University of Idaho s3

University of Idaho Department of HPERD PEP 424 – Physical Education and Special Populations Fall 2009 – 2 credits

Instructor: Elizabeth Escamilla Miller Office/phone: PEB 206/ 5-2894 E-mail: [email protected] Office hours: TBA Class Location: PEB 200 Class days/Time: MWF 7:30-8:20

Required Text: Auxter, D., Pyfer, J., and Huettig, C. (2005). Principles and methods of adapted physical education and recreation (10 th ed.). McGraw Hill: New York, NY.

Course Description: To provide knowledge, understanding, and skills for teaching movement activities to individuals with disabilities. In addition, adapting, modifying, and experiencing new strategies to create an inclusive physical education setting for all participants.

Purpose: This course is designed to prepare and inform you of pertinent materials that will enable you to teach physical movement activities to individuals with disabilities.

Practical Experience: A crucial component of this course consists of the practical opportunities available to PEP 424. How can you learn to communicate and understand individuals with disabilities if you do not practice teaching within such a population? Therefore, you are required to spend 20 hours collaborating with members in the community to receive practical experience and training to instruct IWDs. NOTE: If you cannot create the time for this responsibility, then perhaps you should take the course another semester).

Course Objectives meet the National Physical Education Standards (NASPE) so that by the end of the course the students will be able to... 1. Discuss the current status of physical activity for individuals with disabilities locally, and determine current trends in America. a. Standard 1 – Knowledge of subject matter b. Assessment - Formal 2. Define terms related to rehabilitation, therapy and special education. a. Standard 1 – Knowledge of subject matter b. Assessment - Formal 3. Identify the history of adapted physical education, legal mandates for educational services (ADA, IDEA, PL-142, and Section 504) a. Standard 1 – Knowledge of subject matter b. Assessment - Formal 4. Demonstrate an ability to accommodate students with disabilities in physical education, and seek out pertinent resources to support your teaching strategies. a. Standard 3 – Adapting Instruction for Individual Needs b. Assessment – Rubric and teacher evaluation 2

5. Identify purpose of an IEP, develop IEPs, and explain all components involved in the IEP process. a. Standard 1 – Knowledge of subject matter; Standard 2 – Knowledge of human development and learning b. Assessment – Teacher evaluation 6. Identify cause, incident, and teaching modifications for different disabilities. a. Standard 1 – Knowledge of subject matter; Standard 4 Multiple Instructional Strategies b. Assessment – Teacher evaluation 7. Demonstrate appropriate teaching strategies for individualizing instruction that provides equal access for IWDs in the physical education setting. a. Standard 4- Multiple Instructional Strategies; Standard 7 – Instructional planning b. Assessment – Presentation rubric and teacher evaluation 8. Practice teaching strategies and reflective analysis following each practicum experience. a. Standard 4 – Multiple Instructional Strategies; Standard 9 – Professional Commitment and Responsibility b. Assessment – Written reflection

Course Assignments/Evaluation Procedures

Exams (3 @ 30 points) 90

Media Reflection 15 This is a 1-2 page write-up regarding the media’s portrayal of IWD’s.

IEPs (10 points each) 20 Based on the IEP format given in class, develop an IEP for fictitious IWDs that will be given in class.

Lesson Plan Presentation 15 Create a 15-20 minute lesson of specific games that can be modified to accommodate IWDs.

Equipment Presentation 15 Create and/or modify a piece of equipment that can be utilized by an IWD in a leisurely sport or activity.

Journals and Reflections 15 A collection of journal entries from practicum, plus a final class reflection based on questions provided in class.

In-Class Activities Various in-class worksheets and/or group discussions. 20 3

Disposition 10 Assessment based on the “professional expectations” required by all pre-service teachers in the College of Education and HPERD

Total 200

Final evaluation in the course will depend upon the percentage of weighted scores achieved according to the following scale: A = 90-100 D = 69-60 B = 89-80 F = 59 & below C = 79-70

All assignments must be typed, proofed, and professionally presented. All assignments are to be handed in at the beginning of class on the due date. Late work will be assessed a 20% penalty. DO NOT send homework in via email.

Attendance Policy: Punctuality, attendance, and active participation are professional expectations of this course. Points will be deducted from your overall total for excessive absences and tardiness. Three or more absences will result in a 10% deduction of your overall total. Four absences constitute a failure of the course.

Dress Policy: Students are required to dress appropriately for activity on activity days. Appropriate dress is also required during the practical experience out in the schools.

Injury/Illness Policy: Students are responsible for designing and completing alternative assignments (that meet the prior approval of the instructor) in the case of extensive illness or injury that prevents active class participation.

Academic Integrity: All student work is expected to be original and/or honoring resources correctly and thoroughly. Please review the academic policy of the University, which will be assessed if integrity is violated.

Are you in need of reasonable accommodations? Please let me know. Also, please contact Disability Support Services, Idaho Commons, Room 306, phone: (208) 885-6307, email: [email protected] 4