Adapted Physical Education in the Special Education Process

Individualized Education Program ◽

Physical Educators ◽

Special Education Process ◽

Adapted Physical Educators ◽

The Individual ◽

General Physical ◽

Adapted physical education (APE) services have the same overall objectives as general physical education; however, adapted physical educators should implement accommodations and modifications to personalize the programs to meet the individual needs of students with disabilities. Because of the high levels of health disparity for people with disabilities, as well as cognitive and socio-emotional benefits associated with physical activity and exercise, it is crucial that students with disabilities receive high-quality APE programming. To give the readers a broad overview of APE and how it should be implemented, this chapter covers the following topics: physical education and physical literacy, the benefits of physical education and exercise for students with disabilities, federal laws in relation to physical education for students with disabilities, the role of adapted physical educators in interdisciplinary team approaches within the individualized education program process, and highlighting specialized teaching strategies and specialized equipment for students with disabilities.

Strategies to Increase Self-, Student, and Discipline Advocacy in Adapted Physical Education

Teaching Exceptional Children ◽

10.1177/00400599211018838 ◽

2021 ◽

pp. 004005992110188

Author(s):

Alyssa M. Trad ◽

K. Andrew R. Richards ◽

Wesley J. Wilson

Keyword(s):

Physical Education ◽

Service Providers ◽

Individualized Education Program ◽

Physical Education Teachers ◽

Physical Educators ◽

Functional Understanding ◽

Adapted Physical Educators ◽

General Physical ◽

While sharing some characteristics with their general physical education colleagues, adapted physical educators also face unique challenges related to their role. For example, both general and adapted physical education teachers encounter stress stemming from the marginalized nature of their discipline but may navigate such experiences differently. Adapted physical education teachers often serve in itinerant roles travelling among multiple schools and may provide services for upwards of 100 students. They must also have a functional understanding of a wide variety of disabilities, individualize instruction for each student, collaborate with service providers across several schools, and be an active team member in the individualized education program process. As a result, they may need to advocate for themselves, their students, and the role of the discipline in different and unique ways. Drawing from research on general and adapted physical education teacher socialization, and available research-informed practices, the purpose of this paper is to describe the unique stressors associated with teaching adapted physical education and strategies they may implement as part of local advocacy.

PREPARING FUTURE PHYSICAL EDUCATORS FOR INCLUSION: CHANGING THE PHYSICAL EDUCATION TEACHER TRAINING PROGRAM

REVISTA DA ASSOCIAÇÃO BRASILEIRA DE ATIVIDADE MOTORA ADAPTADA ◽

10.36311/2674-8681.2016.v17n1.02.p9 ◽

2016 ◽

Vol 17 (1) ◽

Author(s):

Martin E. BLOCK ◽

Eun Hye KWON ◽

Sean HEALY

Keyword(s):

Physical Education ◽

Online Education ◽

General Education ◽

Physical Educators ◽

Physical Education Teacher ◽

Education Teacher ◽

Physical Education Teacher Education ◽

General Physical

Students with disabilities around the world are leaving special schools and special classes and are receiving their education in general education schools. In addition to attending general education classes, these students with disabilities are attending general physical education classes. Unfortunately, research has clearly demonstrated that physical educators do not feel prepared to include students with disabilities into their general physical education classes. Such findings are not surprising given that the typical physical education teacher education program in the United States only requires one course in adapted physical education, and in many countries around the world not even one adapted physical education course is required. However, many physical education teacher education programs do not have the space to add more adapted physical education classes, and other universities do not have professors with specialized knowledge to teach adapted physical education. What can be done to better prepare future and current physical educators? Online education is a relatively new method for delivering information about disability in general and more specifically how to include students with disabilities into general physical activities. The purpose of this paper is to introduce online education and present preliminary research that supports the use of online training with physical educators.

Physical Educators’ Judgments About Inclusion: A New Instrument for Preservice Teachers

Adapted Physical Activity Quarterly ◽

10.1123/apaq.19.4.435 ◽

2002 ◽

Vol 19 (4) ◽

pp. 435-452 ◽

Cited By ~ 9

Author(s):

Samuel R. Hodge ◽

Nathan M. Murata ◽

Francis M. Kozub

Keyword(s):

Preservice Teachers ◽

Physical Education ◽

Principal Component ◽

Physical Educators ◽

Physical Education Teacher Education ◽

New Instrument ◽

Pete Programs ◽

General Physical ◽

The purpose was to develop an instrument for use in physical education teacher education (PETE) programs that would yield valid evidence of the judgments of PETE preservice teachers toward the inclusion of students with disabilities into general physical education classes. Both the conceptualization that judgments represent the cognitive expressions of attitudes (Ajzen, 2001; Sherif & Hovland, 1961) and focus group discussions were used to create the Physical Educators’ Judgments About Inclusion (PEJI) instrument. Following content validation procedures, we administered PEJI to 272 PETE preservice teachers. Subsequent principal component analysis to generate construct validity evidence indicated 15 items should be retained; they collectively explained 53% of the variance using a three-component model. Dimensions of the PEJI pertained to judgments about inclusion, acceptance, and perceived training needs. Alpha coefficients for the three subscales ranged from .64 to .88.

