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Adapted Physical Education-FAQ
(updated April 2000)
How can regular physical education activities be adapted to include students with
disabilities?
Adapted physical education is an individualized program of developmental activities, exercises,
games, rhythms, and sport designed to meet the unique physical education needs of individuals
with disabilities.
Adapted physical education may take place in classes that range from those in regular physical
education (i.e., students who are main streamed) to those in self contained classrooms. Although
an adapted physical education program is individualized, it can be implemented in a group
setting. It should be geared to each student's needs, limitations, and abilities. Whenever
appropriate, students receiving an adapted physical education program should be included in
regular physical education settings.
Adapted physical education is an active program of physical activity rather than a sedentary
alternative program. It supports the attainment of the benefits of physical activity by meeting the
needs of students who might otherwise be relegated to passive experiences associated with
physical education. In establishing adapted physical education programs, educators work with
parents, students, teachers, administrators, and professionals in various disciplines. Adapted
physical education may employ developmental, community-based, or other orientations and may
use a variety of teaching styles. It takes place in schools and other agencies responsible for
educating individuals. (From Adapted Physical Education and Sport, Joseph P. Winnick, ed., Human Kinetics Publisher.)
Following are links to related Internet resources and Internet discussion groups,
as well as selected citations from the ERIC database and the search terms we used to find the
citations.
You can search the ERIC database yourself on the Internet through either of the following web sites:
ERIC Citations
The full text of citations beginning with an ED number (for example, EDxxxxxx) is available:
- In microfiche collections worldwide; to find your nearest ERIC Resource Collection, point your web browser to: http://ericae.net/derc.htm.
- For a fee through the ERIC Document Reproduction Service (EDRS): http://edrs.com, service@edrs.com, or 1.800.443.ERIC.
(no longer available)
The full text of citations beginning with an EJ number (for example, EJxxxxxx) is available for a fee from:
- The originating journal
- Through interlibrary loan services at your local college or public library
- From article reproduction services such as
ERIC Search Terms Used
adapted physical education
EJ461240
EC605471
The Effects of Regular Exercise Programs for Visually Impaired and Sighted
Schoolchildren.
Blessing, D. L.; And Others
Journal of Visual Impairment and Blindness, v87 n2 p50-52 Feb 1993
ISSN:
0145-482X
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Journal Announcement: CIJAUG93
Target Audience: Researchers
This
study examined effects of a 16-week aerobic exercise training program on the
cardiovascular fitness and body composition of 30 students with visual impairments. In
comparison with traditional physical education provided to sighted students, the
exercise training program resulted in a significant increase in cardiovascular fitness and
a significant improvement in body composition measures.
Descriptors: *Adapted
Physical Education; Aerobics; Body Composition; *Exercise; *Physical Fitness;
Program Effectiveness; *Visual Impairments
EJ509239 SP524366
Using Classwide Peer Tutoring to Facilitate Inclusion of Students with Disabilities in
Regular Physical Education.
Block, Martin E.; And Others
Physical
Educator, v52 n1 p47-56 Win 1995
ISSN: 0031-8981
Language: English
Document Type: TEACHING GUIDE (052); JOURNAL ARTICLE (080)
Journal
Announcement: CIJDEC95
Target Audience: Teachers; Practitioners
Classwide peer tutoring (CWPT) is a form of peer-mediated instruction that can help
provide quality instruction to students with disabilities in regular physical education
classes. The article describes CWPT, then discusses its general procedures and
student training. Examples of CWPT in a second grade jump-rope unit are included.
Descriptors: Adapted Physical Education; *Class Activities; *Disabilities;
Elementary Secondary Education; *Inclusive Schools; *Peer Teaching; *Physical
Education; Regular and Special Education Relationship; Special Education; *Teaching
Methods; Tutoring
ED373479 EC303247
A Teacher's Guide to Including Students with Disabilities in Regular Physical
Education.
Block, Martin E.
1994
276p.
ISBN: 1-55766-156-1
Available From: Paul H. Brookes Publishing Co., PO Box 10624, Baltimore, MD
21285-0624 ($37).
Document Not Available from EDRS.
