COURSE SCHEDULE
PROJECT / RESEARCH PAPER GUIDELINES
CLINIC INFORMATION

POWERPOINT CLASS NOTES
 

"The Teacher as a Reflective Decision Maker" is the basis on which the School of Education has built its teacher preparation program. It represents the effort to prepare teachers for everchanging roles and continuous personal and professional self improvement. A reflective decision maker is one who knows how to evaluate and modify current teaching approaches to meet emerging student needs. This ability is grounded in a thorough knowledge of current theory and the ability to evaluate these theories and beliefs in light of new information and circumstances. The School of Education places particular emphasis on the themes of diversity, technology, assessment and evaluation, intellectual vitality, and the professional community.

Professor:      Carol A. Ryan, Ph.D.
Office:            AHC 108
Office Hours:   Monday and Wednesday    1-2
                       Other Hours by Appointment
Telephone #:  859-572-5623
E-mail:            Ryanc@nku.edu
Home Page:   http://www.nku.edu/~ryanc
Fax #:            859-572-6090
Required Textbooks:
Winnick, Joseph.  (2000).  Adapted PHysical Education and Sport.   Human Kinetics
Adapted Phys Education Clinical Lab Manual

Student Activities, Evaluation, and Grading Policy:
Students will attend all class meetings and participate in class discussion and group activities. In addition, students will complete the following assignments:

UNDERGRADUATES:     % of grade                  GRADUATES
Exam I                                  25                                      25
Exam II                                 25                                      25
Project/Research Paper *      15                                      15
Clinical Lab Assignments *    35                                       25
Disability Presentation                                                      10

* Any of these assignments may be used as an on-demand task or a portfolio entry to demonstrate student competence.
There is a ten point grading scale for undergraduates and graduates. 90-100 A; 80-89 B; etc.

EXTRA CREDIT OPPORTUNITIES:
You can participate as a volunteer in the Special Olympics Swim meet on Saturday, March 3rd, OR
as a volunteer at the Special Olympics Track and Field Meet ( TBA).  You will have 10 points added to your lowest exam grade.

Attend the AAHPERD National Convention,  March 28-31.  Attend a minimum of 5 sessions, with at least one of them on an adapted physical education topic.  Must show proof of registration and have each presenter sign your attendance sheet.  10 points will be added to your lowest exam grade.

General Course Requirements:
Exams
Each exam will be a combination of objective (multiple- choice, matching, etc) and subjective (essay) test items. You are responsible for knowing the information contained in the class lectures and assigned readings from the textbook and clinical lab manual.

Dress
All students are required to be dressed in appropriate activity clothes for all clinical program sessions. Appropriate dress includes: warm-up suits, sweatsuits, shorts and t-shirts, gym shoes, and swimming suits for the pool. Jeans, cut-offs, street shoes, and sandals are NOT appropriate.

Project or Research Paper
Please see the separate handout that details this class assignment. You MUST turn in this assignment on the due date. It will be deducted one letter grade for each DAY late.

Lab Assignments
All lab assignment forms are found in the Clinical Lab Manual.
A. Completed Assessment Forms in aquatic, motor skills/sport skills and fitness areas
B. Individualized Educational Plan (IEP)
C. Lesson plans (LP) for sessions 2 through 4 of clinical lab program
D. Reflection/Evaluation Form - completed following each lab session
E. Clinical Lab Summary Report of all five weeks
F  Letter to the Parents
G. Clinical Lab File (contains all of the above, organized in a 3 ring folder)

More details on each of the above assignments are found in the clinical lab manual. We will go over these as we get closer to the clinical sessions.

Course Description and Objectives:
In an effort to meet the requirements of Public Law 94-142, this course serves as a training program for physical educators, special educators, and regular classroom teachers. Each of those teachers may be responsible for providing movement, fitness, and recreational learning experiences for children and youth with disabilities. In addition, this course attempts to provide training for physical education majors who specialize in Fitness/ Recreation to prepare them to meet the needs of individuals with disabilities of all ages in community recreational and private fitness settings.

This course places particular emphasis on the School of Education themes of diversity, technology, and assessment and evaluation. The course addresses these New Teacher Standards (means of assessment in parenthesis)

I.  The teacher designs/plans instructions and learning climates that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

• Focuses instruction on one or more of Kentucky's Learning Goals and Outcomes (on-demand task, project)
• Proposes learning experiences that are challenging, motivating, and actively involve the learner (on-demand task, project)
• Proposes learning experiences that are developmentally appropriate for learners. Describes experiences for multiple levels of complexity to accommodate students at different levels of performance (on-demand task, project)
• Incorporates strategies that address physical, social, and cultural diversity and is sensitive to differences (on demand task, project, exam)
• Includes appropriate assessment strategies and processes (on demand task, exam)

II.  The teacher creates a learning climate that supports the development of student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.
• Communicates with and challenges students in a positive and supportive manner (lab work)
• Establishes and maintains standards of mutually respectful classroom interaction by establishing the importance of shared expectations during individual and group responsibilities (on demand task)
• Shows consistent sensitivity to individual academic, physical, social and cultural differences and responds to all students in a caring manner (lab work)
• Shows flexibility and modifies classroom processes and instructional procedures as the situation demands (on demand task)
• Uses classroom management techniques that foster self-control and self discipline. Encourages responsibility to self and to others (on demand task)

III.  The teacher introduces/implements/manages instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.
• Communicates specific standards and high expectations for learning (Lab work)
• Links learning and students' prior knowledge, experiences, and family and cultural backgrounds (lab work)
• Models/demonstrates the skills, concepts, attributes and/or thinking processes to be learned (lab work)
• Uses multiple teaching/learning strategies that are appropriate to student developmental levels and actively engages students in individual and cooperative learning experiences (lab work)
• Makes appropriate provisions for learning to address diversity among learners (lab work)
• Demonstrates interpersonal/team membership skills and responsible caring behavior with students in facilitating instruction (lab work)
• Makes efficient use of physical and human resources and time. Facilitates equitable engagement of students on productive tasks (lab work)
• Provides opportunities for students to use and practice what is learned (lab work)
• Identifies student misconceptions, provides guidance, and offers students continuous feedback on progress toward outcomes and expectations (lab work)

IV.  The teacher assesses learning and communicates results to students and others with respect to student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.
• Uses multiple assessments and sources of data (on-demand task, lab work)
• Makes appropriate provisions for assessment processes that address social, cultural, and physical diversity (lab work)
• Systematically collects and analyzes assessment data and maintains up-to-date records of student progress (lab work)


V.  The teacher reflects on and evaluates specific teaching/learning situations and/or programs

• Accurately assesses, analyzes, and communicates the effectiveness of instruction and makes appropriate changes to improve student learning (project, lab work)
• Analyzes and evaluates the effects of learning experiences on individuals and on the class as a whole and makes appropriate changes to improve student learning (project, lab work)

VI.  The teacher collaborates with colleagues, parents, and their agencies to design, implement, and support learning programs that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.
• Identifies or recognizes situations when and where collaboration with others will enhance learning for students (e.g., thematic units, individual education plan, and school-based decision making) (project, lab work, case study)


VIII. The teacher demonstrates a current and sufficient academic knowledge of certified content areas to develop student knowledge and performance in those areas

• Accurately communicates the skills and core concepts related to certified academic areas (lab work)
• Connects knowledge of the certified academic areas to real life situations (project)

IX.  The teacher used technology to tupport instruction; access and minipulative date; enhance professional growth and productivity; communicate and collaborate with colleagues, parents and the community; and conduct research.
• Uses the computer to do word processing, create databases and spreadsheets, access electronic mail and the Internet, make presentations, and use other emerging technologies to enhance professional productivity and support instruction. (all written assignments)

 

1/9     Course Orientation,  Intro to APE
              Go over syllabus, project, and clinical lab session assign.                    Chapter 1
1/16     APE Legislation, Inclusion Information                                                 Chapter 1, 2

•  Bring Lab Manual to class tonight and from now on

• Dress for activity in swimming pool

• Dress for activity in gym

• Project/Research Paper Due
• Clinical Student Assignments Made
• Complete Clinical Student Worksheet and Develop Assessment Plan
• Discuss Clinical Lab

• Turn in Case Study
• Bring Assessment forms to class for motor/sports skills, fitness, aquatic skills
• Complete above assessments of your clinical student during the session.

• Lesson Plan (LP) for Session #2 due at end of class
• Graduate Students will do presentations from now until end of semester

• LP for Session 3 due at end of class

• LP for Session 4 due at end of class

• No Lesson Plan Due, No Reflection log due
• Bring Assessment forms to class for final assessment of clinical student

4/30   Monday     Final Clinical Lab Report due in Dr. Ryan's office by 4:00 pm
5/1      Final Exam      4:30 pm

Dunn, J. (1997) Special Physical Education. Madison, Wi., Brown & Benchmark Pub. Co.
Jansma, P., French, R. (1994) Special Physical Education. Englewood Cliffs, N.J. Prentice Hall Pub. Co.
Lasko-McCarthey, P., Knopf, K. (1992) Adapted Physical Education for Adults with  Disabilities.  Dubuque, Ia. Eddie Bowers Pub. Co.
Kennedy, D., Smith, R., Austin, D. (1991) Special Recreation. Dubuque, Ia. Wm. C. Brown Pub Co
 
 

Each student will select a project or research paper topic from the following lists. For all projects, a typed report which is appropriate to the particular project must be submitted along with the project (See each number for the particulars of each project). ALL PROJECTS MUST BE DOCUMENTED TO HAVE TAKEN AT LEAST 6 HOURS OF YOUR TIME. For all research papers, you must follow the guidelines given on the following pages under the Research Paper Section.

1. Equipment design or modification project. This option involves designing, modifying, and constructing equipment to aid individuals with disabilities. Make sure you develop a solid rationale for the purpose of the equipment. The construction of the project must be accompanied by a report which includes the following: (Pictures should also be included documenting the process).

1. Rationale: Write a detailed description of the rationale of this equipment, in particular, how it can help the individual with disabilities execute specific movements.
2. Design and description: Describe the construction of the equipment (graphics are helpful), a list of supplies used, cost, and safety considerations.
3. Description of how it is to be used: Describe how and for what activities the equipment can be used.
4. Performance Objectives: Write three performance objectives that can be achieved through the use of the equipment.
5. Evaluation of the Field Test: Field test the equipment with a young child, person with a disability, etc. Describe how effective the equipment was in achieving your goal, suggestions for modifications, and safety concerns.

1. Volunteer to work with a Special Olympic team as an assistant coach. Keep a daily log, take pictures (with you and a Special Olympian in at least one), verification form signed by the coach, and write up a final summary report. It should include what you did, who you worked with, the positive and negative aspects of your experience, what you would suggest to make the program better, etc. We have an opportunity available at NKU for helping to coach our Special Olympics swim team on Saturdays, 9-10 am. See Dr. Ryan about swimming. Call the Special Olympics offices in Hamilton County (271-2606), Clermont County (732-3595), and Northern Kentucky (344-7132) about other possibilities.
2. Work-out Buddy Project. This is a project in which you work with an NKU student with a disability in the Albright Health Center. You will locate an interested student through Campus Student Support Services Office in Room 219 BEP, 572-5180. Get the approval of Dr. Ryan, then contact the student and determine his/her interests or needs. Design and implement a program to help involve the student in recreational and physical activities such as swimming, conditioning, recreational games or sports. For this option, you will submit pictures of you and the student, an assessment evaluation, the individual program you designed, a daily log, verification form signed by the student, and a final summary report. It should include what you did, who you worked with, the positive and negative aspects of your experience, what you would suggest to make the program better, etc.
3. Volunteer to assist with a physical activity program in a senior center or retirement/nursing home facility. Contact a center of your choice. For this option, you will submit pictures of you and the older adult, a daily log, verification form signed by the supervisor, and a final summary report. It should include what you did, who you worked with, the positive and negative aspects of your experience, what you would suggest to make the program better, etc.
4. Volunteer to help at two all day Special Olympics events in Ohio, Kentucky, or Indiana. For this option, you will submit pictures of you and the Special Olympians, an hourly log, verification form signed by the supervisor, and a final summary report. It should include what you did, who you worked with, the positive and negative aspects of your experience, what you would suggest to make the program better, etc.
5. Contact a physical education teacher in the area, and volunteer to be an aide for a student with a disability, who is in full inclusion in a regular physical education class. You will help that student so that he/she can fully participate in the physical activities with his/her classmates. For this option, you will submit pictures of you and the student, a daily log, verification form signed by the teacher, and a final summary report. It should include what you did, who you worked with, the positive and negative aspects of your experience, what you would suggest to make the program better, etc.
6. If you have another idea, check with Dr. Ryan for approval.

RESEARCH PAPER

• The paper must be typed, double-spaced. It must include a title page and follow the APA format guidelines (See American Psychological Association Publication Manual).
• The quality of the paper is the most important factor in the determination of the grade. However, for those of you who need a page length, 6 to 10 pages will be acceptable.

• Staple your paper together, DO NOT put in plastic report cover, folder, etc.
• This is a research paper, which means that you must research your topic in the current literature (1992-1996). Therefore, you should integrate information from multiple sources (at least 8) into the text of your paper and cite them accurately (according to the APA format).
• Remember, all words in the text must be your own unless they are direct quotes and are correctly referenced. To present another author's word as your own in Plagiarism form of academic dishonesty and could result in severe penalties.
• The paper should be well organized, including the statement of and introduction to the topic, theme or problem, the body of the text in which the topic, theme, or problem is well developed and the summary and conclusion. Typing, grammatical, format, and spelling errors are not acceptable and will result in the loss of points. Refer to the rubric for specific details on what is expected.

You may select from the following topics, or talk with Dr. Ryan for approval of an idea you have:
• Problems and solutions for the successful inclusion of students with disabilities in the regular physical education program.
• Peer tutoring as an effective strategy for the successful inclusion of students with disabilities into the regular physical education class.
• Strategies for collaboration and support for the physical education teacher to enhance the successful inclusion of students with disabilities into the regular physical education class.
• Programming for transition from school to community leisure, recreation, and exercise programs and facilities.
• The role of the special educator in the collaboration and support of including students with disabilities in the regular physical education program.

GUIDELINES AND PROCEDURES FOR CLINICAL EXPERIENCE

The following procedures are specific to the NKU Clinical Experience:

1. All clinicians are required to attend all clinic sessions. If you miss a clinic session there is no opportunity for make-up. You will simply not receive the points allotted for that session. In the event of illness, a written medical excuse must be provided.
2. All clinicians are expected to report to their assigned set up area and sign in with the area supervisor by 5:30 pm, and report to the clean-up supervisor by 7:10. Each clinician will set up equipment in the area in which they will begin the session and take-down and put away in the area in which they finish the session. Set-up and take-down responsibilities are a required part of your clinical duties.
3. When you have completed your set-up responsibilities, immediately report (by 5:45) to the main hall area to meet your student and his/her parents. Quickly take your student to the area you are assigned to begin.
4. It is recommended that those clinicians who are assigned to the pool area for the first session, put his/her bathing suit on as soon as the area is ready and before meeting your student.
5. It is very important that you remain with your student at all times. All students must be directly supervised at all times while they are in our charge, especially in the pool area. If you are assigned a child of the opposite sex who is too old to dress in your locker area, then you must make arrangements with someone of the opposite sex from your group to supervise your student in the appropriate locker area.
6. The class will be divided into two groups, with one group beginning in the pool area and the other group in the gym or gymnastics room area, then groups will switch at the designated time.

