What students need to know from Adapted PE about PRAXIS PLT
I.
Students as Learners
A.
Student Development & Learning Process
1. Theoretical Foundations (EDP 260)
 Examples of Important Theorists (i.e. Piaget, Bruner, Vygotsky, Skinner, Ericson, etc.)
 Important terms that relate to theory (sequencing, scaffolding, alignment, scope & sequence,
feedback, formative assessment, differentiated instruction [individual vs. group differences in
age and stage progressions, gender & cultural differences, etc.)
2. Human Development (EDP 260) (PHYSICAL ONLY PHE 304)
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B.
Contributions of important Theorists – see above
Major Progressions in developmental domain & ranges of individual variations within each
domain (Motor development for example)
Impact of students’ physical, social, emotional, moral, cognitive Development on their
learning and how to address it when making instructional decisions, i.e. why if we are
teaching concrete operational learners in elementary school instruction needs to occur
differently than MS & HS learners who might be at the formal operations stage of thinking.
Students as Diverse Learners (PHE 304)
1. Differences in the ways students learn & perform
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Learning Styles
Multiple Intelligences
Performance modes
- Concrete operational thinkers (PHE 304, 300, 400, ELE 311)
- Visual & Aural
Gender Differences (PHE 304)
Cultural Expectations & Styles (PHE 304)
2. Areas of Exceptionality in students' learning (PHE 304)
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Visual & perceptual difficulties
Special physical or sensory challenges
Learning disabilities
Attention-deficit disorder (ADD); attention-deficit/hyperactivity disorder
Functional mental retardation (ADHD)
Behavioral disorders
Developmental delays
3. Legislation & Institutional responsibilities relating to exceptional students (PHE
304)
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ADA
ADA
IDEA
Least restricted, inclusion, mainstreaming
IEP – what must be included
Section 504 of rehabilitation act – reasonable accommodations, free & appropriate
Due Process – If parent does not agree with IEP
Family Involvement
The Americans with Disabilities Act (ADA) prohibits discrimination against people with disabilities in
employment, transportation, public accommodation, communications, and governmental activities. The ADA
also establishes requirements for telecommunications relay services.
IDEA
IDEA - Having a disability does
not automatically qualify a student for special education services
under the IDEA. The disability must result in the student needing additional or different services
to participate in school.
IDEA defines a "child with a disability" as a "child... with mental retardation, hearing
impairments (including deafness), speech or language impairments, visual impairments
(including blindness), serious emotional disturbance..., orthopedic impairments, autism,
traumatic brain injury, other health impairments, or specific learning disabilities; AND, who...
[because of the condition] needs special education and related services."[8
Least restricted, inclusion, mainstreaming
As part of the U.S. Individuals with Disabilities Education Act, the least restrictive
environment is identified as one of the six principles that govern the education of students with
disabilities and other special needs. By law, schools are required to provide a free appropriate
public education (FAPE) in the least restrictive environment that is appropriate to the individual
student's needs.
"Least restrictive environment" means that a student who has a disability should have the
opportunity to be educated with non-disabled peers, to the greatest extent appropriate. They
should have access to the general education curriculum, extracurricular activities, or any other
program that non-disabled peers would be able to access. The student should be provided with
supplementary aids and services necessary to achieve educational goals if placed in a setting with
non-disabled peers. Academically, a resource room may be available within the school for
specialized instruction, with typically no more than two hours per day of services for a student
with learning disabilities.[1] Should the nature or severity of his or her disability prevent the
student from achieving these goals in a regular education setting, then the student would be
placed in a more restrictive environment, such as a special school, classroom within the current
school, or a hospital program. Generally, the less opportunity a student has to interact and learn
with non-disabled peers, the more the placement is considered to be restricted.
To determine what an appropriate setting is for a student, a team will review the student’s needs
and interests. The types of educational settings for students with disabilities will vary. With the
differences in needs and interests among students with disabilities, there is no single definition of
what an LRE will be for all students.
Because the law does not clearly state to what degree the least restrictive environment is, courts
have had to interpret the LRE principle. In a landmark case interpreting IDEA's predecessor
statute (EHA), Daniel R.R. v. State Board of Education (1989), it was determined that students
with disabilities have a right to be included in both academic and extracurricular programs of
general education. Continuum versus defined
In Board of Education, Sacramento City Unified School District v. Holland (1994), four factors
were identified as things needed to be taken into consideration when determining if the student’s
LRE is appropriate. They are:
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the educational benefits of integrated settings versus segregated settings,
nonacademic benefits (primarily social interaction with non-disabled peers),
the effect the student with a disability can have on the teacher and his or her peers, and
the cost of supplementary services that will be required for that student to stay in the
integrated setting.
Inclusion: In this approach, students with special educational needs spend all, or at least more
than half, of the school day with students who do not have special educational needs. Because
inclusion can require substantial modification of the general curriculum, most schools use it only
for selected students with mild to moderate special needs, for which is accepted as a best
practice.[10][11] Specialized services may be provided inside or outside the regular classroom,
depending on the type of service. Students may occasionally leave the regular classroom to
attend smaller, more intensive instructional sessions in a resource room, or to receive other
related services that might require specialized equipment or might be disruptive to the rest of the
class, such as speech and language therapy, occupational therapy, physical therapy, or might
require greater privacy, such as counseling sessions with a social worker.[12]
Mainstreaming refers to the practice of educating students with special needs in classes with
non-disabled students during specific time periods based on their skills. Students with special
needs are segregated in separate classes exclusively for students with special needs for the rest of
the school day.[13]
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IEP – what must be included (see separate handout)
Section 504 of rehabilitation act – reasonable accommodations
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Section 504 is a federal law designed to protect the rights of individuals
with disabilities in programs and activities that receive Federal financial
assistance from the U.S. Department of Education (ED). Section 504
provides: "No otherwise qualified individual with a disability in the
United States . . . shall, solely by reason of her or his disability, be
excluded from the participation in, be denied the benefits of, or be
subjected to discrimination under any program or activity receiving
Federal financial assistance . . . ."
The Section 504 regulations require a school district to provide a "free appropriate public education"
(FAPE) to each qualified student with a disability who is in the school district's jurisdiction, regardless of
the nature or severity of the disability. Under Section 504, FAPE consists of the provision of regular or
special education and related aids and services designed to meet the student's individual educational
needs as adequately as the needs of nondisabled students are met.
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Due Process – If parent does not agree with IEP
Ask for due process. During a due process hearing, the parents and school personnel appear before an
impartial hearing officer and present their sides of the story. The hearing officer decides how to solve the
problem. (Note: Mediation must be available at least at the time a due process hearing is requested.)
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Family Involvement – rights to see records, decision making process, due process
4. Approaches for accommodating various learning styles, intelligences, or
exceptionalities (PHE 330, PHE 304, PHE 400, ELE 311)
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Differentiated instruction
Alternative assessments
Testing modifications
5. Process of second-language acquisition & strategies to support the learning of
students for whom English is not a first language
6. Understanding the influence of individual experiences, talents, and prior learning,
as well as language, culture, family, and community values on students’ learning
(PHE 304)
 Multicultural backgrounds
 Age-appropriate knowledge and behavior
 The student culture at school
 Family backgrounds
 Linguistic patterns and differences
 Cognitive patterns and differences
 Social and emotional issues
C.
Student Motivation and the Learning Environment
1. XXX
2. XXX
3. XXX
4. Principles of Effective Classroom Management and Strategies to Promote Positive
Relationships, Cooperation and Purposeful Learning (PHE 400)
 Establish Daily Procedures and Routines
 Establishing Classroom Rules
 Using natural and logical consequences
 Providing Positive Guidance
 Modeling Conflict Resolution, Problem Solving and Anger Management
 Giving timely Feedback
 Maintaining accurate records - HPE 409
 Communicating with Parents and Caregivers
 Using objective behavior descriptions
 Responding to student behavior
 Arranging classroom space
 Pacing and Structuring the Lesson
II.
Instruction & Assessment
A.
Instructional Strategies (PHE 330 & 400)
1. Major Cognitive Processes associated with student learning
 Critical Thinking – questions assumptions; on-going
 Creative thinking – PHE 400
 Higher-order thinking – Blooms
 Inductive & Deductive thinking reasoning
 Problem structuring and problem solving
 Invention
 Memorization and recall
 Social reasoning
 Representation of ideas
Critical thinking one judges, decides, or solves a problem based on observations, patterns,
insights, information, criteria, etc., reasonable reflective thinking focused on deciding what to
believe or do.”[2] It has also been described as "thinking about thinking."[3] It has been described
in more detail as "the intellectually disciplined process of actively and skillfully conceptualizing,
applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by,
observation, experience, reflection, reasoning, or communication, as a guide to belief and action.
Inductive reasoning (generalize from individual; hypothesis construction; educated predictions)
90% of people are right handed. Joe is a person so Joe is right handed (may or may not be valid
but is logical based on premise) or All of the swans that all living beings have ever seen are
white (could be wrong). Therefore, All swans are white.
deduction thinking Deductive arguments are attempts to show that a conclusion necessarily
follows from a set of premises or hypotheses. All men are mortal. Socrates is a man. Thus
Socrates is mortal.
 Problem structuring and problem solving
 Invention
 Memorization and recall
 Social reasoning
 Representation of ideas
B.
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Major Categories, Advantages and Appropriate uses of Instructional Strategies
Cooperative learning (ELE 311)
Direct instruction (PHE 330 & PHE 400)
Discovery learning (ELE 311)
Whole-group discussion (all classes)
Independent study (i.e. class presentations)
Interdisciplinary instruction (ELE 311)
Concept mapping (Health, EDU 303)
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Inquiry method (guided discovery approach, creating sequences, etc)
Questioning (sequencing and providing higher level thinking)
Play (ELE 311)
Learning centers (ELE 311), PHE 304 Pre-K work we do
Small-group work
Revisiting (PHE 330 & PHE 400) spiraling curriculum
Reflection (all)
Project approach
B. Planning Instruction
C.
Assessment Strategies (PHE 409)
1. Types of Assessments
2. Characteristics of Assessments
3. Scoring assessments
4. Uses of assessments
5. Understanding of measurement theory and assessment-related issues
6. Interpreting and communication results of assessments