Instructor: Dr. Carol Barnes
Office: Cockroft 8
Office Telephone: 925-3303 / e-mail: cbarnes @mc.edu
Office hours: TR 10:40-12:00 am and 1:20-3:00 p.m.; MW 8:15-9:00am 1:30-3:00 pm
I.
COURSE TITLE:
KIN 386 Adapted Physical Education
Three Hours Credit
II.
PREREQUISITES: KIN 285
III.
COURSE DESCRIPTION: This course is designed to develop physical education
programs and activities for the individual with special needs.
IV.
RATIONALE: This course provides preparation for adapting and teaching special
activities to atypical or handicapped individuals.
V.
LEARNING OBJECTIVES AND OUTCOMES: At the conclusion of the course the
student will be able to:
1. discuss major historical eras in the development of physical education for exceptional
children
2. identify general classifications of disabilities
3. describe problems and issues related to the mainstreaming of children with
disabilities
4. describe various assessment mechanisms that can be used in the identification of
those individuals who are in need of special accommodation
5. discuss the procedures for preparing an individual education plan (IEP)while taking
into account Public Law 94-142
6. develop an IEP
7. identify types of handicaps and disorders and the special needs related to these
disorders
8. relate the mandates of Public law 94-142 to physical education
9. describe the general and specific rule, equipment and appliance modifications that
can be used to accommodate optimum play experiences
10. discuss the construction of low-cost game equipment
11. identify and discuss the role and components of evaluation in developmental and
mainstreamed physical education programs
VI.
ACADEMIC INTEGRITY: It is expected that a student attending Mississippi College
will be scrupulously honest. Therefore, plagiarism and cheating will be dealt with in
accordance with the policies of the university. Theses policies are stated in the current
Undergraduate Bulletin, Policy 2.19.
VII. COURSE TOPICS:
1. Define adapted physical education
2. Types and incidence of exceptionalities
3. Physical and motor growth
4. Principles of program organization
1
5.
6.
7.
8.
9.
Specific disorders and exceptionalities
Adapting games and sports
Special Olympics and wheelchair athletic programs
Making your own supplies and equipment
Evaluation of motor skills
VIII. INSTRUCTIONAL METHODS: Instructional procedures and resources used in this
course include large and small group work, oral reports, guest speakers, field trips,
demonstration, laboratory work, and discussions. Library, video, internet and community
resources.
IX. ASSIGNMENTS:
1.
Hard Copy of Syllabus and Student Contract. Each student is responsible for
presenting a hard copy of the course syllabus for this course and a signed copy of the
Student Contract to the professor no later than January 18th, 2012. Failure to
present both articles will constitute an automatic grade of zero for 5 percent of
the grade for this course.
2.
TESTS: There will be three or four unit tests covering the pervious concepts covered
in the course. NO MAKEUP test will be given. The lowest unit test grade will be
dropped. If a test is missed because of an excused absence this will count as the drop
grade, If a second test is missed, it will be recorded as a zero.
3.
SPECIALWRITTEN REPORT AND POWERPOINT PRESENTATION: Each
student will be required to develop a written report and power point presentation on a
specific disorder or handicap covered under IDEA Act. This report should include
information about revisions of a physical education curriculum for this disorder and
all program considerations. Each student will orally present this power point report.
Look at the course outline and sign up for a presentation date no later than February
3rd, 2012. If you have not signed up for a topic by this date, this may constitute a
grade of zero for the special report. Refer to page 7 for format of written report.
4.
INDIVIDUAL EDUCATION PROGRAM: each student will select an elementary
or secondary education student and develop an IEP. A written copy of this IEP is due on
February 10th, 2012.
X.
5.
ADAPTED PE GAME. Each student will be responsible for constructing a game
that can be used with adapted students in an elementary or secondary setting, and
presenting this game to the adapted students in the public school setting.
6.
FINAL EXAM: A final examination will be given that includes all topics covered
following the last unit test.
EVALUATION: The student will be evaluated on the basis of the following:
Hard copy of course syllabus
2
and contract
Unit Tests
IEP
Special Report
Adapted PE Game
Final Examination
TOTAL
5%
30%
10%
20%
15%
20%
100%
Final Grades are based on a percentage of total points possible.
91-100% = A 81-90% = B 71-80% = C 61-70% = D Below 61 = F
XI.
1.
OTHER COURSE INFORMATION:
CLASS ABSENTEE/TARDY POLICY
● Students are allowed one unexcused absence, without question from the course
instructor, for each credit hour of class. The exception to this policy is night
classes and/or classes that meet only once a week which carry two or more hours
of academic credit. In this case, one unexcused absence is allowed. More than
the acceptable number of unexcused absences will lower the semester grade of the
student one letter for each extra unexcused absence. For example, in a three-hour
semester course, the student is allowed three unexcused absences. A fourth
unexcused absence will result in lowering the semester grade one letter. If the
student has a semester grade of A and one too many unexcused absences, his/her
semester letter grade will be a B.
● Excused absences must be documented by the student and approved by the
instructor. It is the responsibility of the student to see the instructor to verify an
excused absence. Otherwise, the absence will be considered unexcused.
● Three tardies (five minutes coming in late or leaving class early) will equal one
absence. It is the responsibility of the student to see the instructor after class
about changing an absence to a tardy.
● Regardless of a student's semester grade, he/she will not receive credit for any
course in which the combined number of absences exceed the number established
by Mississippi College. Note the following statement from the current
Mississippi College General Bulletin:
A student receives a grade of F in any course immediately upon
accumulating the following number of absences in that class:
12 in semester classes meeting 3 times per week
8 in semester classes meeting 2 times per week
4 in semester classes meeting 1 time per week
6 in summer day classes
Proportionate numbers in classes on other schedules.
