A Teacher’s Guide to Adapted Physical Education: Including Students With Disabilities in Sports and Recreation, Fourth Edition PDF
Preview A Teacher’s Guide to Adapted Physical Education: Including Students With Disabilities in Sports and Recreation, Fourth Edition
2 3 Paul H. Brookes Publishing Co. Post Office Box 10624 Baltimore, Maryland 21285–0624 www.brookespublishing.com Copyright © 2016 by Paul H. Brookes Publishing Co., Inc. All rights reserved. “Paul H. Brookes Publishing Co.” is a registered trademark of Paul H. Brookes Publishing Co., Inc. Cover images are ©istockphoto/Willard/ponsulak/bmcent1/jarenwicklund/poco_bw/DenKuvaiev/kiki_jimenez. Purchasers of A Teacher’s Guide to Including Students with Disabilities in General Physical Education, Fourth Edition, are granted permission to photocopy the blank forms in this book for educational or clinical purposes. None of the materials may be reproduced to generate revenue for any program or individual. Photocopies may only be made from an original book. Unauthorized use beyond this privilege is prosecutable under federal law. You will see the copyright protection notice at the bottom of each photocopiable form. The case studies in this book are fictionalized composites that are based on the authors’ experience and do not represent the lives of specific individuals, and no implications should be inferred. Library of Congress Cataloging-in-Publication Data The Library of Congress has cataloged the print edition as follows: Block, Martin E., 1958- A teacher’s guide to adapted physical education: including students with disabilities in sports and recreation, fourth edition / Martin E. Block. — Fourth edition. pages cm Summary: “Thoroughly updated and expanded to be primary text for adapted physical education (APE) courses, this textbook is the authoritative guide for making physical education inclusion work. Inclusion expert Martin Block and a team of highly respected contributors provide current foundational information on laws and standards, as well as vital practical information on planning and implementing instruction, behavioral support strategies, considerations for a wide range of activities and environments and various settings including community recreation programs, multicultural considerations, and more. The book is filled with concrete, easy- to-implement, low-cost adaptations; examples that model problems and solutions; a helpful resource list; and guidance on key issues like safety, behavior problems, group games, and social acceptance. The cutting-edge information makes this an ideal text for coursework, and several photocopiable forms make it a helpful companion for inservice physical educators planning their classes. NEW TO THIS EDITION: 9 new chapters detail disability-specific information, expanding the textbook application to APE courses—More photos and illustrations throughout the book—Alignment to key elements from the NASPE standards for general PE and the Adapted Physical Education Standards (APENS) for APE—Features for textbook use, such as chapter objectives and more case studies—For instructors, PowerPoint slides and sample syllabi for using the text in Inclusion in PE or APE classes”— Provided by publisher. Includes bibliographical references and index. ISBN 978-1-59857-669-6 (paperback)—ISBN 978-1-59857-776-1 (pdf ebook)—ISBN 978-1-59857-935-2 (mobi ebook) 1. Physical education for people with disabilities. 2. Mainstreaming in education. I. Title. GV445.B56 2016 371.9’04486—dc23 2015006836 British Library Cataloguing in Publication data are available from the British Library. Version 1.0 4 Contents About the Author About the Downloadable Materials About the Contributors Acknowledgments I Foundations 1 What Is Physical Education? Steven Elliott, Amanda Stanec, and Martin E. Block 2 What Is Inclusion? Martin E. Block and Iva Obrusnikova 3 A Team Approach to Inclusion in Physical Education Martin E. Block, Cathy MacDonald, and John Foley II Inclusive Practices and Planning 4 Program Planning and Assessment Martin E. Block and Luke E. Kelly 5 Instructional Modifications Martin E. Block, Aija Klavina, and Ron Davis 6 Curricular Modifications Martin E. Block 7 Game and Sport Modifications Martin E. Block and Ron Davis III Understanding Specific Needs 8 Intellectual Disabilities Katie Stanton-Nichols and Martin E. Block 9 Learning Disabilities Jason Bishop and Martin E. Block 10 Attention-Deficit/Hyperactivity Disorder Jason Bishop and Martin E. Block 11 Autism Spectrum Disorder Sean Healy and Martin E. Block 12 Emotional Disturbance Jason C. Bishop and Martin E. Block 13 Deafness or Hard of Hearing M. Kathleen Ellis and Lauren J. Lieberman 14 Visual Impairments and Deafblindness Lauren J. Lieberman and Marla Runyan 15 Physical Disabilities Luke E. Kelly 16 Other Health Impairments 5 Simon Driver and Alicia Dixon-Ibarra IV Supporting Across Contexts 17 Facilitating Social Acceptance and Inclusion Martin E. Block, Aija Klavina, and Cathy McKay 18 Making Inclusive Physical Education Safe Martin E. Block and Mel Horton 19 Positive Behavior Support of Children with Challenging Behaviors Martin E. Block, Hester Henderson, and Barry Lavay 20 Including Students with Disabilities in Community-Based Recreation Martin E. Block, Andrea Taliaferro, and Thomas E. Moran 21 Multicultural Education and Diversity Issues Ana Palla-Kane and Martin E. Block References Index 6 About the Author Martin E. Block, Ph.D., is a professor with the Department of Kinesiology in the Curry School of Education at the University of Virginia. Dr. Block has been the director of the master’s program in adapted physical education at the University of Virginia since 1993. During that time, he has supervised and graduated more than 120 master’s students. Prior to returning to college to earn his Ph.D., Dr. Block served as an adapted physical education specialist in Virginia and Maryland, working with children with severe disabilities and learning and behavior problems. Dr. Block has been a consultant to Special Olympics, Inc., helping to create the Motor Activities Training Program, a sports program for athletes with severe disabilities. He has authored or coauthored 5 books, 20 chapters in books, and more than 75 peer-reviewed articles and has conducted more than 100 international and national presentations on various topics in adapted physical education. Dr. Block is the president of the International Federation of Adapted Physical Activity (2015–2019) and has served as president of the National Consortium for Physical Education and Recreation for Individuals with Disabilities and as chair of the Adapted Physical Activity Council within the American Alliance for Health, Physical Education, Recreation, and Dance. He also was named the Virginia College Professor of the Year in 2004 by the Virginia Association of Health, Physical Education, Recreation, and Dance. 7 About the Downloadable Materials Purchasers of this book may download, print, and/or photocopy Figures 3.2, 18.1–3, 19.2–4, 20.2, 20.6, and the Appendix for Chapter 5 for educational use. These materials are included with the print book and are also available at www.brookespublishing.com/block/materials. Also, for instructors, PowerPoints are available to help you teach a course using A Teacher’s Guide to Adapted Physical Education, Fourth Edition. Please visit www.brookespublishing.com/block to access customizable PowerPoint presentations for every chapter. 8 About the Contributors Jason C. Bishop, Ph.D., CAPE, is an assistant professor with a joint appointment with the College of Physical Activity and Sport Sciences and the Davis College of Agriculture, Natural Resources and Design at West Virginia University in the area of adapted physical activity and health disparities. Dr. Bishop’s research interests include the motor development of children with attention-deficit/hyperactivity disorder and increasing physical activity participation of people with disabilities. Ron Davis, Ph.D., is a professor in the kinesiology department in the area of adapted physical education at Texas Woman’s University. His research interests focus on performance and training for athletes/individuals with disabilities. Alicia Dixon-Ibarra, Ph.D., MPH, is a postdoctoral scholar with the College of Public Health and Human Sciences at Oregon State University. Her research focuses on improving the health behaviors of individuals with a disability, including developing and implementing physical activity health promotion programs for people with disabilities and utilizing her epidemiology degree to analyze national surveillance system data to describe the health status of people with disabilities. Simon Driver, Ph.D., is director of rehabilitation research at Baylor Institute for Rehabilitation in Dallas, Texas. Dr. Driver’s research focuses on improving the health behaviors of individuals with a disability. Steven Elliott, Ph.D., is an associate professor and the associate director in the School of Health and Applied Human Sciences at University of North Carolina, Wilmington (UNCW). The recipient of the 2012 Chancellor’s Teaching Excellence Award at UNCW, his research agenda has two major foci: issues surrounding the inclusion of children with special needs into regular physical education classes and the application of instructional strategies, models, and theories to enhance student learning and assessment. M. Kathleen Ellis, Ph.D., is a professor of kinesiology at West Chester University of Pennsylvania. Dr. Ellis is the director of the Deaf studies program, focusing on deafness-specific areas of research, including the impact of deafness and cochlear implants on physical activity and fitness. John Foley, Ph.D., is a professor in the Department of Physical Education at the State University of New York (SUNY) at Cortland and director of the SUNY Cortland Physical Activity Laboratory. Over the past 25 years, he has worked extensively with individuals with disabilities in various sports, recreation, and fitness environments. He is an active member of the SUNY Cortland Institute for Disability Studies and focuses his research on ways to increase physical activity and reduce the sedentary behaviors of individuals with disabilities. His work has been published in peer-reviewed journals in the fields of public health, exercise science, and adapted physical activity. Sean Healy, Ph.D., is an assistant professor of adapted physical education/pedagogy, Department of Kinesiology and Recreation Administration, Humboldt State University, Arcata, California. His research focuses on