Unit 1 Human Development Research Paper
Standard 1 HUMAN DEVELOPMENT
The foundation of proposed goals and activities for individuals with disabilities is grounded in a basic understanding of human development and its applications to those with various needs. For the adapted physical education teacher, this implies familiarity with theories and practices related to human development. The emphasis within this standard focuses on knowledge and skills helpful in providing quality APE programs.
REFERENCES
Kubler Ross, E. (1993). On death and dying. New York: Collier Books.
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders: DSM lV. (4th ed.). Washington, DC: American Psychiatric Association.
TOP OF PAGE Standard 2 MOTOR BEHAVIOR …show more content…
Teaching individuals with disabilities requires some knowledge of how individuals develop. In the case of APE teachers, it means having knowledge of typical physical and motor development as well as understanding the influence of developmental delays on these processes. It also means understanding how individuals learn motor skills and apply principles of motor learning during the planning and teaching of physical education to students with disabilities.
REFERENCES
Ayres, J. A. (1983). Sensory Integration and the child. Los Angeles, CA: Western Psychological Services.
Schmidt, R. A. (199 1). Motor learning & performance: From principles to practice. Champaign, IL: Human Kinetics.
Magill, R. A. (1993). Motor learning: Concepts and applications. (4th ed.). Madison, WE Brown and Benchmark.
TOP OF PAGE Standard 3 EXERCISE SCIENCE
As an adapted physical educator, you must understand that modifications to the scientific principles of exercise and the application of these principles may be needed when teaching individuals with disabilities to ensure that all children with disabilities enjoy similar benefits of exercise. While there is a wealth of information in the foundational sciences, the focus of this standard will be on the principles that address the physiological and biomechanical applications encountered when working with diverse populations.
REFERENCES
Adrian, M. J. & Cooper, J. M. (1989). The biomechanics of human movement. Madison, WI: Brown and Benchmark. Finnic, N. R. (1976). Handling the young cerebral palsy child at home. New York: Dutton. Rasch, P.J. (1989). Kinesiology and applied anatomy. Philadelphia, PA: Lea & Febiger.
TOP OF PAGE Standard 4 MEASUREMENT AND EVALUATION
This standard is one of the foundation standards underscoring the background an adapted physical educator should have in order to comply with the mandates of legislation and meet the needs of students. Understanding the measurement of motor performance, to a large extent, is based on a good grasp of motor development and the acquisition of motor skills covered in other standards.
REFERENCES
Baumgartner, T.A., & Jackson, A.S. (1995). Measurement for evaluation in physical education and exercise science, (5th ed.) Dubuque, IA: Wm. C. Brown.
Horvat, M., & Kalakian, K. (1996). Assessment in adapted physical education and therapeutic recreation. Dubuque, IA: Brown & Benchmark.
Safrit, M.J., & Wood, T.
(1995). Introduction to measurement in physical education and exercise science, (3rd ed.). St. Louis: Mosby.
TOP OF PAGE Standard 5 HISTORY AND PHILOSOPHY
This standard traces facts regarding legal and philosophical factors involved in current day practices in adapted physical education. This information is important to understand the changing contribution that physical education can make in their lives. Major components of each law that related to education and physical activity are emphasized. The review of history and philosophy related to special and general education is also covered in this area.
Standard 6 UNIQUE ATTRIBUTES OF LEARNERS
Standard 6 refers to information based on the disability areas identified in the Individuals with Disabilities Education Act (IDEA) found within school age population. Material is categorically organized in order to present the information in a systematic matter. This organization is not intended to advocate a categorical approach to teaching children with disabilities. All children should be treated as individuals and assessed to determine what needs they have.
REFERENCES
American College of Sports Medicine (1997). Exercise management for persons with chronic diseases and disabilities. Champaign, IL: Human …show more content…
Kinetics. Bleck, E. E., & Nagel, D. A. (1982). Physically handicapped children: A medical atlas for teachers (2nd edition). New York: Grune and Stratton. Goldberg, B. (Ed.). (1996). Sports and exercise for children with chronic health conditions. Champaign, IL: Human Kinetics. Miller, P.D. (1995). Fitness programming and physical disability. Champaign, IL: Human Kinetics.