Language:
English
Document Type: BOOK (010); NON-CLASSROOM MATERIAL (055)
Geographic Source: U.S.; Maryland
Journal Announcement: RIEJAN95
Target Audience: Teachers; Practitioners
This guide provides guidance on the inclusion of students with disabilities in regular
physical education classes. Section 1 comprises three chapters which focus on
philosophy, beliefs, and attitudes in relation to physical education, inclusion, and team
assessment and programming. The development of a collaborative Physical Education
Inclusion Team is recommended. Section 2 describes program planning, assessment,
and general and specific instructional and curricular strategies. An ecological approach
is suggested for both program planning and functional assessment of students.
Informal checklists specifically designed to facilitate inclusion are included. Also
addressed in this section are strategies for accommodating students with disabilities,
including instructional and curricular modifications. Section 3 presents detailed case
studies of implementation with three different age groups: (1) preschool, (2) elementary
school, and (3) middle and high school. Each chapter begins with an anecdotal
account of a real child with disabilities and also includes numerous illustrations and
tables to enhance, supplement, and synthesize major ideas. Also provided in tabular
form are many task analyses and illustrative sections of individualized education
programs.
Descriptors: Adapted Physical Education; Age Differences; Check
Lists; Classroom Techniques; Curriculum Development; *Disabilities; Educational
Philosophy; Elementary Secondary Education; *Inclusive Schools; Individualized
Education Programs; Instructional Development; *Mainstreaming; *Physical Education;
Preschool Education; Program Development; Social Integration; Student Evaluation;
Task Analysis; *Teaching Methods; Teamwork
Identifiers: Ecological
Assessment
EJ443761 SP521137
Identifying Least Restrictive Environment Options in Physical Education.
Decker, James T.; Jansma, Paul
Physical Educator, v48 n4 p192-200 Win 1992
ISSN: 0031-8981
Language: English
Document Type: JOURNAL ARTICLE (080); NON-CLASSROOM MATERIAL (055)
Journal Announcement: CIJAUG92
Examines the need for least restrictive
environment (LRE) options in physical education (PE) for students with disabilities who
traditionally receive regular, adapted, or no PE. The paper proposes an alternative
approach to identifying LRE options based on the outcome of a three-year Department
of Education Special Projects grant.
Descriptors: *Adapted Physical Education;
*Disabilities; Elementary Secondary Education; *Equal Education; *Mainstreaming;
*Physical Education; Regular and Special Education Relationship EJ515468
SP524679
Teaching Net Games to Low-Skilled Students: A Teaching for Understanding
Approach.
Doolittle, Sarah
Journal of Physical Education, Recreation and
Dance, v66 n7 p18-23 Sep 1995
ISSN: 0730-3084
Language: English
Document Type: NON-CLASSROOM MATERIAL (055); JOURNAL ARTICLE (080)
Journal Announcement: CIJAPR96
With the teaching for understanding
approach, physical education teachers can modify standard game skills to help
low-skilled secondary school students focus on the important concepts and strategies
shared by all net games. The paper explains how to use the teaching for
understanding approach in physical education.
Descriptors: Adapted Physical
Education; *Curriculum Development; Elementary School Students; Elementary
Secondary Education; *Physical Education; *Racquet Sports; Secondary School
Students; *Skill Development; Teaching Methods
EJ445839 EC603168
Developmental Aquatics: Assessment and Instructional Programming.
Doremus, Wendy A.
Teaching Exceptional Children, v24 n4 p6-10 Sum 1992
ISSN: 0040-0599
Language: English
Document Type: JOURNAL ARTICLE (080); TEACHING GUIDE (052)
Journal
Announcement: CIJOCT92
Target Audience: Teachers; Practitioners
This
article provides an assessment tool and guidelines for creating instructional programing
in aquatic skills development for children with disabilities functioning below levels
required for most adapted beginning aquatics programs. It covers individualized goals
and objectives, adjustment to the water, and specific aquatic skills.
Descriptors:
*Adapted Physical Education; *Aquatic Sports; *Developmental Disabilities; Elementary
Secondary Education; Evaluation Methods; Individualized Programs; Instructional
Design; Measures (Individuals); Recreational Activities; Student Educational
Objectives; *Student Evaluation; *Swimming EJ513576 EC612824
Janet's Picks: Physical Education and Recreation for All
Drill, Janet
TEACHING Exceptional Children, v28 n2 p74-76 Win 1996
ISSN: 0040-0599
Language: English
Document Type: JOURNAL ARTICLE (080); BIBLIOGRAPHY (131)
Journal
Announcement: CIJMAR96
This article identifies and briefly describes 18 recent
publications on adapted and inclusive physical education and recreation programs.
