PEC: Adapted Physical Education At PE Central (ApeNS, Certification program for teachers). pe Central Adapted pe Research 4 page brochure for working with special needs Students http://www.pecentral.org/adapted/adaptedmenu.html
Extractions: Adapted Physical Education Shop PEC PEC Newsletter Save 15% Now! Search PEC Home Adapted PE Assessment Ideas Best Practices Books/Music Classroom Mngmt. FAQ's Instructional Resources Job Center Kids Quiz Kids Quotes Lesson Ideas LOG IT Newsletter PEC Challenge PEC Store PE Equipment Postcards Preschool PE Professional Info PE Research Search PEC Top Web Sites Managing Editor Dr. Carol Ryan Daniel Webb PE Central exists to assist teachers and other adults in helping children become physically active and healthy for a lifetime. The following information should be helpful to those who are responsible for educating students with various disabilities. If you have questions or comments please send e-mail to pec@pecentral.org What is Adapted PE?
PELINKS4U - Adapted Physical Education State AHpeRDs, State pe Standards, Teaching Unit Plans Two web sites that offer search engines for adapted and special needs summer sports camps http://www.pelinks4u.org/archives/adapted/060104.htm
Extractions: Click To See More Resources Archives Book Reviews Editorial Team Higher Education PE Web Sites K-12 School PE Web Sites PE Academic Areas PE Advocacy PE Forum Online Site Sponsorships State AHPERDs State PE Standards Teaching Unit Plans Web Pages of PEHLS Professionals June 2004 Vol.6 No.6 Conference/Workshop Calendar Editorial The purpose of the adapted section this month will be to provide readers with information about disability sport summer camps in the United States. Summer camps are a fantastic opportunity for students to learn new sport and fitness skills and make new friends. Summer camps also provide an excellent training ground for adapted physical education teachers and adapted physical activity professors to learn new disability sport activities and to network with other adapted professionals. This section will be divided into two parts. The first part will feature information about disability summer sport camps in the Southern United States and the second part will provide information about camps in the Northern United States. The camps listed in this section are by no means intended to be an exhaustive list. If the camps described here do not fit your needs, then you should be able to find a suitable alternative in your area by completing a quick web search.
AAALF - American Association For Active Lifestyles & Fitness Adapted pe teachers who have survived similar state and district level educators uncertain about a new student or group of students with special needs. http://www.aahperd.org/aaalf/template.cfm?template=toy.html
Bethany College-Health PE Teaching Prek-12 SE210, Introduction to Infants, Children and Youth with special needs, 3. ED310, School Law, 3 ED369, Student Teaching Elementary (pe), 8 http://www.bethanylb.edu/academics/degree_requirements/health-pe_teaching.html
ASD | Special Education | Program Descriptions Adapted pe special Teaching Requirements Must have completed a program in The program at Whaley School is designed to meet the needs of students whose http://www.asd.k12.ak.us/depts/sped/programs.asp
Extractions: The Alaska State School for Deaf and Hard of Hearing serves deaf and hard of hearing students from throughout the state. Check the Alaska Department of Education Early Development's online Special Education handbook for definitions of these categories. Emphasis: statewide services ~ communication skills ~ educational interpreters ~ audiological services ~ parent training ~ infant learning The Elementary Special Education Program provides assistance to kindergarten through sixth grade students who are learning disabled, mildly mentally retarded, emotionally disturbed, hard-of-hearing, orthopedically impaired, other health impaired, autistic or traumatic brain injured.
Special Education For those special Education students with special needs, the School Nurse Jim Heit, a Credentialed Adapted pe specialist, provides Adapted Physical http://www.suhsd.net/html/special_education.htm
Extractions: Ext. 10541 The Shasta Union High School District provides a continuum of Special Education services through the Districts own programs, or when appropriate, through programs provided by the Shasta County Office of Education and the Shasta SELPA. Shasta Union High School District Special Education teachers are assigned to the following school sites: Enterprise High School, Foothill High School, Pioneer High School and Shasta High School. Special Education services currently provided include psychological and educational assessment, consultation with regular education instructors, monitoring of regular education progress, provision of teacher and or aide assistance within the regular classroom, modifications of the regular education program, provision of assertive technology, basic academic and core curriculum instruction. The following instructional services are available to students attending school anywhere within the Shasta Union High School District: Speech and Language, School Nursing, Adapted Physical Education.