TOP OF PAGE Standard 7 CURRICULUM THEORY AND DEVELOPMENT
As you are planning to teach physical education to students with disabilities, you should recognize that certain Curriculum Theory and Development concepts, such as selecting goals based on relevant and appropriate assessments, must be understood by APE teachers. As you have no doubt discovered Curriculum Theory and Development is more then writing unit and lesson plans. Nowhere does this come into play more than when you are planning a program for a student with disability.
REFERENCES
Melograno, V. (1985). Designing the physical education curriculum: A self directed approach. (2nd ed.). Dubuque, IA: Kendall/Hunt Publishers.
Davis, W. E., & Burton, A. W. (1992). Ecological task analysis: Translating movement behavior theory into practice. Adapted Physical Activity Quarterly, 8(2), 154 177.
TOP OF PAGE Standard 8 ASSESSMENT
This standard addresses the process of assessment, one that is commonly taught as part of the basic measurement and evaluation course in a physical education degree curriculum. Assessment goes beyond data gathering to include measurements for the purpose of making decisions about special services and program components for individuals with disabilities.
REFERENCES
Brickell B. et al (1994). Designing assessments: Applications for physical education. Willow Street, PA: Pennsylvania State AHPERD, P.E. L.I.F.E. Project.
Hensley, L.D., Morrow, J.R., & East, W.B. (1990). "Practical measurement to solve practical problems," Journal of Physical Education, Recreation and Dance,61(3): 42 44. Herman, J., Aschbacker, P., & Winters, L.(1992). A practical guide to alternative assessment. Alexandria, VA: Association for Supervision and Curriculum Development.
TOP OF PAGE Standard 9 INSTRUCTIONAL DESIGN AND PLANNING
Instructional design and planning must be developed before an APE teacher can provide services to meet legal mandates, educational goals and most importantly the unique needs of individuals with disabilities. Many of the principles addressed earlier in human development, motor behavior, exercise science and curriculum theory and development are applied to this standard in order to successfully design and plan programs of physical education.
Standard 10 TEACHING
A major part of any APE position is teaching. In this standard many of the principles addressed earlier in such standard areas as human development, motor behavior, and exercise science, are applied to this standard in order to effectively provide quality physical education to individuals with disabilities.
REFERENCES
Cooper, J.O., Heron, T. E., & Heward, W. L. (1987). Applied behavior analysis. Columbus, OH: Merrill Publishing. French, R., & Henderson, H. (1993). Creative approaches to managing student behavior (2nd ed.). Park City, UT: Family Development Resources. Lavay, B. W., French, R., & Henderson, H. (1997). Positive behavior management strategies for physical educators. Champaign, IL: Human Kinetics. Mosston, M., &Ashworth, S. (1994). Teaching physical education (4th ed, NewYork: Macmillan. Rink, J. E. (1993). Teaching physical education for learning (2nd ed.). St. Louis: Mosby. Siedentop, D. (1991). Developing teaching skills in physical education (3rd ed. Mountain View, CA: Mayfield Publishing.
TOP OF PAGE Standard 11 CONSULTATION AND STAFF DEVELOPMENT
As more students with disabilities are included in the general education program, teachers will provide more consultation and staff development activities for colleagues.
This will require sensitivity and excellent communication skills. The dynamics of interdisciplinary cooperation in the consultation process requires knowledge of several consultative models. This standard identifies key competencies an adapted physical educator should know related to consultation and staff development.
Standard 12 STUDENT AND PROGRAM EVALUATION
Program evaluation is a process of which student assessment is only a part. It involves evaluation of the entire range of educational services. Few physical educators are formally trained for program evaluation, as national standards for programs have only recently become available. Therefore, any program evaluation that has been conducted is typically specific to the school or district, or limited to a small range of parameters such as number of students scoring at a certain level of a physical fitness test. Adapted physical education programs or outcomes for students with disabilities are almost never considered in this process.
