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.
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Standard 2 MOTOR BEHAVIOR
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.
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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.
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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.
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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 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.
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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.
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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.
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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.
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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.
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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.
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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.
REFERENCES
Dunn, J.
M., Moorehouse, J. W., & Fredericks, H. D. (1986). Physical education for the severely handicapped: A systematic approach to
data‑based gymnasium. Austin, TX Pro Ed.
Fiornini,
J., Stanton, K., & Reid, G. (1996). Understanding parents and families of children with disabilities: Considerations for adapted
physical activity. Palaestra, 12(2), 16‑23
Rosenkoetter, S.E., Hains, A.H., & Fowler, S.A. (1994). Bridging early services for childrer with special needs and their
families: A practical guide for transition planning. Baltimore MD: Brookes.
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