Asperger: Educational Implications AFC provides free services to parents of special needs children to help them be They have a fact sheet for teaching pe to AS children which you can http://www.udel.edu/bkirby/asperger/education.html
Extractions: Education and Disability Law Sample IEP/ARD and Documents ... Educational Sites of Interest www.ed.gov/PressReleases/07-2000/PolicyDisabilityharrassment.doc This is a link to a 2000 press release on from the US Department of Education regarding harrassment of individuals with disabilities. This link will take you to a downloadable file. It includes information regarding specific laws that can help if your child is being bullied or harrassed. Preparing to be Nerdy Where Nerdy Can Be Cool: College Planning for The High Functioning Student with Autism by Lars Perner, Ph.D. Ten Tips for Helping Your Child with Asperger Syndrome Get Ready to Return to School by Diane Adreon, M.A. This paper by the Associate Director of University of Miami Center for Autism and Related Disorders is a wonderful resource for information on helping AS children prepare for the new school year. Diane is also the co-author of the excellent, Asperger syndrome and adolescence: Practical solutions for school success Five Survival Strategies To Help Children With Asperger's Syndrome Overcome Inertia by George T. Lynn, M.A., C.M.H.C.
Lithuania persons with special needs shall be supplied with educational assistive All pe teachers have a very short course (2 credits) on Adapted Physical http://www.adapt-europe.org/lithuania/education.htm
Extractions: Find out the sports structure and educational structure in your country! Check their websites and find information about sportclubs, activities, lists of schools and much more! Education Educational Structure Education is the responsibility of the Ministry of Education and Science The Law on Education was adopted in 1991. It established the basic structure of the education system and a basic for the activities and management of the educational institutions (except colleges and universities) of the Republic of Lithuania. The Education Reform Act (1991) The Law on the Social Integration of the Disabled(1991) emphasises that the disabled can not be discriminated against and that they have the right to work, study and train, that, regardless of the cause, character and degree of their disability they shall be entitled to the same rights as other residents of the Republic of Lithuania. claims that every child must attend compulsory education until 16 years of age. The first basis in legislation for integrated education of children with special educational needs (SEN) is the document entitled
Stanislaus County Office Of Education - Special Education These staff members work closely with general education teachers to modify speech and language therapy, adaptive pe, deaf and hardof-hearing services http://www.stan-co.k12.ca.us/student_services/special_ed.html
Extractions: Program Management Ken Daniel Ardeth Mattison Ruth Decker Sarah Ramaley Bonnie Jones-Lee Kendra White-Lyon The Stanislaus County Office of Education (SCOE) Department of Special Education employs over 400 individuals who provide direct and support service to over 2,000 handicapped students within the Stanislaus SELPA. Staff includes teachers, classroom aides, psychologists, nurses, speech/language pathologists, program specialists, secretaries, managers and others. The focus of the department is to provide a comprehensive school program for severe and low incidence handicapped students ranging from birth to 22 years of age. MARGARET L. ANNEAR EARLY INTERVENTION PROGRAM JOHN F. KENNEDY SCHOOL Stanislaus County Office of Education also operates SH classes for students with severe behavioral challenges: One Primary Class Two Middle-School Classes Three High School Class for moderate to severe behavioral challenges Two Medically Fragile Classes Students in the SH classes have Hughes Bill behavior plans and require intense supervision and staffing. Each students Hughes Bill plan is written in conjunction with the classroom teacher by the behaviorist prior to being approved by the IEP team and data is collected on a daily basis. Support services include speech/language pathologists, occupational therapists, psychologist, adapted physical education teachers, and nurses. The medically fragile students are afforded the same services in addition to requiring intensive medical supervision and assistance with feeding and toileting.