REFERENCES
Marzano, R., Pickering, D. & McTighe, J. (1993). Assessing student outcomes. Alexandria, VA: Association for Supervision and Curriculum Development.
National Association for Sport and Physical Education. (1995). Moving into the future: National Standards for Physical Education. St. Louis: Mosby.
Stiggins, R., Conklin, N., & Bridgeford, M. (1986). "Classroom assessment: A key to effective education," Educational Measurement: Issues and Practice.5(2): 5 17.
TOP OF PAGE Standard 13 CONTINUING EDUCATION
The goal of this standard is to focus on APE teachers remaining current in their field. A variety of opportunities for professional development are available. Course work at a local college or university is just one avenue. APE teachers can take advantage of workshops, seminars and presentations at conferences, conventions or in service training. Distance learning opportunities are also becoming abundant.
Standard 14 ETHICS
A fundamental premise of the Adapted Physical Education National Standards Project is that those who seek and meet the standards to be certified as adapted physical educators will strive at all times to adhere to the highest of ethical standards in providing programs and services for children and youth with disabilities. This standard has been developed to ensure that its members not only understand the importance of sound ethical practices, but also adhere to and advance such practices.
TOP OF PAGE Standard 15 COMMUNICATION
In recent years, the role of the professional in APE has evolved from being a direct service provider to include communicating with families and other professionals in order to enhance program instruction for individuals with disabilities. This standard includes information regarding the APE teacher effectively communicating with families and other professionals using a team approach in order to enhance service delivery to individuals with disabilities.
1. Engagement Time
Students learn more when they are actively engaged in instructional tasks.
Selected strategies:
~Think-write-pair-discuss
~Choral responding
~Response cards (yes, no, why)
~Reciprocal teaching
__________________
2. Success Rate
Students experience high and moderate success rates, which are correlated positively with student learning outcomes.
Selected strategies:
~Feedback ~Pacing
~Skill sequencing
__________________
3. Content Coverage/Opportunities to Learn
Increased opportunity to learn content is correlated positively with increased student achievement.
Selected strategies:
~Identifying essential content
~ Beginning and ending lessons on time
~Reducing transition time
__________________
4. Grouping for Instruction
Students achieve more in classes where they spend most of their time being directly taught by a teacher. The manner in which teachers deliver instruction (i.e., in large/small groups or individually) is an important instructional principle that directly impacts student achievement.
Classroom instruction should include:
~Whole Group Instruction
~Individual Instruction
~ Small Group Instruction
~ Flexible Grouping
__________________
5. Scaffolded Instruction
Students become independent, self-regulated learners through instruction that is deliberately and carefully scaffolded. Teachers provide support and structure, then systematically remove guidance and increase student competence.
Selected strategies:
~ Guided Notes
~Graphic Organizers
~ Verbal Prompting
~Physical Prompting
__________________
6. Addressing Forms of Knowledge
The critical forms of knowledge must be addressed in order for students to become independent, self-regulated learners.
They include:
~ Declarative – factual information
~ Procedural – how to use the knowledge in specific ways
~ Conditional ~ knowing when and where to apply the knowledge
__________________
7. Activating and Organizing Knowledge
Learning is increased when teaching is presented in a manner that assists students in organizing, storing, and retrieving information.
Selected strategies:
~ Graphic/Content Organizers
~ Mnemonics
__________________
8. Teaching Strategically
Strategic instruction is designed to teach students how to apply techniques, principles, or rules in order to solve problems and complete tasks successfully and independently and will help students to become more independent, self-regulated learners.
Selected strategies:
~ Ten-Two
~ Physical Prompting
~ Card Sort
~ KWL Chart
~ Graphic Organizers
~ Mnemonics
__________________
9. Making Instruction Explicit
Explicit instruction includes:
~ Controlled Instruction and Practice
~ Independent Practice
~ Demonstrate/Model
~ Instructional Level match
~ Guided Practice
~ Opportunities for maintenance and generalization
__________________
10. Teaching Sameness in the Curriculum
Teaching sameness is linking a single concept with main ideas and providing students with numerous examples to promote generalizations. By teaching sameness both within and across subjects, teachers promote the ability of students to access knowledge in any problem-solving situation.
