Martin Block has been at UVA since 1992. His primary area of research studies the philosophy of including students with disabilities in general physical education as well as the practical aspects of helping general physical educators include students with disabilities in general physical education. Some specific studies included determining the attitudes of children without disabilities towards peers with disabilities in general physical education and youth sports, the effects of a disability awareness program on improving attitudes of children without disabilities towards peers with disabilities in general physical education, and the use of teacher assistants and peers to facilitate the inclusion of children with disabilities in general physical education.
In this special topic, the editorial team welcomed contributions that employed various study types including single case studies, examination of key determinants of health, intervention, and relevant reviews, all targeted toward better understanding the health of children with disabilities. A majority of the contributing authors in this special topic are researchers within the field of adapted physical activity. This field embraces a broad perspective of inclusiveness and attitudes of acceptance. This perspective has been clearly articulated throughout this special topic and is thus an overarching theme throughout this e-book.
A Teacher's Guide to Adapted Physical Education: Including Students With Disabilities in Sports and
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North Carolina state law requires physical education for all students. Under the Individuals with Disabilities Education Act (IDEA), Adapted Physical Education is required for those students with disabilities who require specially designed instruction in order to receive Physical Education. Physical Education includes:
APE, like all special education, is offered in the least restrictive environment. Students with disabilities must be included to the maximum extent possible in the general physical education program. For students with disabilities who are receiving APE, and students who are participating in the general PE program with accommodations/modifications, a continuum of placement options may include one or more of the following:
Martin Block is a Professor in Kinesiology in the Curry School of Education at the University of Virginia where he teaches courses in adapted physical education. He is the author of over 70 peer reviewed articles, 14 chapters in books, and 5 books on adapted physical education and motor development including A Teachers' Guide to Including Students with Disabilities in General Physical Education (3rd edition) and Developmental and Adapted Physical Activity Assessment.
Federal law mandates that physical education be provided to students with disabilities. Physical Education is defined as the development of physical and motor skills, fundamental motor skills and patterns, skills in aquatics, dance and individual and group games and sports; including intramural and lifetime sports. Adapted Physical Education National Standards - What is Adapted Physical Education?
The Americans with Disabilities Act (ADA) was enacted in 1990 to prohibit the discrimination of individuals with disabilities in the public and private sectors. The ADA outlaws discrimination against a person with a disability in five spheres: employment, public services, transportation, public accommodations, and telecommunications. ADA requires accessibility in physical education facilities. Examples include: Weight rooms that accommodate wheelchair users, gym lockers that use combination locks, playgrounds surrounded by a fence, and well lighted gymnasiums to aid students with visual impairments.[2]
An Individualized Educational Program (IEP) can be defined as a plan for each student, ages 3 to 21, who qualifies for special education services, based on an evaluation. All IEP's are outcome-oriented giving assurance that the student will benefit from special education and have real opportunities, full participation, independent living, and economic self-efficiency. If a student is receiving adapted physical education services, it must be identified on the IEP and APE goals should be developed and implemented. IEPs are revised once a year by an IEP team. Individuals with an IEP should receive a reevaluation every three years.[4] IEP's are developed by the IEP team and based on comprehensive assessment as outlined by guidelines established in IDEA.
Federal law mandates that each student receiving special education and related services must have an Individualized Education Program (IEP) developed for them. An IEP must be designed and written specifically for one student, outlining individualized needs, and used to establish an appropriate educational placement. Some consider the IEP to be a "management" program to guide appropriate service delivery, which includes the area of physical education. The IEP creates an opportunity for teachers, parents, school administrators, related services personnel and students (when appropriate) to work together to improve educational results for learners with disabilities.
If a student has one of the thirteen disabilities identified by IDEA and demonstrates an educational need, special services are provided. These services are guided by the IEP. Students who do not meet the qualifications for IDEA but still have a disability and require some assistance to be able to participate in physical education would be candidates for a Section 504 Plan. A Section 504 Plan spells out the modifications and accommodations that will be needed for these students to have an opportunity to perform at the same level as their peers (might include things like a wheelchair ramp, blood sugar monitoring, etc.).[9]
With the ever changing world of technology, there are plenty of new developments in physical education with new and improved technology. As an APE teacher it is crucial to stay up to date with the new technology. It is important to learn and implement the new technology to better help their students succeed in physical education. APE teachers first need to learn and understand the new and improved technology and find what way works the best for his or herself and the students to help them succeed in the best way possible. APE teachers can create a website for the class to upload anything and everything they will be doing throughout the school year to keep track of their progress and IEP goal attainment. The APE teacher can develop a fitness workout plan with videos and step by step instructions that the students can download and follow in the classroom or at home with a family member. APE teacher can help the students incorporate fitness apps into their daily life, there are new apps that are being used in physical education which are MyFitnessPal and MapMyFitness that track your exercise, help with your nutrition and calorie intake. Students can be taught how to keep track of their physical fitness, nutrition and their goals. These apps can also be used as report cards or IEP goal attainment because they have tracked their exercises. Teachers can easily create videos of students doing an activity and download them onto an iPod or computer so students have an easily accessible reference to use during transition periods or after they graduate. Video games are also starting to become more and more predominant in physical education classes, such games can be used outside of school as well. Some games are particularly accessible for individuals with disabilities including Wii and Eye Toy Play. There will always be new ways to enhance learning but ultimately it comes down to what gives the most success to the individual and the APE teacher. Technology is always changing everyday, APE teachers should stay up to date with the technology and find way to improve and enhance their students physical education and development as a person and athlete.
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Inclusive School Physical Education and Physical ActivityMinusRelated PagesAll students, regardless of ability, should get the recommended 60 minutes or more of daily physical activity. Schools can help all students meet this recommendation by providing equal opportunities for students with disabilities.1 Creating an inclusive culture for physical education and physical activity helps every student learn to lead a healthy and active lifestyle.
Another way to bring greater understanding is having children do activities that help them feel what it is like to have a disability. This technique has been used for years in Red Cross adapted aquatics classes as well as its inclusive physical education programs. Children can be blindfolded and asked to move through an obstacle course, sit in chairs to play volleyball or basketball, or have one arm tied up while trying to hit a softball. You can prompt children to talk about how it might feel for a teammate with disabilities who is trying to participate in these activities. Also talk about how a child with a disability may have an advantage in some activities. 2ff7e9595c
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