Heather Elementary School - Special Education Students in grade one through three, with special needs that cannot be met adaptive physical education classes are provided for designated students to http://heather.sancarlos.k12.ca.us/programs/special.html
Extractions: SPECIAL EDUCATION o Support Services include English as a Second Language (ESL) Economic Impact Aid (EIA) dollars are allocated at a district level to provide additional support in teaching Limited-English Proficient (LEP) and Non-English Proficient (NEP) identified students within the regular classrooms. Students receive instruction twice a week to improve their understanding of the English language. o Speech and Language Qualifying students who have been identified through the IEP team process are provided instruction twice a week to correct articulation errors and to develop age-appropriate language skills. o Gifted and Talented Education (GATE) The state of California funds a program of enriched curriculum for students who meet qualifying criteria. Students are referred for IQ testing by either the classroom teacher or parent. Teachers write an annual learning plan for each identified student and provide enrichment activities within the classroom setting. o School Psychologist The school psychologist is scheduled at Heather School for one day each week to test students for initial placement in Special Education programs and to re-test students before their third year in the program. The psychologist will often attend IEP and SST meetings, and may provide limited advice to teachers, students, or parents.
BC :: Context :: September 2003 âForum: Differences Are Strengthsâ In the early 1980s, there was a new movement in pe called Adapted Physical When Im working with teachers who have a specialneeds child in their http://www.bethelks.edu/news/context/archives/000494.php?presentation=normal&iss
Courses: Approved Special Education Courses Header banner Division of Teaching and Learning with Connecticut State Seal IA special needs PSY 365 Psychology of the Exceptional Child pe 406 Adapted http://www.state.ct.us/sde/dtl/cert/cspeced.htm
Extractions: Approved Special Education Courses Please Note: This may not be a comprehensive list and is based on information provided to the department from the institution of higher education. Connecticut State regulations require the completion of a course in special education for all applicants seeking certification. The regulations mandate this course be comprised of not fewer than 36 clock hours, which shall include study in understanding the growth and development of exceptional children, including handicapped and gifted and talented children and children who may require special education, and methods of identifying, planning for and working effectively with special-needs children in the regular classroom. Courses on this list are pre-approved for meeting this requirement. If you have previously taken a course not included on this list, and feel it may meet the requirement as described above, please submit a course description and/or syllabus for review. If you are planning to enroll in a course not included on this list, please submit a course description and/or syllabus for review, prior to your enrollment in the course. ASNUNTUCK COMMUNITY COLLEGE EDU M204 Education of Children with Special Needs CAPITOL COMMUNITY COLLEGE EDUC 247 The Exceptional Child CENTRAL CT STATE UNIVERSITY SPED 470 Education of the Exceptional Learner (Formerly SPED 366*)
PE Redirect Gross Motor Activities for Young Children with special needs. Adapted Equipment Ideas to Facilitate Inclusiory Teaching. Stopka, C., Bowie, L. (2000). http://www.usoe.k12.ut.us/curr/pe/resources/articles/diability_articles.html
AdaptPhysEd The Disability and special needs section of this website is the place to begin pe Central (Disabilities) Common disabilities defined and described. http://www.plu.edu/~sope/Disability.htm
Extractions: The Disability and Special Needs section of this website is the place to begin searching for more information about various disabilities. Information includes how disabilities begin, what symptoms a person will have, what they can and cannot do, and other information that will help people working with special needs students. Information can be found here in the form of written work, links to pertinent websites, powerpoint presentations, and videos.