Selected strategies:
The foundation of proposed goals and activities for individuals with disabilities is grounded in a basic understanding of human development and its applications to those with various needs. For the adapted physical education teacher, this implies familiarity with theories and practices related to human development. The emphasis within this standard focuses on knowledge and skills helpful in providing quality APE programs.
REFERENCES
Kubler Ross, E. (1993). On death and dying. New York: Collier Books.
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders: DSM lV. (4th ed.). Washington, DC: American Psychiatric Association.
TOP OF PAGE Standard 2 MOTOR BEHAVIOR …show more content…
Teaching individuals with disabilities requires some knowledge of how individuals develop. In the case of APE teachers, it means having knowledge of typical physical and motor development as well as understanding the influence of developmental delays on these processes. It also means understanding how individuals learn motor skills and apply principles of motor learning during the planning and teaching of physical education to students with disabilities.
REFERENCES
Ayres, J. A. (1983). Sensory Integration and the child. Los Angeles, CA: Western Psychological Services.
Schmidt, R. A. (199 1). Motor learning & performance: From principles to practice. Champaign, IL: Human Kinetics.
Magill, R. A. (1993). Motor learning: Concepts and applications. (4th ed.). Madison, WE Brown and Benchmark.
TOP OF PAGE Standard 3 EXERCISE SCIENCE
As an adapted physical educator, you must understand that modifications to the scientific principles of exercise and the application of these principles may be needed when teaching individuals with disabilities to ensure that all children with disabilities enjoy similar benefits of exercise. While there is a wealth of information in the foundational sciences, the focus of this standard will be on the principles that address the physiological and biomechanical applications encountered when working with diverse populations.
REFERENCES
Adrian, M. J. & Cooper, J. M. (1989). The biomechanics of human movement. Madison, WI: Brown and Benchmark. Finnic, N. R. (1976). Handling the young cerebral palsy child at home. New York: Dutton. Rasch, P.J. (1989). Kinesiology and applied anatomy. Philadelphia, PA: Lea & Febiger.
TOP OF PAGE Standard 4 MEASUREMENT AND EVALUATION
This standard is one of the foundation standards underscoring the background an adapted physical educator should have in order to comply with the mandates of legislation and meet the needs of students. Understanding the measurement of motor performance, to a large extent, is based on a good grasp of motor development and the acquisition of motor skills covered in other standards.
REFERENCES
Baumgartner, T.A., & Jackson, A.S. (1995). Measurement for evaluation in physical education and exercise science, (5th ed.) Dubuque, IA: Wm. C. Brown.
Horvat, M., & Kalakian, K. (1996). Assessment in adapted physical education and therapeutic recreation. Dubuque, IA: Brown & Benchmark.
Safrit, M.J., & Wood, T.
(1995). Introduction to measurement in physical education and exercise science, (3rd ed.). St. Louis: Mosby.
TOP OF PAGE Standard 5 HISTORY AND PHILOSOPHY
This standard traces facts regarding legal and philosophical factors involved in current day practices in adapted physical education. This information is important to understand the changing contribution that physical education can make in their lives. Major components of each law that related to education and physical activity are emphasized. The review of history and philosophy related to special and general education is also covered in this area.
Standard 6 UNIQUE ATTRIBUTES OF LEARNERS
Standard 6 refers to information based on the disability areas identified in the Individuals with Disabilities Education Act (IDEA) found within school age population. Material is categorically organized in order to present the information in a systematic matter. This organization is not intended to advocate a categorical approach to teaching children with disabilities. All children should be treated as individuals and assessed to determine what needs they have.
REFERENCES
American College of Sports Medicine (1997). Exercise management for persons with chronic diseases and disabilities. Champaign, IL: Human …show more content…
Kinetics. Bleck, E. E., & Nagel, D. A. (1982). Physically handicapped children: A medical atlas for teachers (2nd edition). New York: Grune and Stratton. Goldberg, B. (Ed.). (1996). Sports and exercise for children with chronic health conditions. Champaign, IL: Human Kinetics. Miller, P.D. (1995). Fitness programming and physical disability. Champaign, IL: Human Kinetics.
