Principles and Methods of Adapted Physical Education: An Evidenced-Based Pedagogical Approach

Table of Contents:
Chapter 1. Introduction to Adapted Physical Education Definition of Physical Education in Special Education Law Benefits of Physical Education for Learners With Disabilities Legal Rights of Students With Disabilities Oversight of Adapted Physical Education Components of a Quality Adapted Physical Education Program Adapted Physical Education Efficacy and Advocacy Summary Chapter 2. Determining Educational Needs Through Evaluation Purposes of Evaluation Legal Mandates for Evaluation and Assessment The Evaluation Process in Adapted Physical Education Selecting Appropriate Tests Ongoing Assessment and Grading of Students With Disabilities Summary Chapter 3. Developing the Individualized Education Program Professional Personnel Who May Be Involved in the IEP Process Components of the IEP Participants in the IEP Team Meeting Agenda for the IEP Meeting Parent Participation in IEP Process Student Participation in the IEP Process Ongoing Requirements for the IEP Summary Chapter 4. Teaching to Meet Learners’ Needs Ages and Stages: Understanding Typical and Atypical Development Levels of Motor Function Instructional Approaches to Skill Development Summary Chapter 5. Facilitating Universally Designed, Culturally Responsive, and Least Restrictive Environments The Least Restrictive Environment and Inclusive Education Preparing for the Least Restrictive Environment: A Proactive Approach Universal Design for Learning Strategies for Creating a Least Restrictive Environment for Learners With Disabilities Culturally Responsive Learning Environments Summary Chapter 6. Fostering Positive Behavior and Trauma-Sensitive Spaces Defining Problem Behavior Positive Behavioral Interventions and Supports Trauma-Sensitive Teaching in Adapted Physical Education Summary Chapter 7. Teaching With Technology Current Research Considerations for Selection and Use of Technology Assistive Technology Assessment Instruction Equipment Communication Administrative Tasks Behavior Management and Classroom Structure Summary Chapter 8. Transition Planning Transition Defined Framework for Transition Planning Community Sport and Recreation Summary Chapter 9. Infants, Toddlers, and Preschoolers Movement Phases Ages and Stages: Understanding Typical and Atypical Development Developmentally Appropriate Assessment of Infants, Toddlers, and Preschoolers Early Intervention Programs: Birth to 3 Years Individualized Family Service Plan Strategies for Teaching Infants, Toddlers, and Preschoolers Preschool Programs: Ages 3 to 5 Years Play for Children With Severe Disabilities Responsibilities of the Adapted Physical Education Teacher Social-Emotional Learning for Infants, Toddlers, and Preschoolers Summary Chapter 10. Intellectual and Developmental Disabilities Definition Incidence Causes Characteristics of Individuals With Intellectual Disabilities The Physical Education Program Teaching Strategies Students With Severe and Profound Intellectual Disabilities Summary Chapter 11. Autism Spectrum Disorder Incidence Causes Characteristics of Students With Autism Spectrum Disorder The Physical Education Program Summary Chapter 12. Specific Learning Disability Definition Causes Characteristics of Students With Specific Learning Disabilities The Physical Education Program Summary Chapter 13. Emotional Disturbance Definitions Incidence Continuum and Context of Behaviors Types of Mental Health Conditions Causes of Emotional Disturbance Characteristics of Students With Emotional Disturbance The Physical Education Program Evaluation and Assessment Teaching Strategies Curriculum Summary Chapter 14. Physically Disabling Conditions Definition and Scope Neurological Disorders Orthopedic Conditions Traumatic Injuries Evaluating Students With Physical Disabilities Social-Emotional Needs of Students With Physical Disabilities Summary Chapter 15. Deafness and Hard of Hearing Educational Philosophies for Working With Students With Hearing Loss Deaf Community and Culture Definition Incidence Identifying Hearing Loss Levels of Hearing Loss Onset of Hearing Loss Anatomy of the Ear Causes and Types of Hearing Loss Characteristics of Students With Hearing Loss The Physical Education Program Placement Curriculum Design Teaching Strategies Summary Chapter 16. Visual Impairments, Blindness, and Deafblindness Definition of Visual Impairment Incidence of Visual Loss Preventing Vision Loss Causes of Vision Loss Characteristics of Students With Vision Loss The Physical Education Program Deafblindness Summary Chapter 17. Other Health Impairments Asthma Attention-Deficit/Hyperactivity Disorder Cystic Fibrosis Diabetes Dwarfism Sickle Cell Disease Speech and Language Disorders Summary Chapter 18. Students With Significant Support Needs Definition Characteristics of Students With Significant Support Needs The Physical Education Program Teaching Strategies Summary