Sensory Integration To Schools, Homes And Businesses During the 1990s, inclusion of students with special needs into general education First, Ms. Wheeler has assisted the pe teachers of the Isaac School http://www.henryot.com/news/ateachabout.asp
Extractions: ATEACHABOUT , where she travels the country in her fifth wheel and brings her programs directly to teachers, administrators, therapists, psychologists, teaching assistants, and parents. During the 1990s, inclusion of students with special needs into general education settings made significant advances. Although inclusion continues to be controversial among some school administrators, teachers, and support staff, recent research reveals that the trend to educate students with learning disabilities in the least restrictive environment is increasing throughout the U.S. (McLeskey, Henry, & Axelrod, 1999). This trend is supported nationwide by educators and parents as well as by the IDEA. The authors of the above research state, "…there seems to be an emerging consensus that students with learning disabilities should spend most of the school day in general education classrooms, and that most of the services that are needed by these students may be delivered in these settings" . Educating students with special needs in a general education setting is not a barrier-free pursuit. Patty Guard, the director of the Education Department’s Office of Special Education Programs, states that some geographic areas are further behind when it comes to inclusion because of "individual funding formulas and local policies" ("Report: IDEA Students," 1999). Another common barrier is the lack of staff training. McLeskey, Henry, and Axelrod recommend that "professional development be provided so that teachers can attain the new skills required to meet student needs" in an inclusive classroom (1999).
APENS Chairman, For the adapted physical education teacher, this implies familiarity with theories and Bridging early services for childrer with special needs and their http://www.cortland.edu/apens/15standards.htm
Extractions: THE 15 STANDARDS HUMAN DEVELOPMENT MOTOR BEHAVIOR EXERCISE SCIENCE MEASUREMENT AND EVALUATION ... COMMUNICATION 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 On death and dying . New York: Collier Books. American Psychiatric Association. (1994). th ed.). Washington, DC: American Psychiatric Association. TOP OF PAGE 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).
Special Needs Info & Views (Susan Ohanian Speaks Out) Disabled golfers might need special equipment and carts, but anywhere a golf Schools do have a role really good adapted pe programs and allowing http://susanohanian.org/show_special_info.html?id=18
PE And FP Special Programmes of study is designed specifically to train teachers of children with special needs. The DISE programme begins by introducing student teachers to the http://www.nie.edu.sg/html/itt_special_dise.htm
Extractions: Physical Education and FP Special Programmes Foundation Programmes FP Administration Programme Planning and Development Unit Postgraduate Diploma in Education ... Group Endeavours in Service Learning Diploma in Special Education (DISE) Introduction This two-year part-time programme of study is designed specifically to train teachers of children with special needs. These children have a wide range of disabilities, including those with various degrees of intellectual, physical, behavioural, psychological, and sensory problems, or a combination of these. Objectives have a basic knowledge of the key areas of child development, educational theory, and the aetiology of the major types of disabilities;
Physical Education peD 303 Methods of Teaching pe in Elementary Schools 3 credits curriculum and teaching techniques to better serve those with special needs. http://www.dana.edu/regist/catalog/physicaleducation.html
Extractions: PED 489 Readings in Physical Education The Physical Education curriculum provides two areas of concentration which are available to students. All majors take a core curriculum in Physical Education and then choose to complete the program with an area of concentration in Sports Management or in Teaching/Coaching. The department emphasizes student competency in both theory and practice. Physical Education Major (Sports Management Concentration): Back to Top Physical Education Core: 28 credit hours
Extractions: This paper presents a practical guide to teachers who may consider teaching special needs children in the same classroom as regular students. It further examines different kinds of disabilities and how to deal with them. These include children with ADD, blind, deaf, motor impaired and manic depression. The paper explains that it is a growing trend to try and mainstream special education needs children as early as possible. "In the classroom, teachers are primarily responsible for ensuring that special education students are provided with equal opportunities for education. While instructors should not lower academic standards in the classroom, they should make every effort to make reasonable accommodations for students with disabilities. By making simple adjustments, such as allowing students to record lectures or changing the format of a test, teachers can make sure that special education students do not have academic or social disadvantages." Term Paper #30152 Add to Cart (You can always remove it later) Special Education