physical education for children with autism and online education programming. Hester Henderson, Ph.D., is an associate professor with the Department of Exercise and Sport Sciences at the University of Utah. Her research interests are in the area of behavior management and individuals with disabilities as well as measuring motor skill performance and fitness of individuals with disabilities and determining the effectiveness of interventions to improve motor skills and fitness. Mel Horton, Ed.D., CAPE, is Assistant Dean of Assessment & School/Community Partnerships at Central Connecticut State University in New Britain, Connecticut. Her research focuses on general and adapted physical education teacher education. Aija Klavina, Ph.D., is a professor with the Latvian Academy of Sport Education in the areas of adapted 9 physical activity and physiotherapy. Her research focuses on exploring the collaboration and directed learning strategies (e.g., peer tutoring) to improve interaction behaviors between students with and without disabilities in inclusive physical education. Luke E. Kelly, Ph.D., CAPE, is the Virgil S. Ward Professor of Education in the Department of Kinesiology at the University of Virginia. Dr. Kelly’s research focuses on developing functional physical education curricula, based on the achievement-based curriculum model, to accommodate the needs of all students and on developing functional physical and motor skill assessments and training physical educators to competently use these instruments. Barry Lavay, Ph.D., is a professor in the kinesiology department and the adapted physical education coordinator at California State University, Long Beach. Dr. Lavay’s scholarship interests are in the area of physical education pedagogy for children with disabilities and more specifically applied behavior analysis and effective instructional practices. Lauren J. Lieberman, Ph.D., is the Distinguished Service Professor with the Department of Kinesiology, Sport Studies, and Physical Education at the State University of New York, College at Brockport. She teaches in the area of adapted physical education. She is the founder and director of Camp Abilities, a sports camp for children with visual impairments, and conducts her research in the areas of inclusion in physical education and physical activity for children with sensory impairments. Cathy MacDonald, Ph.D., is an assistant professor in the Department of Physical Education at the State University of New York at Cortland. Dr. MacDonald’s research has addressed evidence-based practices in physical education and the promotion of self-determination for individuals with a disability. Cathy McKay, Ed.D., CAPE, is on the faculty in the Department of Kinesiology at James Madison University, Harrisonburg, Virginia. Dr. McKay’s research focuses on Paralympic Sport education, relational leadership and values-based leadership, and changing attitudes and perceptions toward inclusion through contact. Thomas E. Moran, Ph.D., CAPE, is an associate professor of the physical health education teacher education program within the Department of Kinesiology at James Madison University in Harrisonburg, Virginia. He is founder and project director of Overcoming Barriers and executive director of Empowerment3—Center for Physical Activity & Wellness for Underserved Youth. Iva Obrusnikova, Ph.D., is an associate professor with the Department of Behavioral Health and Nutrition at the University of Delaware. She is the director and founder of the Delaware Center on Health and Disability. Her research focuses on exploring different instructional strategies to promote physical activity and the inclusion of children with developmental disabilities in general physical activity settings. Ana Palla-Kane, Ph.D., is a faculty member in the Department of Kinesiology at the University of Maryland. She works in the area of adapted physical activity and in the development of strategies that increase the accessibility of adapted physical activity programs for individuals with disabilities. She has studied the impact of diversity in the delivery of quality physical education and physical education teachers’ perceptions and attitudes toward teaching students with disabilities. She is interested in studying pregnancy in women with disabilities, especially aspects of prenatal care related to accessibility and participation in physical activity prior to and during pregnancy. Marla Runyan is a teacher of students with visual impairments at Perkins School for the Blind in Watertown, Massachusetts. She is one of only a handful of athletes who has competed in both the Olympics and Paralympics. She won multiple gold medals at the Paralympics, and she was a two-time Olympian, finishing eighth in the 1,500-meter in the 2000 Sydney Olympics, making Marla the first legally blind athlete to compete in the Olympics. Amanda Stanec, Ph.D., is founder and owner of Move Live Learn. Amanda’s research focuses on social justices issues in sports and physical activity. In her work, Amanda takes a comprehensive approach to supporting physical and health literacy for all. Katie Stanton-Nichols, Ph.D., is an associate professor and director of the Motor Activity and Ability Fitness 10
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