Pediatric Adapted Physical Education for Infants, Toddlers, and Preschoolers: Meeting IDEA-H and IDEA-B Challenges

1991 ◽  
Vol 8 (4) ◽  
pp. 263-279
Author(s):  
Jo E. Cowden ◽  
Bobby L. Eason
Keyword(s):  
Early Intervention ◽  
Physical Education ◽  
Financial Incentive ◽  
Action Plan ◽  
Professional Preparation ◽  
Intervention Programs ◽  
Adapted Physical Education ◽  
Federal Legislation ◽  
Education Leaders

PL 99-457 and PL 101-176 have presented a new challenge for adapted physical education. Federal legislation has provided financial incentive for states to increase the intensity and duration of early intervention programs for the infant/toddler/preschool child with disabilities (ITPCD). The present article proposes a conceptual framework for a new subfield, pediatric adapted physical education (PAPE). The origins and essence of federal legislation affecting infants, toddlers, and preschoolers is explained. Because the legislation requires a multi-agency/multidisciplined approach, the role of adapted physical education within the larger context is explained, as is the professional preparation of practitioners of the new subfield. Finally, one state’s initiative is explained to serve as an action plan for other adapted physical education leaders.

History of Adapted Physical Education: Priorities in Professional Preparation

1986 ◽  
Vol 3 (2) ◽  
pp. 112-117 ◽  
Author(s):  
Joseph P. Winnick
Keyword(s):  
Physical Education ◽  
Professional Preparation ◽  
Adapted Physical Education ◽  
The Future ◽  
History Of

This presentation traces and reviews past and contemporary concerns, issues, or priorities relating to professional preparation with special emphasis on the identification of people who have had a significant impact upon professional preparation, and the graduates of our programs, who will provide leadership in the future.

The Role of the Federal Government in Adapted Physical Education

1988 ◽  
Vol 3 (2) ◽  
pp. 124-126
Author(s):  
William A. Hillman
Keyword(s):  
Physical Education ◽  
Research And Development ◽  
Federal Government ◽  
Public Law ◽  
Adapted Physical Education ◽  
Handicapped Children ◽  
The Past ◽  
Training Research ◽  
Published Research

The development of adapted physical education over the past 20 years has been significantly influenced by the federal government through legislative statutes. A predecessor to Public Law 94-142 that may well have had the most impact on handicapped children was Public Law 90-170, which provided the foundation for adapted physical education by allowing monies for training research and development. This legislation established committees and conferences that brought together national figures to serve as advisory consultants. Programmatic support from the federal government has led to the training of many teachers and much published research in adapted physical education.

Personal Perspectives on Counseling in Adapted Physical Education

1984 ◽  
Vol 1 (3) ◽  
pp. 185-193
Author(s):  
Glenda Adams ◽  
Trudy Younger
Keyword(s):  
Physical Education ◽  
Adapted Physical Education ◽  
Physical Education Teachers ◽  
Movement Characteristics ◽  
Personal Perspectives

Adapted physical education teachers usually work in a setting in which the instruction of handicapped students is highly individualized. Thus, they need to have skills that focus on personal as well as movement characteristics. It is suggested that an understanding of the role of counselor, and of the specific means of counseling, would enable the teachers to work more effectively with their students and their other colleagues.

Integrating Knowledge of Disability Throughout the Physical Education Curriculum: An Infusion Approach

1994 ◽  
Vol 11 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Karen P. DePauw ◽  
Grace Goc Karp
Keyword(s):  
Physical Education ◽  
Undergraduate Students ◽  
Professional Preparation ◽  
Adapted Physical Education ◽  
Physical Educators ◽  
Education Curriculum ◽  
Preparation Programs ◽  
Individuals With Disabilities ◽  
Socially Constructed ◽  
Traditional Approaches

In preparing for the 21st century, faculty and professional preparation programs must be responsive to the ever-expanding knowledge base in physical education and sport, as well as the shifting economic and social conditions in society. Creative approaches to undergraduate education will be needed. Current curricular approaches in undergraduate physical education programs provide minimal preparation in disability issues for undergraduate students. Since the 1970s, specialists in adapted physical education have been educated and provided with the necessary skills for teaching individuals with disabilities in specialized settings. On the other hand, the preparation of regular physical educators, who will provide physical activity for the majority of individuals with disabilities, is inadequate. Traditional approaches espouse a hierarchical delivery of information that is not only unrelated to other knowledges but often devoid of the viewpoint that knowledge and situations are problematic and socially constructed. A model is proposed that integrates knowledge and understanding of disability issues and infuses them throughout the undergraduate physical education curriculum.

Transition of Students with Disabilities into Community Recreation: The Role of the Adapted Physical Educator

1992 ◽  
Vol 9 (4) ◽  
pp. 305-315 ◽  
Author(s):  
Patricia L. Krebs ◽  
Martin E. Block
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Life Skills ◽  
Skills Training ◽  
Adapted Physical Education ◽  
Developmental Approach ◽  
Community Sport ◽  
Physical Educator ◽  
Sport And Recreation

The mission of education is to prepare all students with and without disabilities for adult life in the community. Recent amendments to Public Law 94-142 now require transition services, which promote movement from school to postschool activities, for all students with disabilities to begin as early as age 14 and to be included in the student’s IEP. Most special education programs provide vocational, domestic, and community independent living skills training. However, the same cannot be said for lifelong sport and fitness training. A life-skills model for teaching sport and fitness skills that are chronologically age appropriate, functional, and community based is preferred to the traditional developmental approach for teaching adapted physical education. The life-skills model for teaching adapted physical education changes the setting–from school sport facilities to community sport and recreation facilities–in which adapted physical education classes are conducted. It also expands the role of the adapted physical educator from direct service provider to include transition team member, consultant to regular physical education and community sport and recreation agencies, trainer of support personnel, and environmental analyst.

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