About the Author :
Kristi Roth, PhD, CAPE, is a professor in the School of Education at the University of Wisconsin (UW) at Stevens Point. She spent 10 years as a general and adapted physical education teacher in the preK-12 environment prior to moving into higher education. She has served in a combination of administrative and teaching roles at UW since 2004. She currently teaches graduate courses in resilience and self-care, equity in education, social justice, research methods, trauma-sensitive classrooms, and issues and trends in education, as well as undergraduate courses in adapted physical education. She was the lead developer of a certificate in trauma and resilience. She has written numerous publications and presentations focusing on technology and teaching students with severe disabilities. She holds the CAPE (certified adapted physical educator) credential. Melissa Bittner, PhD, CAPE, is an associate professor in the department of kinesiology at California State University, Long Beach. She is the coordinator of the adapted physical education program and of the graduate program for curriculum and instruction in physical education. Her primary responsibility is to prepare university students to teach physical education to individuals with disabilities. She directs several on-campus service learning programs designed to offer positive physical education experiences to young people with disabilities. Dr. Bittner serves on the board for the National Consortium for Physical Education for Individuals with Disabilities (NCPEID), California Association for Health, Physical Education, Recreation, and Dance (CAHPERD), and State Council on Adapted Physical Education (SCAPE). Her primary scholarly interests are evidence-based teaching practices for autistic youth and adapted physical education assessment. She has given many scholarly presentations and workshops at the international, national, and state levels. Elizabeth Foster, PhD, CAPE, is an associate professor of adapted physical activity and adapted physical education (APA/APE) at West Chester University. She is the APA/APE program coordinator, graduate coordinator of the APE graduate certificate program, program coordinator for health and physical education majors, and director of the adapted physical activity minor. Dr. Foster was named the 2012 APE Teacher of the Year by the Pennsylvania State Association for Health, Physical Education, Recreation, and Dance. She is a member of the Pennsylvania Deaf-Blind Advisory Committee, is a special advisor for the Pennsylvania Partnership for the Deafblind, and is the research chair for the National Consortium for Physical Education for Individuals With Disabilities. She is also certified in English as a secondary language. In addition, Foster has been involved with various adapted sport organizations and disability organizations promoting physical activities, fitness, adapted sports, and aquatics for all individuals with disabilities. Jean Pyfer, PNP, CAPE, is an emeritus faculty professor of Texas Woman's University and retired dean. She earned her bachelor's degree in physical education and biology from Bradley University, her master's degree in physical education from Indiana University (IU), and her doctorate in physical education and educational psychology from IU. Her professional specializations include adapted physical education, movement assessment, programming to alleviate sensory motor development delays, and motor development during growth. Lauriece Zittel, PhD, CAPE, is a professor of adapted physical activity in the kinesiology and physical education department of Northern Illinois University. Her research interests include early childhood physical activity and movement skill assessment, curriculum design, and instruction for children with disabilities and those at risk for developmental delay. She earned her doctoral degree in movement studies in disability from Oregon State University, her MSEd degree in physical education from the University of Maine, and her BS degree in physical education from Valparaiso University.