Citations, accompanied by abstracts, are grouped into publications about philosophy,
trends, and preparation and publications about practices in schools and communities.
Descriptors: *Adapted Physical Education; *Disabilities; Educational Philosophy;
Educational Practices; Educational Trends; Elementary Secondary Education; *Inclusive
Schools; Physical Education; Recreational Activities; *Recreational Programs; Social
Integration
EJ497668 EC610606
A Physical Education Curriculum for All Preschool Students.
Dummer, Gail M.;
And Others
TEACHING Exceptional Children, v27 n3 p28-34 Spr 1995
ISSN: 0040-0599
Language: English
Document Type: JOURNAL ARTICLE (080); NON-CLASSROOM MATERIAL (055)
Journal Announcement: CIJJUN95
Target Audience: Teachers;
Practitioners
An integrated preschool physical education curriculum to serve children with and
without disabilities is detailed, including the five-step curriculum development process,
the developmental and functional characteristics of the curriculum, and facilitation of
social integration. A table lists the curriculum's goals and objectives.
Descriptors: Adapted Physical Education; *Curriculum Development; *Disabilities;
*Mainstreaming; *Physical Education; *Preschool Education; Social Integration;
Student Educational Objectives
ED397600 EC304930
Special Physical Education: Adapted, Individualized, Developmental. Seventh Edition.
Dunn, John M.
1997
634p.
ISBN: 0-697-12623-4
Available From: Brown and Benchmark Publishers, 25 Kessel Court, Madison, WI
53791- 9030.
Document Not Available from EDRS.
Language: English
Document Type: BOOK (010); TEACHING GUIDE (052)
Geographic Source: U.S.; Wisconsin
Journal Announcement: RIEDEC96
Target Audience: Teachers; Practitioners
This text on physical education for children and adolescents with disabilities attempts
to bring together current research findings and best educational practices from the
fields of adapted physical education, special education, psychology, medicine, physical
therapy, occupational therapy, and therapeutic recreation. The book is organized into
four major sections. Section 1 includes chapters on historical background,
developmental patterns, motor learning and perception, and understanding individuals
with disabilities. Section 2 is on managing the learning environment, with chapters on:
organization and administration of special physical education, teaching special physical
education, evaluation, and assistive devices. Section 3 presents 12 chapters on the
following conditions that result in enervated or impaired movement: (1) orthopedic
disabilities, (2) cerebral palsy, (3) muscular weakness and other movement disorders,
(4) sensory impairments, (5) cardiopathic conditions, (6) respiratory disorders, (7)
nutritional disturbances, (8) other conditions requiring special considerations in physical
education, (9) mental retardation, (10) learning disabilities, (11) behavioral disorders,
and (12) severe disabilities. Section 4 has chapters on the following specific activities
and programs: activities and games for young children, rhythms and dance, individual
lifetime activities, dual sports, team games, swimming, physical fitness, posture and
body awareness, relaxation, and competitive sport for athletes with disabilities.
Descriptors: *Adapted Physical Education; Assistive Devices (for Disabled); Athletics;
*Disabilities; Early Childhood Education; Elementary Secondary Education; *Motor
Development; *Physical Disabilities; Physical Fitness; Physical Recreation Programs;
Program Development; Psychomotor Skills; *Recreational Activities; Special Education;
Student Evaluation; *Teaching Methods; Therapeutic Recreation ED400655
EC305139
Developing and Implementing a Physical Education Program That Improves the
Physical Education Service to Students with Disabilities at an Elementary School
through Inclusion.
Hammond, Joy
1996
61p.; Ed.D. Practicum Report, Nova Southeastern University. EDRS Price -
MF01/PC03 Plus Postage.
Language: English
Document Type: PRACTICUM PAPER (043)
Geographic Source: U.S.; Florida
Journal Announcement: RIEMAR97
This report describes a practicum designed to improve physical education services for
six elementary students (ages 5-9) with disabilities. The project used several strategies
to improve physical education services, including: (1) inclusion of the children with
disabilities in regular physical education classes; (2) inservice training for the physical
education staff in adaptive physical education and inclusion techniques; (3) prior
assessment of students with disabilities to give the staff guidance in designing
appropriate physical education for them; and (4) an appropriate physical education
curriculum that allowed for modifications and adaptations. Results of the project
indicate the students with disabilities were able to achieve 14 of 18 physical education
goals. There also proved to be other benefits for the students. Inclusion offered the
students with disabilities an opportunity to interact socially with students without
disabilities and provided a stimulating atmosphere in which to develop their physical
skill levels. The students without disabilities gained a better understanding of their
peers with disabilities and learned to appreciate individual differences. Appendices
contain survey forms and a motor skills test.