5:45-6:20 Session 1
6:20-6:25 Transition/dressing
6:25-7:00 Session 2
7:00- ? Clean up
7. You will determine which activities you will do with your student, based on your assessment of him/her. If equipment you need is not out, you will be responsible for getting the equipment it out and returning it when you have finished.
8. During the first session you will bring the assessments score sheets to the clinic, and then assess your student. You should assess the areas of motor skills OR sports skills, fitness, and aquatic skills. You will decide what assessment tools you will use and prepare by reading test materials prior to the first session. Materials will be available in the Learning Resource Center and from Dr. Ryan.
9. Following the first session, you will develop a clinical IEP based on your assessments, observations, and other information that you have gathered. The IEP form, and concrete example, is located in another part of this manual.
10. Each week you will prepare a Lesson Plan BEFORE you come to class. The lesson plan form, and concrete example, is located in another part of this manual. You will submit your instructional plan at the end of each clinical session. It will be returned to you at the end of the next class.
11. During the final clinical session you will re-assess your student to determine if he/she was able to achieve the long term goals you established for him/her. You will re-administer the assessments you gave during the first clinic session.
12. Following the last session you will write a final report summarizing your work with your student and his/her achievements. You will also write a letter to the student's parents, summarizing the student's achievement during the clinic. All materials will be organized and submitted to Dr. Ryan in a 3 clip folder.
13. Keep in mind that the purpose of this clinical experience for the participants is to have fun, improve skills, socialize with other children ,and experience success. Please also remember that there will be experienced supervisors in each area, as well as Dr. Ryan, to help you. Never hesitate to ask for help!

The final clinical lab report is a summary of your efforts and accomplishments with your student during the clinical experience.

1. The final report folder must be submitted in a three clip folder.
2. Place an adhesive label on the front of the folder with the following information on it:
• PHE 500 Clinical Lab Report
• For YOUR STUDENT'S NAME
• Submitted by: YOUR NAME
• Date
3. The final report must include the following materials (in order):
• Student registration form
• Assessment forms that you used and filled out in the initial assessment, for each area: motor skills, sports skills, fitness, aquatics.
• IEP form
• All lesson plans in order of sessions.
• Reflection/progress sheets for each session, put in folder after the corresponding lesson plan.
• Final Summary Report: This is a NEW document you must create. This is a typed, double-spaced summary of all aspects of the clinical experience. Include a discussion of the assessments, goals and objectives that you established for your student, both in the gym and in the pool; a discussion of student's behavior; and behavioral/learning strategies and modifications that you employed to help your student achieve his goals. What progress did your student make toward the accomplishment of the goals and objectives? If the student did not achieve the goals, include a discussion of the possible reasons why. Discuss recommendations for future goals, strategies, and modifications the next clinician assigned to this student might want to employ. INCLUDE TWO COPIES OF THE SUMMARY. PUT THE ORIGINAL IN THE FOLDER, PUT THE COPY IN THE FOLDER POCKET.
• Parent's Letter: This is a NEW document you must create. This is a typed, double-spaced letter to the parents of your clinical student You should focus on the positive achievements made by your student. Thank the parents for giving you the opportunity to work with their child. DO NOT submit a letter which contains spelling, typing, or grammatical errors. Make sure that you proof the letter before you submit it. If there are errors, it will be given back to you to resubmit before the end of exam week. Be sure to sign the original letter so it can be sent to the parents. PUT THE COPY OF THE LETTER IN YOUR FOLDER, PUT THE ORGINAL LETTER IN THE FOLDER POCKET.

•    Introduction to Adapted Physical Education

•    Assessment Information

•    Specific Assessments

•   Authentic Assessment

•   IEP Information