Field Experience Case Study Assignment
PHED 400 Adapted Physical Education
Course Description:
This course is designed for physical education pedagogy students who are preparing to
enter the teaching field in K-12 education. Students working in education, health,
recreation, or youth-centered programs may also be served. Course components 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, instructional and curricular
modifications, 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 through lectures and practical field experience to meet the
educational needs of students with disabilities in physical education as outlined by Public
Laws 94-142 through current legislation.
Course Objectives:
This assignment meets the following APE course objectives:
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 1.5, 1.6).
Develop and implement developmentally appropriate lesson plans created for children
with disabilities (NASPE/NCATE 1.1, 1.3, 2.1, 2.2, 2.3, 3.1, 3.2, 4.2, 4.3, 6.3)
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 7.1, 7.4)
Assignment Procedures:
As a result of participating in the practical experience teaching modified physical
education activities to children with disabilities, each student will be able to develop their
own case study of a child with intellectual and/or physical disabilities as a culminating
practicum assignment. This case study should provide a thick, rich description of your
case (child) and your experiences working with him/her in the adapted physical education
practicum setting. Therefore, it is advised that you take notes after each practicum
session in order for proper recall of events.
Components of the Case Study:
The following components are essential to developing your case. However, you are not
limited to writing about these. You may include other pertinent information you found as
a result of teaching your particular child in the practicum experience.
1. Detailed description of your case (student), including, but not limited to the
following:
a. Name
b. age
c. grade level
d. disability
e. characteristics (physical, emotional, cognitive)
2. Brief background on the disability of the student. Include (but not limited to) a
medical definition, description, additional forms of this disability (ex. different
types of cerebral palsy), and common characteristics.
3. Describe strengths and abilities of the student. Additionally, describe any
challenges (including psychomotor, behavioral, cognitive, social) you discovered
that prevented them from achieving the objectives.
4. Description of activities which were taught throughout the practicum. Include any
helpful teaching strategies and modifications (instructional, curricular, both) to
these activities and the student’s response to the modifications.
5. Final reflective thoughts related to your case study to serve as a conclusion.
Your case study should be approximately 3 double-spaced, stapled pages in length. The
case must be typewritten in 12 point font Times Roman. It should be free of grammatical
and spelling errors. Resources (limited to one website) must be cited at the end of the
case study in proper APA format. Please refer to the library website for correct citation
references. The following scoring rubric will be used to assess your case study. Utilize
this rubric as a content guide for your assignment.
Writing Across the Curriculum. All writing assignments, both formal and informal, are
in support of Salisbury University’s Writing Across the Curriculum Program.
At the University Writing Center (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. 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.
Due Date: This assignment is due at the beginning of class on Monday, April 19. No
electronic submissions will be accepted for this assignment. It is worth 30 points of your
practicum grade.