TOP OF PAGE Standard 7 CURRICULUM THEORY AND DEVELOPMENT
As you are planning to teach physical education to students with disabilities, you should recognize that certain Curriculum Theory and Development concepts, such as selecting goals based on relevant and appropriate assessments, must be understood by APE teachers. As you have no doubt discovered Curriculum Theory and Development is more then writing unit and lesson plans. Nowhere does this come into play more than when you are planning a program for a student with disability.
REFERENCES
Melograno, V. (1985). Designing the physical education curriculum: A self directed approach. (2nd ed.). Dubuque, IA: Kendall/Hunt Publishers.
Davis, W. E., & Burton, A. W. (1992). Ecological task analysis: Translating movement behavior theory into practice. Adapted Physical Activity Quarterly, 8(2), 154 177.
TOP OF PAGE Standard 8 ASSESSMENT
This standard addresses the process of assessment, one that is commonly taught as part of the basic measurement and evaluation course in a physical education degree curriculum. Assessment goes beyond data gathering to include measurements for the purpose of making decisions about special services and program components for individuals with disabilities.
REFERENCES
Brickell B. et al (1994). Designing assessments: Applications for physical education. Willow Street, PA: Pennsylvania State AHPERD, P.E. L.I.F.E. Project.
Hensley, L.D., Morrow, J.R., & East, W.B. (1990). "Practical measurement to solve practical problems," Journal of Physical Education, Recreation and Dance,61(3): 42 44. Herman, J., Aschbacker, P., & Winters, L.(1992). A practical guide to alternative assessment. Alexandria, VA: Association for Supervision and Curriculum Development.
TOP OF PAGE Standard 9 INSTRUCTIONAL DESIGN AND PLANNING
Instructional design and planning must be developed before an APE teacher can provide services to meet legal mandates, educational goals and most importantly the unique needs of individuals with disabilities. Many of the principles addressed earlier in human development, motor behavior, exercise science and curriculum theory and development are applied to this standard in order to successfully design and plan programs of physical education.
Standard 10 TEACHING
A major part of any APE position is teaching. In this standard many of the principles addressed earlier in such standard areas as human development, motor behavior, and exercise science, are applied to this standard in order to effectively provide quality physical education to individuals with disabilities.
REFERENCES
Cooper, J.O., Heron, T. E., & Heward, W. L. (1987). Applied behavior analysis. Columbus, OH: Merrill Publishing. French, R., & Henderson, H. (1993). Creative approaches to managing student behavior (2nd ed.). Park City, UT: Family Development Resources. Lavay, B. W., French, R., & Henderson, H. (1997). Positive behavior management strategies for physical educators. Champaign, IL: Human Kinetics. Mosston, M., &Ashworth, S. (1994). Teaching physical education (4th ed, NewYork: Macmillan. Rink, J. E. (1993). Teaching physical education for learning (2nd ed.). St. Louis: Mosby. Siedentop, D. (1991). Developing teaching skills in physical education (3rd ed. Mountain View, CA: Mayfield Publishing.
TOP OF PAGE Standard 11 CONSULTATION AND STAFF DEVELOPMENT
As more students with disabilities are included in the general education program, teachers will provide more consultation and staff development activities for colleagues.
This will require sensitivity and excellent communication skills. The dynamics of interdisciplinary cooperation in the consultation process requires knowledge of several consultative models. This standard identifies key competencies an adapted physical educator should know related to consultation and staff development.
Standard 12 STUDENT AND PROGRAM EVALUATION
Program evaluation is a process of which student assessment is only a part. It involves evaluation of the entire range of educational services. Few physical educators are formally trained for program evaluation, as national standards for programs have only recently become available. Therefore, any program evaluation that has been conducted is typically specific to the school or district, or limited to a small range of parameters such as number of students scoring at a certain level of a physical fitness test. Adapted physical education programs or outcomes for students with disabilities are almost never considered in this process.
REFERENCES
Marzano, R., Pickering, D. & McTighe, J. (1993). Assessing student outcomes. Alexandria, VA: Association for Supervision and Curriculum Development.