Descriptors: *Adapted Physical
Education; Consciousness Raising; Curriculum Development; *Disabilities; Elementary
Education; *Inclusive Schools; *Inservice Teacher Education; Mainstreaming; Peer
Relationship; *Physical Education; Program Development; Program Implementation;
Social Integration; Student Evaluation Identifiers: Academic Accommodations
(Disabilities)
ED383151 EC303975
Adapted Physical Education National Standards.
Kelly, Luke E.
National Consortium for Physical Education and Recreation for Individuals with
Disabilities. 1995
227p.
Sponsoring Agency: Office of Special Education and Rehabilitative Services (ED),
Washington, DC. Div. of Personnel Preparation.
Contract No: H029K20092
ISBN: 0-87322-962-2
Available From: Human Kinetics, PO Box 5076, Champaign, IL 61825-5076 ($25).
EDRS Price - MF01/PC10 Plus Postage.
Language: English
Document
Type: POSITION PAPER (120)
Geographic Source: U.S.; Illinois
Journal Announcement: RIEOCT95
These national standards document basic competencies required for individuals
providing adapted physical education services. They define qualifications for
professionals in this field and the knowledge and skills needed by individuals preparing
for the certification examination. An introduction describes the development of the
standards, including findings from a survey of the current roles, responsibilities, and
perceived needs of practicing adapted physical educators. Fifteen standards are then
presented, delineating content that should be known by all physical educators and
additional content that should be learned by adapted physical educators. In addition,
examples of applications that adapted physical educators would be expected to
demonstrate are provided. The 15 standards cover the following areas: human
development, motor behavior, exercise science, measurement and evaluation, history
and philosophy, unique attributes of learners and considerations for professional
practice, curriculum theory and development, assessment, instructional design and
planning, teaching, consultation and staff development, program evaluation, continuing
education, ethics, and communication. Appendices include information about the
National Consortium for Physical Education and Recreation for Individuals with
Disabilities and a glossary.
Descriptors: *Academic Standards; *Adapted
Physical Education; *Disabilities; Elementary Secondary Education; Exercise
Physiology; Knowledge Level; Motor Development; *Physical Education Teachers;
Student Evaluation; Teacher Certification; *Teacher Competencies; Teacher
Qualifications; Teacher Role
EJ488791 SP523427
Physical Education and Students with HIV/AIDS.
Olenik, Lisa; Sherrill, Claudine
Journal of Physical Education, Recreation and Dance, v65 n5 p49-52 May-Jun 1994
ISSN: 0730-3084
Language: English
Document Type: NON-CLASSROOM MATERIAL (055); GENERAL REPORT (140);
JOURNAL ARTICLE (080)
Journal Announcement: CIJDEC94
Target
Audience: Practitioners
The article discusses mainstreaming of students with HIV/AIDS into physical
education classes, describing HIV/AIDS conditions and presenting facts about
prevalence, concerns related to the preschool and school-aged population, risks
associated with the gym, safety precautions, and issues of confidentiality.
Descriptors: *Acquired Immune Deficiency Syndrome; *Adapted Physical Education;
Child Health; Confidentiality; Elementary Secondary Education; Mainstreaming;
*Physical Education; Preschool Education; Safety; *Special Needs Students; Student
Needs
EJ505064 EC611249
AccesSports: A Model for Adapting Mainstream Sports Activities for Individuals with
Visual Impairments.
Ponchilla, Paul E.
RE:view, v27 n1 p5-14 Spr 1995
ISSN: 0899-1510
Language: English
Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141);
NON-CLASSROOM MATERIAL (055)
Journal Announcement: CIJOCT95
The AccesSports Model allows professionals with basic knowledge of visual
impairments and mainstream sports to analyze any sports activity and design
adaptations needed for targets or goals, boundaries, and rules to enable individuals
with visual impairments to participate. Suggestions for modifying baseball, table tennis,
swim racing, wrestling, track, and others are provided.
