Salisbury University Department of Health and Sport Science

PHED 400: Adapted Physical Education

Spring 2012

INSTRUCTOR: Dr. Dean M. Ravizza

OFFICE: Maggs (MC) Room 220 PHONE: (410) 546-6932 FAX: (410) 543-6434 E-MAIL: dmravizza@salisbury.edu MEETING PLACE: MC 205 and MC 100 B and C (Main Gymnasium) TIME: Monday & Wednesday 11-11:50am, Friday 9:30-10:30am (schedule TBA) OFFICE HOURS: MW 9:30-10:45am, TTH 11am-12pm; all other times by appointment Course Description:

This course is designed for physical education pedagogy students who are preparing to enter the teaching field in K-12 education. Students who plan to work in education, health, recreation, or youth-centered programs may also be served. Components will include an overview of adapted physical education, inclusion, developmental disorders, intellectual and physical disabilities, strategies for meeting individual needs, education through physical activity, designing appropriate goals, and understanding the IEP (Individual Education Plans) process as it relates to physical education. This course provides for the acquisition of knowledge and skills that will enable teachers to meet the educational needs of students with disabilities in physical education as outlined by Public Laws 94-142 through current legislation.

Required Text:

Lieberman, L., & Houston-Wilson, C. (2009). Strategies for inclusion: A handbook for physical educators (2nd ed.). Human Kinetics: Champaign, IL.

Professional Education Unit’s Conceptual Framework:

This course supports Salisbury University’s Conceptual Framework for teacher education and school personnel programs. The Conceptual Framework’s organizing theme is “A Tradition of Caring; Informed Professionals Promoting Student Successes and Excellent Practice in Education.” The Conceptual Framework themes include: A Focus on Student Learning; Scholarship; Informed and Reflective Practice; and Professional Collaboration and Development.

Course Objectives: Through active participation in this class, students will:

1. Identify and analyze laws related to students and parental rights, and the teachers’ responsibilities of equity, inclusion, confidentiality, privacy, safety, reporting abuse and IEP design (NASPE/NCATE 1.4).

2. Communicate and demonstrate appropriate instructional and assessment practices and strategies in ways that meet the educational needs of all students with emphasis on students with disabilities in physical education (NASPE/NCATE 1.1, 1.2, 1.3, 3.1, 3.2, 3.3, 3.5, 3.6).

3. Identify, develop, and use a variety of strategies that promote and support a safe learning environment that encourages students to demonstrate mutual respect, safety,

cooperation, positive social interaction, and self-responsibility for all learners in physical education (NASPE/NCATE 4.6).

4. Observe and assist the teaching of individuals with disabilities in a physical education setting for the purposes of obtaining knowledge of and experience with behavior change techniques, assessment tools/procedures, and adaptations (3.4, 3.5, 4.2)

5. Identify, use, and evaluate a variety of formal and informal assessment tools designed to identify the educational needs of all students with emphasis on students with disabilities in physical education (NASPE/NCATE 5.1, 5.2)

6. Develop and implement developmentally appropriate lessons created for children with disabilities (NASPE/NCATE 3.2, 3.3, 3.5, 3.6, 4.2, 4.4, 4.5)

RESPONSIBILITIES OF THE STUDENTS:

It is the student’s responsibility to be actively engaged in all aspects of this course. Below is a list of expectations that the course instructor expects of each student. Please review these thoroughly and contact the course instructor should you have any questions.

Attendance and participation: Because a significant amount of this course involves a kinesthetic learning approach, students must attend and prepared to participate to the best of their abilities. Students must contact the course instructor prior to any absence. Students must be on time to each course session and engage themselves in the course.

External Field Experiences: This course will contain a series of field experience visits to a local adapted physical education school setting. Students must follow the PETE program area guidelines for such visits. Students must thoroughly review and follow the APE Practicum expectations posted under the folder of the same name on MyClasses.

Course Readings: The student is responsible for covering each reading assignment in the text and other course-related materials. The student should review each PowerPoint presentation related to the specific chapter or topic.

Course Assignments: Students will be given a series of assignments throughout the semester. It is the student’s responsibility to complete each assignment by the stated due date.

Technology Responsibilities: The instructor will use MyClasses (http://myclasses.salisbury.edu) for several aspects of this course. Students should ensure their logins and passwords are functional and familiarize themselves with the format and technology of the program. It is expected that technology problems will arise. Please contact the SU Helpdesk at http://www.salisbury.edu/helpdesk if technical problems occur. It is the student’s responsibility to contact the instructor immediately after the occurrence of any technology problem if it prevents the completion of any course assignment.

RESPONSIBILITIES OF THE INSTRUCTOR:

It is the course instructor’s responsibility to facilitate the learning of the course material in both the face-to-face and online classroom settings. You can expect the following from the course instructor:

Course Content : The course instructor is responsible for the dissemination of all course content including Powerpoint slides, course readings, and assignments.

Course Calendar: The MyClasses calendar will be regularly updated by the course instructor. Students will be notified immediately by MyClasses announcements when changes are made to the calendar.