National Association for Sport and Physical Education. (1995). Moving into the future: National Standards for Physical Education. St. Louis: Mosby.
Stiggins, R., Conklin, N., & Bridgeford, M. (1986). "Classroom assessment: A key to effective education," Educational Measurement: Issues and Practice.5(2): 5 17.
TOP OF PAGE Standard 13 CONTINUING EDUCATION
The goal of this standard is to focus on APE teachers remaining current in their field. A variety of opportunities for professional development are available. Course work at a local college or university is just one avenue. APE teachers can take advantage of workshops, seminars and presentations at conferences, conventions or in service training. Distance learning opportunities are also becoming abundant.
Standard 14 ETHICS
A fundamental premise of the Adapted Physical Education National Standards Project is that those who seek and meet the standards to be certified as adapted physical educators will strive at all times to adhere to the highest of ethical standards in providing programs and services for children and youth with disabilities. This standard has been developed to ensure that its members not only understand the importance of sound ethical practices, but also adhere to and advance such practices.
TOP OF PAGE Standard 15 COMMUNICATION
In recent years, the role of the professional in APE has evolved from being a direct service provider to include communicating with families and other professionals in order to enhance program instruction for individuals with disabilities. This standard includes information regarding the APE teacher effectively communicating with families and other professionals using a team approach in order to enhance service delivery to individuals with disabilities.
1. Engagement Time
Students learn more when they are actively engaged in instructional tasks.
Selected strategies:
~Think-write-pair-discuss
~Choral responding
~Response cards (yes, no, why)
~Reciprocal teaching
__________________
2. Success Rate
Students experience high and moderate success rates, which are correlated positively with student learning outcomes.
Selected strategies:
~Feedback ~Pacing
~Skill sequencing
__________________
3. Content Coverage/Opportunities to Learn
Increased opportunity to learn content is correlated positively with increased student achievement.
Selected strategies:
~Identifying essential content
~ Beginning and ending lessons on time
~Reducing transition time
__________________
4. Grouping for Instruction
Students achieve more in classes where they spend most of their time being directly taught by a teacher. The manner in which teachers deliver instruction (i.e., in large/small groups or individually) is an important instructional principle that directly impacts student achievement.
Classroom instruction should include:
~Whole Group Instruction
~Individual Instruction
~ Small Group Instruction
~ Flexible Grouping
__________________
5. Scaffolded Instruction
Students become independent, self-regulated learners through instruction that is deliberately and carefully scaffolded. Teachers provide support and structure, then systematically remove guidance and increase student competence.
Selected strategies:
~ Guided Notes
~Graphic Organizers
~ Verbal Prompting
~Physical Prompting
__________________
6. Addressing Forms of Knowledge
The critical forms of knowledge must be addressed in order for students to become independent, self-regulated learners.
They include:
~ Declarative – factual information
~ Procedural – how to use the knowledge in specific ways
~ Conditional ~ knowing when and where to apply the knowledge
__________________
7. Activating and Organizing Knowledge
Learning is increased when teaching is presented in a manner that assists students in organizing, storing, and retrieving information.
Selected strategies:
~ Graphic/Content Organizers
~ Mnemonics
__________________
8. Teaching Strategically
Strategic instruction is designed to teach students how to apply techniques, principles, or rules in order to solve problems and complete tasks successfully and independently and will help students to become more independent, self-regulated learners.
Selected strategies:
~ Ten-Two
~ Physical Prompting
~ Card Sort
~ KWL Chart
~ Graphic Organizers
~ Mnemonics
__________________
9. Making Instruction Explicit
Explicit instruction includes:
~ Controlled Instruction and Practice
~ Independent Practice
~ Demonstrate/Model
~ Instructional Level match
~ Guided Practice
~ Opportunities for maintenance and generalization
__________________
10. Teaching Sameness in the Curriculum
Teaching sameness is linking a single concept with main ideas and providing students with numerous examples to promote generalizations. By teaching sameness both within and across subjects, teachers promote the ability of students to access knowledge in any problem-solving situation.
Selected strategies: