Importance of Adapted Physical Education | Cstomized physical education।
Importance of Adapted Physical Education Cstomized physical
It is the art and science of customized physical education and meticulously designed physical education development, preparation, implementation and monitoring. A comprehensive assessment-based instructional program for a disabled learner, to provide the learner with the skills necessary for enriching leisure, recreation and sporting experiences to enhance physical fitness and well-being. Methods of physical education and theory of recreation. Adapted physical education generally refers to school-based programs for students aged 3-21.
Federal law mandates that physical education be provided to students with disabilities and female students. Physical education is defined as the development of physical and motor skills, fundamental motor skills and skills in patterns, aquatics, dance and individual and group sports and games; Including intramural and lifelong sports. Adapted Physical Education and National Standards - What is Adapted Physical Education?
Physical Education: (APENS)
Adapted Physical Education National Standards Promotes qualified, nationally certified teachers to provide physical education services for students with disabilities.
European Standards for Adapted Physical Activity: (EUSAPA)
The European Standards of Adapted Physical Activity is a set of standards for adapted physical education. They were modified to consider teaching remotely adapted physical activity. [1]
Major law:
The Education of All Children with Disabilities Act 1975 (PL 94-142)
The history of adapted physical education began in 1975 with the implementation of PL 94-142. [2] The Act recognized physical education as a direct service. Specially designed physical education programs should be provided to every disabled child receiving free, appropriate public education (FAPE).
American Disabilities Act (PL 101-336)
The American Disabilities Act (ADA) was enacted in 1990 to prohibit discrimination of persons with disabilities in the public and private sectors. The ADA prohibits discrimination against a person with a disability in five areas: employment, public services, transportation, public housing, and telecommunications.
The ADA requires access to physical education facilities. Examples include: weight rooms that accommodate wheelchair users, gym lockers that use combination locks, playgrounds surrounded by fences, and well-lit gymnasiums to assist visually impaired students.
Persons with Disabilities Education Act: (IDEA)
In the year 1990 (and 1997" in 2004) there was a re-authorization of PL 94-142 in maximum direct educational form with continued emphasis on FAPE, IEP, LRE physical education. With this re-authorization, person-first terminology was established, and the education of students with disabilities within the common curriculum and parental involvement in educational programming was emphasized. Under federal law, to qualify for this special education programming, students must fall within one of the thirteen disability categories identified under IDEA and demonstrate academic need.
Individualized Education Program or IEP:
An Individualized Educational Program (IEP) can be defined as a plan for each student aged 3 to 21, who qualifies for special education services based on an assessment. All IEPs are results-oriented which assure that students will benefit from special education and have real opportunities, full participation, independent living and economic self-efficiency. If a student is receiving customized physical education services, it should be identified on the IEP and the APE goals developed and implemented. IEPs are revised once a year by the IEP team. Individuals with an IEP must receive a reappraisal every three years. [4] The IEP has been developed by the IEP team and is based on a comprehensive evaluation outlined by the guidelines established in IDEA.
Objective:
Federal law mandates that every student receiving special education and related services must have an Individualized Education Program (IEP) to develop An IEP should be designed and written specifically for If a student, outlines individual needs, and if used to establish an appropriate educational space.
Some consider the IEP a "management" program for proper guidance delivery (SEBA), including in the physical education sector.IEPs create opportunities for learners with disabilities to work with teachers, parents and school administrators, relevant service personnel, and students to improve educational outcomes.
Taching Adapted Physical Education:
Eligibility varies by state. To be eligible, a teacher must meet their state's approved or accredited certification, licensing, registration, or other comparable requirements. However, differ from state to state, or are the national standards set by someone towards becoming a certified adapted physical education professional, and CAPE. and these requirements include
Bachelor's Equivalent in Physical Education Degree (Sports Science, Kinesiology, etc.)
°At least 200 hours of practical experience in customized physical education
°Completion of at least 9 credits of coursework in a related field
°Physical education and a valid teaching certificate
°APENS Take the National Certification Exam
There is no need for local school districts to hire CAPE as long as the certification will certainly help teachers create customized physical education programs developed.
Determining what to teach:
A physical education instructor proceeds to assess their needs after graduation, considering employment and living arrangements. This will allow them to create customized physical education curriculum to the students following the ABC planning process. The steps in this process are called as follows.
1: Define the student's curriculum goals.
2: Outline the objectives for each curriculum goal.
3: Determine the thrust to be achieved for each goal in the curriculum.
4: Calculate the available time.
5: Calculate the average objective mastery time.
6: Determine how much material can fit into the curriculum.
7: Sequence the goals and objectives chronologically.
Class Format:
Class format is defined as the way in which the members of the class are organized. There are seven class formats that are commonly used in customized physical education settings.
1: One-to-one instruction: One teacher or assistant for each student.
2: Small group: 3-10 students working closely with a teacher or assistant.
3: Large Group: The whole class is participating together as a group.
4: Mixed Groups: Using different class formats within a class period.
5: Peer Teaching or Tutoring: Using classmates or students with disabilities from other classes to teach and support students with disabilities.
6: Teaching Stations: Several areas in which small subsets of classrooms move around to practice skills.
7: Self-paced Independent Tasks: Each student works on individual goals at their own pace, following the instructions on the task card or with the guidance of a teacher or assistant.
Teachers should find the best classroom format to help students achieve lesson goals.
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