Promoting Social Acceptance and Inclusion in Physical Education

Teaching Exceptional Children ◽

10.1177/00400599211029670 ◽

2021 ◽

pp. 004005992110296

Author(s):

Kason O’Neil ◽

LeAnn Olson

Keyword(s):

Physical Education ◽

Social Inclusion ◽

Social Acceptance ◽

Cognitive Learning ◽

Teacher Behaviors ◽

National Standards ◽

Physical Educators ◽

General Physical ◽

In addition to psychomotor and cognitive learning, social development is one of the three pillars of the national standards for physical education instruction. Though a plethora of research has exhibited the benefits social inclusion can have for students with and without disabilities, inclusion cannot be successful unless physical educators are deliberate, persistent, and continually reflective on the needs of students. The purpose of this paper is to outline the state of inclusion of students with disabilities in a general physical education classes and to highlight teacher behaviors and instructional techniques that promote social acceptance and inclusion for all students in physical education.

Integrace žáků s tělesným postižením do hodin školní tělesné výchovy

Studia sportiva ◽

10.5817/sts2010-1-14 ◽

2010 ◽

Vol 4 (1) ◽

pp. 127-132 ◽

Cited By ~ 3

Author(s):

Lucie Rybová ◽

Martin Kudláček

Keyword(s):

Physical Education ◽

Physical Disabilities ◽

Essential Factor ◽

Current State ◽

The Family ◽

Complex Development ◽

General Physical ◽

The presented paper is concerned with the analysis of the current state of inclusion in general physical education (PE). Even though, students with physical disabilities form a majority and permanently growing group of individually included students, this topic is not yet well described. Th e survey took place in 2007 in elementary schools. A research sample consisted of 164 PE teachers who taught students with physical disabilities (164 boys, 90 girls). Out of the whole research sample 160 students were included to PE classes. Th e other students were released from PE based on a recommendation from their physicians. It is evident that the inclusion within the frame of PE represents a unique phenomenon enabling a complex development of the student’s personality. However, there are a number of important factors infl uencing success of inclusion, e.g. lack of fi nancial means, low family support, and lack of knowledgeable PE teachers in the fi eld of adapted physical education. Th ose crucial factors signifi cantly infl uence the process. An essential factor in the successful inclusion of students with disabilities to the system is the creation of appropriate conditions by the school (material, personal, spatial). Also the family has to undertake certain steps leading to a more eff ective cooperation. Inclusive PE should be based on a complex assessment of students. It should suit their individual needs and should be highly planned and systematic.

Beliefs of Chinese Physical Educators on Teaching Students With Disabilities in General Physical Education Classes

Adapted Physical Activity Quarterly ◽

10.1123/apaq.2014-0140 ◽

2015 ◽

Vol 32 (2) ◽

pp. 137-155 ◽

Cited By ~ 12

Author(s):

Lijuan Wang ◽

Jing Qi ◽

Lin Wang

Keyword(s):

Physical Education ◽

Eastern China ◽

Physical Educators ◽

Behavioral Beliefs ◽

Teacher Assistants ◽

Attitudes Toward Teaching ◽

General Physical ◽

This study examined the behavioral beliefs of physical education (PE) teachers about teaching students with disabilities in their general PE (GPE) classes and to identify the factors that contribute to their beliefs. A total of 195 PE teachers from a region in eastern China were surveyed. Results of the Physical Educators’ Attitudes Toward Teaching Individuals With Disabilities-III survey indicate that although some teachers felt that including students with disabilities in GPE classes provides benefit for them, they were concerned about the practical difficulties of teaching students with disabilities in GPE classes, the lack of support, and the possible rejection of students with disabilities by their peers. Moreover, the behavioral beliefs of teachers vary according to the disability conditions of the students. Results show that there is no significant effect of demographic factors on the beliefs of PE teachers. Quality of experience predicts positive beliefs. The study has important implication for teacher training, provision of equipment, and support from teacher assistants.

Adapted Physical Education Collaborative Consulting: A Systematic Literature Review

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2019-0037 ◽

2020 ◽

Vol 39 (2) ◽

pp. 165-175

Author(s):

Patricia Santos de Oliveira ◽

Mey de Abreu van Munster ◽

Joslei Viana de Souza ◽

Lauren J. Lieberman

Keyword(s):

Physical Education ◽

English Language ◽

Collaborative Work ◽

Empirical Studies ◽

Teachers Perceptions ◽

Definition Of ◽

General Physical ◽

The purpose of this review was to analyze English language articles that addressed collaborative consulting in adapted physical education (APE). A systematic process was used to search the literature in six different databases. First, article quality was analyzed. Subsequently, thematic categorization of data was performed. Eleven articles published between 1995 and 2015 that satisfied the criteria for inclusion in the study were selected. The results were organized into seven thematic categories: the concept and definition of consultation, the role of the APE consultant, the planning and documentation of APE consulting, the stages of APE consulting, general physical education and APE teachers’ perceptions regarding consulting, major challenges of APE consulting, and collaborative work training for physical education teachers. In conclusion, although research remains scarce, all of the selected articles reinforce the relevance of collaborative consulting for including students with disabilities in general physical education settings. Further investigation, particularly through empirical studies, must be encouraged.