Instructor Availability: The course instructor will respond to all Groupwise and MyClasses email inquiries within 24 hours during weekdays. The instructor will make every effort to respond to emails sent over the weekend prior to the start of the next week. The instructor will be available for meetings during regular office hours unless otherwise specified in advance.

Feedback: The course instructor will provide feedback in a timely manner on all issues related to the course and regarding results of course assessments and assignments.

COURSE ASSIGNMENTS: Case Studies: Students will read and answer questions through MyClasses to provide critical insights into case studies directly related to topics of interest in areas of inclusion and adapted physical education. (Standards 1 and 3). Quizzes: will be given throughout the semester through MyClasses. Material for quizzes will be taken from readings, lectures, discussions, and field experiences. Quizzes are announced and unannounced. Please see the course policy on quizzes listed in the policies section of this syllabus (Standard 1). Lab Practicum Experience: Students will develop a series of lesson plans for students with a variety of intellectual and/or physical disabilities. Each plan will include curricular and instructional modifications for tasks and skills that will be implemented during the practicum experience. Further information is listed in a separate set of Lab guidelines (Standards 1, 3, 4, 5, 6). Disability Project/Presentation Students will work in small groups to create a paper (handout) and presentation based on a specific disability. Each student will also be required to include a practical example to the class on the day of their presentation that provides us with further insight into your assigned disability. The instructor will give more details and information on this project (Standard 1, 3, 4). Professionalism/Engagement in the Profession: In order to engage students in professional development activities relevant to their future profession as physical educators, students are required to attend (2) meetings of the health & physical education majors club (H!PE Club) and actively participate, on behalf of the PE Society, in one(1) service-related, university or program area sponsored event or any approved combination of the above. A list of events will be provided and updated throughout the semester. Examples of approved events include: Seagull Century, Senior Games, Special Olympics, Relay for Life, the Big Event, and SU SGA-approved events. Other events are at the discretion of the course instructor. Please note, if a student is enrolled in more than one PHED course in the same semester with this requirement, the student will receive credit for each class through one single requirement (Standard 6).

GRADING: Case Studies 80 points (16%) 90-100% = A Quizzes 80 points (16%) 8089.99% = B Disability Project 100 points (20%) 70-79.99% = C Professional Experience 15 points (5%) 60-69.99% = D Practicum Lab 175 points (35%) below 60% = F 450 points WRITING ACROSS THE CURRICULUM:

1. Effective writing skills are essential. Students’ writing will be evaluated early in the semester. Those judged deficient will be referred to the Learning Center and will be expected to pursue a regular program at the center.

2. Out-of-class written assignment must be typed and double-spaced.

3. Make sure all work is your own. Work is not to be shared unless otherwise indicated by the course instructor. Also, staple together work submitted on more than one sheet of paper.

4. Deadlines are deadlines. Assignments are expected on the due date.

At the University Writing Center at Herb’s Place (Guerrieri University Center, Room 213), trained consultants are ready to help you at any stage of the writing process. It is often helpful for writers to share their work with an attentive reader, and consultations allow writers to test and refine their ideas before having to hand papers in or to release documents to the public. In addition to the important writing instruction that occurs in the classroom and during office hours, the center offers another site for learning about writing. All undergraduates are encouraged to make use of this important student service. For more information about the writing center’s hours and policies, visit the writing center or its website at www.salisbury.edu/uwc.

POLICIES: 1. Attendance. To orient future teachers and/or professionals, a policy is adopted that

reflects the working world and centers responsibility on the student:

a. Attendance is mandatory at each lecture and scheduled field experience. Field experiences are scheduled during class times and are designed to provide students with practical application of coursework material. These field experiences are unique in nature and cannot be made up. Students missing assignments or quizzes due to scheduled school activities are required to provide a written excuse from the faculty supervisor. All work must be made up within 72 hours. Quizzes or assignments missed due to illness will be dealt with individually. Work or quizzes missed as a result of an unexcused absence cannot be made up.

b. Department policy states that "missed classes due to illness, team travel, field trips, or family deaths are not excused and will count as absences." This includes medical, court and/or advisor appointments.

c. The Dean of Students Office, in the case of extreme emergency or prolonged illness,

can notify class instructors of the dates of a student's absence from class. This is a service; it is not an official excuse from classes and work missed.

d. Following discussion with the instructor, an incomplete (I) may be advised in the event of prolonged absence.

e. Students who will miss a scheduled on-campus field experience, only with the prior

approval of the course instructor, will be provided additional field experience opportunities that must be completed prior to the scheduled absence with the consultation of the course instructor. No field experience opportunities can be made up after the completion of the scheduled dates.

2. Make-ups for a missed assignment are not available unless the student has given prior

notification of being absent due to extreme cases of verifiable family/medical extreme emergency. A signed note is required to verify the absence before a make-up is given.

3. Dress Code. A professional look [Professional Dress] is expected on your field

experience days at a Salisbury school and will be factored into your overall evaluation. Please ask the instructor if you have any questions.

*** No jeans/jean shorts, street clothes, belts, hard-soled shoes/hiking boots, hats, excessive jewelry. Late Submissions. Late submissions are not accepted without a prior arrangement with the course instructor. Written Format. Assignments must be typed; handwritten is unacceptable. Use of computer skills is encouraged. Academic policies. All policies and procedures pertaining to academic performance will be followed as stated in the Salisbury University 2011-12 catalogue. Academic Misconduct.

Academic misconduct is a breach of academic integrity that may include, but is not limited to, the following: Plagiarism -presenting as one’s own work, whether literally or in paraphrase, the work of another.

Cheating on exams, tests and quizzes - the wrongful giving or accepting of unauthorized assistance, the giving or taking of unauthorized exam material and/or the use of illegitimate sources of information.

Illicit collaboration with other individuals in the completion of course assignments.

The use of fraudulent methods in laboratory, studio, field or computer work. Other acts generally recognized as dishonorable which bear upon academic

endeavors.

Procedures for handling cases of academic misconduct are listed in the Student Handbook, the Faculty Handbook and in the Student Affairs office. Inappropriate Use of Technology. Various forms of technology are used to enhance the course experience. Inappropriate use of any form of technology, including cell phones, MP3 players, and laptops/netbooks will not be tolerated. This includes texting, making or receiving phone calls in class, listening to MP3 devices, and web surfing on any device during the class period. Any student engaging in inappropriate use of technology will be given one verbal warning. If the behavior continues, the student will be asked to leave the classroom and will lose points for participation and assignments given during that class period. All cell phones must be placed on vibrate or turned off and placed in a backpack or purse during the class period. STUDENTS WITH DISABILITIES Disability Support Services operates from the Office of the Vice President of Student Affairs, located in Guerrieri University Center Room 212. Within this program, student claims of disabilities are evaluated and reasonable accommodations that are supported by appropriate documentation are coordinated.

PROFESSIONALISM IN THE PHYSICAL EDUCATION TEACHER EDUCATION PROGRAM As you progress through the PETE program at Salisbury University, you will participate in classroom activities and field experiences, both on and off campus, that lend themselves to a high degree of professionalism. This term professionalism describes professional traits needed to be successful in the field of education. These include, but are not limited to, punctuality, professional dress, full engagement in lessons, and being prepared in all aspects of teaching and learning. Students will develop and be assessed on these aspects of professionalism throughout this course.

*See course timeline below

Tentative Course Outline*

Date Topic Readings and Assessments

Week 1 01/30 & 02/01

Introduction to APE (M) Introduction to Inclusion (W)

On-line Film & Questions (W)

Read Chapter 1 Common terms/Legal mandates

handout View Educating Peter film (W)

Complete related film questions (W)

Week 2 02/06 & 02/08

02/10

Support Services in APE (M) Paraeducators (W) Lab (Friday at SU)

Read Chapter 6 Quiz #1 (on-line opens)(W)

Week 3 02/13 & 02/15

02/17

Adapting Activities (M) Instructional modifications (W) Lab (Friday at PES and SU)

Quiz #1 (on-line closes)(M) Case Study 1 due (M)

Read Chapter 5 Supplemental handouts

Week 4 02/20 & 02/22

02/24

Instructional modifications (M) Curricular modifications (M and W)

Lab (Friday at SU)

Case Study #2 due (W)

Week 5 02/27 & 02/29

03/02

Curricular modifications (M) Modifying activities & games (M and W)

Lab (Friday at SU)

Quiz #2 (on-line opens)(W)

Week 6 03/05 & 03/07

3/09

Modifying activities & games (M) Assessment in APE (W)

Lab (Friday at SU)

Quiz #2 (on-line closes)(M) TGMD-2 handout

Notebook check #1 (M)

Week 7 03/12 & 03/14

03/16

Assessment in APE (M) Library Research Class (W)

Lab (Friday at SU)

Case Study #3 due (M)

Week 8 03/19 & 03/21

03/23

No Classes – Spring Break

Week 9 03/26 & 03/28

03/30

Assessment in APE (M and W)

Lab (Friday at SU)

Brockport Test handout Supplemental handouts

Quiz #3 (on-line opens) (W)

Week 10 04/02 & 04/04

04/06

Student Behaviors (M and W)

Lab (Friday at SU)

Quiz #3 (on-line closes) (M) Read Chapter 4

Case Study #4 due (W)

Week 11 04/09 & 04/11

04/13

Individualized Education Plans (M & W)

Lab (Friday at PES and SU)

Read Chapter 3

Week 12 04/16 & 04/18

04/20

Facilitating achievement & social acceptance (M and W)

Final Lab (Friday at SU)

Supplemental handouts/Ch. 7 Notebook check #2 (W)

Quiz #4 (on-line opens) (W)

Week 13 04/23 & 04/25

Disability Presentations (M, W) Quiz #4 (on-line closes) (M) All lab requirements due (M)

Week 14 04/30 & 05/02

Disability Presentations (M, W ) Supplemental handouts

Week 15 05/07 & 05/09

Disability Presentations (M)

Disability sport/reverse inclusion

Supplemental handouts Final Notebooks due (TBA)

*Due to the scheduling changes that may occur as a result of the field experience component with local students this course outline is subject to revision throughout the semester.

(M) = Monday, (W) = Wednesday