Exercise, Sport and Health Education 385

ESHE 385: Teaching Physical Education for Inclusion

Prerequisite: ESHE 210

Credit Hours: (2)

Provides students with an understanding of teaching K-12 physical education to children with disabilities.  Explores the characteristics of children legally classified as having a disability and ways to program for inclusion in school-based physical education.  Students develop the ability to plan and assess to facilitate inclusion, in particular utilizing instructional and curricular modifications for safe and effective learning environments of physical activity.


Detailed Description of Content of Course

●  Study of  Inclusion in classrooms as it relates to:
    °  Developmentally Appropriate Physical Education
    °  National Standards
        ▪National Association for Sport and Physical Education K-12 Content Standards
    °  State Standards
        ▪  Virginia Department of Education K-12 Standards of Learning (SOLs)
●  Legislative mandates impacting the education of children with disabilities
●  Preparing to teach in an inclusive setting
●  Adapting the curriculum to Fit Special Needs
    °  IEPs
    °  504 Plans
●  Strategies for Inclusion
    °  Basic skills
    °  Sport skills and team work
    °  Health and Fitness
    °  Recreation and Life Skills
●  Student participation with special needs students either through:
    °  Special Olympics
    °  On-Campus Transition Program (OCTP)
    °  Students with special needs at local schools

Detailed Description of Conduct of Course

This course is designed to provide students with the opportunity to gain a new perspective on learning for the disabled child in a regular school setting.  Students will be expected to demonstrate an understanding of the principles, procedures and accommodations impacting instruction as well as the planning and assessments that are a vital part of the inclusion process.  Students will learn how to write effective IEPs and 540 Accommodation Plans.

Goals and Objectives of the Course

Goals, objectives, and assignments in this class address National Association for Sport and Physical Education (NASPE)/National Council for the Accreditation of Teacher Education (NCATE) Standards, specifically:

  • NASPE/NCATE Standard 1: Content Knowledge

Physical education teachers understand physical education content and disciplinary concepts related to the development of a physically educated person.

  •  NASPE/NCATE Standard 2: Growth and Development

Physical education teachers understand how individuals learn and develop and can provide opportunities that support their physical, cognitive, social, and emotional development.

  • NASPE/NCATE Standard 3: Diverse Students

Physical education teachers understand how individuals differ in their approaches to learning, and create appropriate instruction adapted to these differences.

  • NASPE/NCATE Standard 4: Management and Motivation

Physical education teachers use an understanding of individual and group motivation and behavior to create a safe learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

  • NASPE/NCATE Standard 6: Planning and Instruction

Physical education teachers plan and implement a variety of developmentally appropriate instructional strategies to develop physically educated individuals, based on state and national (NASPE K-12) standards.

  • NASPE/NCATE Standard 8: Reflection

Physical education teachers are reflective practitioners who evaluate the effects of their actions on others (e.g., students, parents/guardians, fellow professionals), and seek opportunities to grow professionally.

  • NASPE/NCATE Standard 9: Technology

Physical education teachers use information technology to enhance learning and to enhance personal and professional productivity.

  • oNASPE/NCATE Standard 10: Collaboration

Physical education teachers foster relationships with colleagues, parents/guardians, and community agencies to support students’ growth and well-being.

Goals, objectives and assignments in this class address Virginia Department of Education Health and Physical Education (VDOE HPE) Licensure Standards, specifically:

VDOE HPE Standard 4.a: Basic understanding of the administration of a health and physical education program, including instruction and assessment.

VDOE HPE Standard 6.a:  Understanding of the knowledge, skills and processes for teaching physical education, include:
▪  Cooperative activities
▪  Outdoor and adventure activities
▪  Rhythms and dance; and
▪  Team and individual activities
VDOEHPE Standard 6.b. Understanding of the knowledge, skills and processes for teaching physical education, including: Activities for the physically and mentally challenged
The codes below refer to the above referenced NASPE/NCATE Standards and VDOE HPE Standards for beginning physical education teachers.

As a result of successfully completing this course, each teacher candidate will be able to:
●  Define appropriate and inappropriate models for K-12 physical education including demonstrating knowledge of approved state and national content standards and local program goals (NASPE/NCATE 1.6; VDOE HPE 4.a).

●  Identify, select, and implement appropriate instructional strategies based on understanding the student, selected content, student needs, the learning environment, and safety issues, to facilitate learning in physical activity setting including use of teaching skills that are thought to comprise effective physical education teaching (NASPE/NCATE 2.3; NASPE/NCATE 6.3; VDOE HPE 4.a).
●  Identify, select, and implement appropriate instruction that is sensitive to students’ strengths/weaknesses, multiple needs, learning styles, and prior experiences (e.g. cultural, personal, family and community). (NASPE/NCATE 3.1; VDOE  HPE 4.a; VDOE HPE 4.b)
●  Use appropriate services and resources to meet diverse learning needs. (NASPE/NCATE 3.2; VDOE HPE 4.a; VDOE HPE 6.b.)
●  Organize, allocate and manage resources (e.g., students, time, space, equipment, activities, teacher attention) to provide active and equitable learning experiences. (NASPE/NCATE 4.2, VDOE HPE 4.b; VDOE HPE 4.c)
●  Use strategies to help students demonstrate responsible personal and social behaviors (e.g. mutual respect, support for others, safety, cooperation) that promote positive relationships and a productive learning environment. (NASPE/NCATE 4.4; VDOE HPE 4.b; VDOE HPE 4.c)
●  Describe and implement strategies that demonstrate and enhance appropriate communication sensitive to all students in physical education (NASPE/NCATE 5.3; NASPE/NCATE 5.4; VDOE HPE
4.a; VDOE HPE 4.b, VDOE HPE 4.c)
●  Develop long and short-term plans that are linked to both program and instructional goals and student needs. (NASPE/NCATE 6.2; VDOE HPE 4.a; VDOE HPE 4.b; VDOE HPE 4.c)
●  Effectively design and implement learning experiences that are safe, appropriate, relevant, and based on principles of effective instruction (NASPE/NCATE 6.4; VDOE HPE 4.a).
●  Identify strategies to become an advocate in the school and community to promote a variety of physical activity opportunities. (NASPE/NCATE 10.1)

Assessment Measures

The students are specifically assessed on the following items:

•    Weekly assignments, mini-assessments, presentations
•    Portfolio Task of creating a lesson plan and Disability Resource Guide
•    Quizzes and final exam
•    Log/journal of time spent Students/Young Adults
•    with Special Needs Other Course Information

Review and Approval

11/20/08          Course Revised and submitted                     Susan Miller

July, 2010