Descriptors: *Adapted
Physical Education; Adjustment (to Environment); *Assistive Devices (for Disabled);
*Athletics; Elementary Secondary Education; Models; Task Analysis; *Visual
Impairments
Identifiers: *AccesSports Model ED407794 EC305553
Achieving a Balance: Proceedings of the National Conference on Adapted Physical
Activity (5th, Macomb, Illinois, April 3-5, 1997).
Western Illinois Univ., Macomb.
Coll. of Education and Human Services. Apr 1997 98p.; Printed on colored paper.
EDRS Price - MF01/PC04 Plus Postage.
Language: English
Document Type: CONFERENCE PROCEEDINGS (021)
Geographic Source: U.S.; Illinois
Journal Announcement: RIEOCT97
This proceedings include the following papers: "Developing a District Building Based
Team" (Kathy Heller and Michelle Till); "Wheelchair Rhythmic Sportive Gymnastics"
(Gertrude Krombholz and Atja Gotzova-Kumpf); "Team Building in Inclusion Settings"
(Robert Weber); "Inclusion: Identifying Student Needs" (Jeff Runge); "Overview of the
Role of Aquatics for Persons with Different Abilities" (Lorraine Bloomquist); "Wheelchair
Dance" (Gertrude Krombholz); "Achieving the "Ultra-Stretch"-- A Method for Increasing
Flexibility and Fitness for Everyone" (Christine Stopka); "Traditional Korean Play:
Jegi-Chagi for Students with Physical Disabilities" (Yong- Ae Whang); "Why Choose
Horseback Riding?" (Natalie Bieber); "Three Decades of Adapting Activities to
Maximize Student Skill Development" (James Cowart); "Go for the Gold: Common
Sense Strategies for Working with ADHD Children" (Michael Davey); "Let's Work
Together: Team Building Pool Games" (Phillip Conatser); "The Fitness Clinic for
Physically Disabled at San Diego State University: A Model for the Future" (Peter
Aufsesser); "Competitive Wheelchair Athletics" (Stefanie Opsal and Amy Crowley);
"Appropriate Inclusion in Physical Education: From Perceptions to Practical Pointers"
(Nathan Murata and Samuel Hodges); "Adapted Physical Education- Accommodation or
Innovation?" (Laura Hunter); "A Practical Application of Aquatics for Persons with
Disabilities" (Lorraine E. Bloomquist); "AAALF and the Alliance: Partners in Fitness
Education" (Janet A. Seaman); "Raising a Child with Disabilities in the Family"
(Catherine Crain and others); "Preparing Students with Disabilities for Spring Break '97"
(Jayne Swercinski and Lisa Burres); "The Paralympic Movement: Yesterday, Today
and Tomorrow" (Robert D. Steadward); "Olympic Access: Design for Athletes,
Spectators, and Employees" (Kim Beasley); "Resistive Exercise for Older Adults and
Cardiac Patients: Practical Considerations" (Loran D. Erdmann); "Basic Skills and
Inclusion of Various Ability Levels" (Robert Weber and Others); "Using Summer Camps
to Provide a Developmental Sequence for Physical Activity" (Stefanie Opsal and Amy
Crowley); "Moving to a Theme" (Carol A. Ryan); "Inclusion: Modifying Games and
Sports Activities for Individuals with Disabilities" (Fred Schack); "Try- Umph-Promoting
Sport, Fitness, and Recreation for Youth with Physical Disabilities" (Barbara Anthony);
"Trouble or Triumph: Novel Falls Prevention Strategies for Older Adults with Disability"
(Mark Alexander Hirsch); "Liability Concerns for Working with Individuals with
Disabilities" (Peter Aufsesser); "Pain Free Exercise Training for People with Peripheral
Vascular Disease?" (Christine Stopka and others); "Integration in Wheelchair Athletics
at University of Wisconsin-Whitewater" (Stefanie Opsal and others); "A Systematic
Application of Activity-Based Intervention in Physical Education Programming for
Preschoolers with Disabilities" (Ronald Ricardo Smith); and "Introducing Kids to Sports"
(Paddy Rossbach).
Descriptors: *Adapted Physical Education; Adults; *Aquatic
Sports; Athletics; Dance; Elementary Secondary Education; Exercise; Gymnastics;
Health Activities; Horseback Riding; *Inclusive Schools; Mainstreaming; *Physical
Activities; *Physical Disabilities; Physical Fitness; Preschool Education; Recreational
Activities; Regular and Special Education Relationship; Teamwork; *Wheelchairs
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