance of the disciplinary mastery orientation. The findings suggest that the process of enculturation and social construction (Pajares, 1992) created educational beliefs that are similar to the value orientations observed in other studies.

Interprofessional Collaboration: Training Preservice Adapted Physical Education Teachers to Facilitate Peer Engagement Among Children With Disabilities

2020 ◽  
Vol 5 (5) ◽  
pp. 1313-1323
Author(s):  
Belinda Daughrity ◽  
Melissa Bittner ◽  
Alaine Ocampo ◽  
Barry Lavay ◽  
Shauna Chevalier ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Children With Disabilities ◽  
Mixed Model ◽  
Interprofessional Collaboration ◽  
Adapted Physical Education ◽  
Future Research ◽  
Physical Education Teachers ◽  
Peer Engagement ◽  
Outcomes For Children

Purpose Speech-language pathologists (SLPs) and adapted physical education (APE) teachers working in schools have a distinct opportunity to collaborate and serve students with communication and movement needs. Method Twenty-three preservice APE teachers were given a brief presentation led by SLPs and then rated using a fidelity checklist during the duration of a summer physical activity camp for children with disabilities. A cumulative link mixed model was used to determine APE preservice teachers' ability to facilitate peer engagement and social interaction among children with disabilities within tasks related to their discipline following speech-language pathology training and live coaching. Results Following intervention, preservice APE teachers demonstrated significant gains in increasing peer engagement between campers with disabilities. In addition, observers rated the preservice APE teachers as more skilled in demonstrating comprehension of and implementing the engagement techniques. Discussion Results indicate even a brief in-service from SLPs to APE preservice teachers can help them better recognize and support opportunities for peer engagement for children with disabilities while targeting tasks related to their discipline. Future research is warranted with a larger sample size to elucidate collaboration opportunities that promote optimal outcomes for children with needs across disciplines.

Socialization of Preservice Adapted Physical Educators: Influence of Teacher Education

2019 ◽  
Vol 36 (4) ◽  
pp. 472-491 ◽  
Author(s):  
Wesley J. Wilson ◽  
K. Andrew R. Richards
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Physical Education ◽  
Adapted Physical Education ◽  
Physical Education Teachers ◽  
Occupational Socialization ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Socialization Theory ◽  
Physical Education Teacher Education

Occupational socialization theory has been used to understand the recruitment, education, and socialization of physical education teachers for nearly 40 yr. It has, however, only recently been applied to the study of adapted physical education teachers. The purpose of this descriptive case study was to understand the socialization of preservice teachers in an adapted physical education teacher education graduate-level program. Participants included 17 purposefully selected preservice teachers (5 male and 12 female) enrolled in a yearlong graduate-level adapted physical education teacher education program. Qualitative data were collected using interviews, reflective journaling, and field notes taken during teaching and coursework observations. Data analysis resulted in the construction of 3 themes: overcoming contextual challenges to meet learners’ needs, the importance of field-based teacher education, and coping with the challenges of marginalization. The discussion connects to and advances occupational socialization theory in adapted physical education and suggests that professional socialization may have a more profound influence on preservice adapted physical education teachers than on their physical education counterparts.

Preparation of adapted physical educators in Appalachia: Preservice Training Model

1988 ◽  
Vol 9 (3) ◽  
pp. 18-22
Author(s):  
Michael W. Churton
Keyword(s):  
Special Education ◽  
Physical Education ◽  
Rural Areas ◽  
Training Model ◽  
Adapted Physical Education ◽  
Exceptional Children ◽  
Southeastern Part ◽  
Education Services ◽  
Training Models ◽  
Geographically Dispersed

The delivery of adapted physical education services in Appalachia and other rural areas has lacked comprehensive and appropriate personnel training models. Exceptional children have not received adequate adapted physical education services due to lack of qualified teachers, resources, and extreme poverty conditions. Appalachian State University's Department of Language, Reading, and Exceptionality was awarded a training grant to prepare adapted physical education teachers for Appalachia. Appalachia is the depressed economic and geographically dispersed region encompassing 154 counties in the southeastern part of the country. Exceptional children are un-cerserved and often do not receive appropriate physical education or special education intervention. Specific training and employment problems were identified. Strategies for training teachers to provide services in rural areas are presented which may prove generalizable to other special education training programs.

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