If a student misses more than the number of class periods specified in university
3
policy and believes that there are reasonable explanations for the absences, he/she
may appeal the absences to the Dean of the School in which the course is being
taught. Students may obtain a Student Absence Appeal Form from the Dean’s
Office.
● Makeup for Absences: Students are responsible for making up work they miss. If
handouts are given, they should arrange to have another student in the class get
their handouts.
2.
SPECIAL ACCOMMODATIONS. If special accommodations due to learning,
physical, psychological, or other disabilities are needed, please contact Dr. Buddy
Wagner in the counseling and Career Development Center (925-3354)
3.
Anyone who needs additional tutoring, please see Dr. Washam in office No. 14. Or email him at washam@mc.edu
XII. INSTRUCTIONAL MATERIALS AND BIBLIOGRAPHY:
Text: Not required
TENTATIVE COURSE OUTLINE
(This sequence for the course will be followed. Dates may vary somewhat.)
DATES
TOPICS
REFERENCES
January 9
Discussion of course requirements
January 11
An Introduction to Adapted Physical Education
January 13
Introduction and Laws-continued
January 18
Laws-continued
January 20
Program Organization and Management
Chapter 2
January 23
Adapted Sport
Chapter 3
January 25
Measurement and Assessment
Chapter 4
January 27
**Unit Test**
Chapters 1-4
January 30
The IEP
Chapter 5
February 1
Class work on IEP
February 3
Videotape-Adapted PE Equipment
**Special Disability Selection Due**
4
Chapter 1
February 6
Instructional Strategies
Chapter 7
February 8
Instructional Strategies-continued
February 10
Intellectual Disabilities
**IEP Due**
February 13
Intellectual Disabilities-continued
February 15
**Unit Test**
February 17
Field Trip to School
February 20
Behavioral Disabilities
Chapter 9
February 22
Autism Spectrum Disorders
Chapter 10
February 24
Specific Learning Disabilities
Chapter 11
February 27
**Unit Test**
Chapters 9-11
Chapter 8
Chapter 5,7,8
February 29 *Student Presentation-Visual Impairments*
March 2
Field Trip to School
March 5
*Student Presentation-Deafness*
March 7
Health-Impaired Students
March 9
Health-Impaired Students-continued
March 19
Motor Development
Chapter 19
March 21
Infant and Toddlers
Chapter 21
March 23
Early Childhood Adapted PE
Chapter 22
March 26
**Unit Test**
March 28
*Student Presentation-Cerebral Palsy*
March 30
Field Trip to School
April 2
*Student Presentation-Traumatic Brain Injury or Stroke
Chapter 17
Chapters 17, 19, 21, 22
5
April 4
*Student Presentation-Amputations or Dwarfism*
April 6
The Benefits of Adapted Aquatics
Chapter 25
April 11
Adaptations for Teams Sports
Chapter 26
April 13
Field Trip to School
April 16
Adaptations for Individual, Dual and Adventure Sports
April 18
*Student Presentation-Les Autres*
April 20
*Student Presentation- Spinal Cord Disabilities*
April 23
*Student Presentation- Les Autres*
April 25
Review for Final Exam
April 27
Final Examination
Chapter 27
8:00 a.m.
6
KIN 386
Criteria for Evaluation
Written
Research Paper
Name _________________________________
Date ________
________
Topic _________________________________
Ratring:
0 –Element is not present
1- Element is somewhat present but could be better developed
2- Element is present but needs improvement
3- Element is clearly present
4- Element is clearly present and beyond expectations
Paper:
1.
2.
3.
4.
5.
6.
7.
8.
Length of paper
Correct citing of references
Proper grammar and spelling in paper
Reliable references (at least ½ from Referred journals)
References provide current information
Research is thorough
References provide correct information
Paper included detailed information about alterations in the
PE Lesson for this disorder
Oral Presentation:
9.
Data is presented in an organized manner
10.
Interesting oral presentation
11.
Presenter did not read from paper or notes or powerpoint slides
12.
Presenter speaks clearly in audible manner
13.
Presenter uses good eye contact
14.
Proper grammar in oral presentation
15.
Presenter faced the audience
Additional Notes:
0
0
0
0
0
0
0
1
1
1
1
1
1
1
7
3
3
3
3
3
3
3
4
4
4
4
4
4
4
0 1 2 3 4
0
0
0
0
0
0
0
1
1
1
1
1
1
1
Grade _______________
For the written report you will need the following:
Title page
Summary of Information to include alterations in PE lesson
4 to 6 pages, typed, double spaced
Bibliography page in APA format
2
2
2
2
2
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
4
4
4
4
4
4
4
KIN 386
Format for IEP
Physical Education Performance
Student’s Name _______________________________ Birthdate ________________________
Classification:
Present Level of Performance:
Annual Goals:
Short Term Objectives:
Evaluation Criteria:
Services Provided:
Participation in Regular Program:
8
KIN 386
Final Average
Name
Semester/Year_________________
Date:
Score
______
Average
PercentPoints
5% _____
Syllabus Hard Copy and Contract
Unit Test................
30% _____
Unit Test................
______
Unit Test................
______
Mark one unit test with an X as Drop grade.
Adapted PE Game..
15%
______
IEP .........………
10%
______
Special Report.....
20%
______
Final Examination..
20%
______
Absences
Final Average _________
Letter Grade ________
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