Transcript KIN 386 Adapted Physical Education

CHAPTER
2
Program Organization
and Management
Joseph P. Winnick
Chapter 2 Program Organization and Management
Program Organization
and Management
• Program and curriculum planning
• Administrative areas related to program
organization and management
• Human resources
• General program evaluation
Possible Groups for Screening
• All new school entrants
• Students with disabilities
• All students annually
• Referrals
• Students requesting exemption from
physical education
Continuum of Alternative Instructional
Placements in Physical Education
Inclusion
Educating students with disabilities in
regular educational settings along with
students without disabilities
Benefits of Inclusion
• Offers a more stimulating and motivating
environment
• Enhances the development of social and
play skills
• Promotes friendships among students with
and without disabilities
• Provides skilled role models
Limitations of Inclusion
(According to Those Who Are
Less Supportive of Inclusion)
• Less attention from teacher
• Less time on task
• Teachers inadequately prepared
• Lack of interest and motivation by teachers
• Students without disabilities held back
• Expensive
Key Functions
for Successful Inclusion
• Identifying unique needs
• Determining appropriate instructional
settings and support services
• Individualizing instruction
• Adapting activities
• Preparing general education students
• Preparing support personnel
Inclusionary Curricular Options
• Same curriculum
• Multilevel curriculum
• Modified curriculum
• Different curriculum
Criteria for Good Adaptations
A good adaptation
• promotes interaction and interplay,
• meets the needs of all students in class,
• improves or maintains self-esteem,
• provides physical activity, and
• provides a safe experience for all.
Techniques for Integrating Students
With and Without Disabilities
Into Physical Education Activities
• Permit the sharing, substitution, or interchange of
duties in activity.
• Select activities in which contact is made and
maintained with an opponent, partner, small group,
or object.
• Modify some activities in such a way that students
assume disability.
(continued)
Techniques for Integrating Students
With and Without Disabilities
Into Physical Education Activities (continued)
• Modify or avoid elimination-type games and
activities.
• Reduce play areas if movement capabilities are
limited.
• Modify activities to use abilities rather than
disabilities.
• Modify activities by giving handicaps.
Class Size and Type
• Adjusted for nature and severity of
disability
• Affected by supplementary aids and
services
• Determined by state and local policy
• Policies applied to all subject areas
equitably
Time Requirements
for Adapted Physical Education
• Frequency and duration should at least
equal that of students receiving regular
physical education programs.
• Time for physical education should not be
supplanted by athletic activities or related
services.
Sport Program
• A sport program builds on the basic
instructional program.
• Students with disabilities should have equal
opportunity to obtain the same benefits
from extra class programs as peers without
disabilities.
• Participation should be provided in the least
restrictive (most normal and integrated)
setting possible.
Facilities
• Readily accessible
• Usable
• Integrated
Budget for Adapted
Physical Education
• Must be equitable.
• Will be more costly.
• Must be nondiscriminatory.
Human Resources
• Director of physical education and athletics
• Adapted physical educator or coordinator
• Regular physical educator
• Nurse
• Physicians
• Coaches
• Related service personnel
Characteristics of a Good Consultant
• Establishes a positive rapport in the
consulting environment.
• Is prepared in the field of consultation.
• Has a passion for the consulting role.
• Encourages others to provide information
and share ownership of results.
• Works as an equal rather than as an
authority.
(continued)
Characteristics of a Good Consultant
(continued)
• Asks for feedback during the consulting
(helping) process.
• Establishes trust.
• Employs empathetic listening.
• Plans programs jointly.
• Accepts constructive criticism.
Physicians
• Have an important relation to physical
education and sport programs.
• Interpret medical information that school
personnel base programs on.
• Make final decision on participation in
athletics.
• Administer physical examinations.
Related Services
• Must be provided to the extent that a
student requires them to benefit from direct
services.
• Must coordinate with and not supplant
direct services (i.e., physical education).