July 10, 2013

Final Project
Here is a culmination of my thoughts on this course in Collaboration.  I think that everything we have read about, talked about, acted out and learned about will be a huge benefit to me when I get a job as an Adapted Physical Education Teacher.  It is also important to remember these skills in life, being a positive communicator will always create more success. 

July 9, 2013

Article Reviews

Inclusion Articles
Including Children with Autism in General Physical Education
Zhang, J & Griffin, A (2007): Including Children with Autism in General
            Physical Education, Journal of Physical Education, Recreation & Dance, 78:3, 33-
In the article Including Students with Autism in General Physical Education: Eight Possible Solutions, by Griffin and Zhang, they discussed many possible solutions to make a physical education class more inclusive.  Within the first couple pages of the article, it stressed the importance of meeting the individual needs in a supportive environment.  The point of inclusion is to make the content and curriculum of the general education class accessible to the student with a disability.  The first way to create an inclusive environment is to break down your own personal barriers you may have against students with disabilities.  The author states, “the physical educator needs to have a positive attitude toward children with autism” (Griffin 33).  If the general physical education teacher is willing to learn and modify, they have already accomplished the first step to creating an inclusive class.  Another step is to have the P.E. teacher conduct an informal assessment.  The P.E. must find the students present levels of performance to see what the child can already do.  This can be in regards to motor skills and behavioral/social levels.  The authors also suggest setting up the class for various ability levels.  If you are doing an activity that is more complex, you can have stations that appeal to students with lower ability levels.  These stations may not be as competitive, and the students will have a choice in which activities they can participate.  Griffin and Zhang also suggest appropriate communication styles for interacting with students with autism (Griffin 37).  For example, directions need to be kept to a minimum, and literate language should be used.  If a teacher tends to ramble on while talking, the student with autism will begin to mentally and/or physical check out of that class.  In order to create the most inclusive class possible, teachers need to utilize these strategies that are stated in the article by Griffin and Zhang.   

Inclusion in General Physical Education: Changing the Culture
April Tripp, Terri Rizzo & Linda Webbert (2007): Inclusion in General Physical
Education: Changing the Culture, Journal of Physical Education, Recreation &
Dance 78:2, 32-36. 
The article Inclusion in General Physical Education: Changing the Culture, discusses the importance of the true meaning of inclusion.  As a physical education teacher, it is easy to say that you have an inclusive environment during your physical education class. The authors of this article state that two types of exclusion still occur in our public schools (Tripp 32).  Complete exclusion exists when a child with a disability is completely segregated from the remainder of the school population.  Functional exclusion exists when a child with a disability is place into a general education class, but is not given the same role as the peers their age.  For example, during functional exclusion, a student may be given the task of keeping score, handling equipment or do activities like walking the track or playing catch with the paraprofessional.  It is important to keep in mind, that just because the child is on your roll sheet, and present in your class does not mean you are using the inclusion model.  This authors of this article interviewed students about their attitudes towards inclusion and exclusion.  Students who were excluded developed feelings of anger, worthlessness and isolation.  When students were included into the class, they felt proud, happy, confident and responsible (Tripp 33).  It is evident that most students enjoy being included in the general education class, rather than feeling left out or excluded from the rest of the school community.  A few other things that this article suggested was changing at an administrative level.  For example, it may be up to the physical education teacher to adjust the curriculum to meet a child’s need.  This may require authentic assessments based off of different skill levels and much peer tutoring and collaborative learning.  For teachers who are used to the old school approach to physical education, these types of assessments and activities may be difficult for them to implement.  The inclusive physical education model can benefit all students, not just the child with the disability.  It takes much planning and effort, but in the end it may change a child’s attitudes and beliefs towards living an active lifestyle. 

Attitudes of Greek Physical Education Teachers Towards Inclusion of Students with Disabilities in Physical Education
            IN PHYSICAL EDUCATION CLASSES. International Journal of Special
            Education. 26:1, 1-11. 
I really enjoyed reading the article from the International Journal of Special Education by the scholars of Aristotle University and Palacky University.  It was very interesting to see the viewpoints of professionals from another country.  When I think of Greece, I think of beautiful beaches, good food, Greek Gods and ancient Olympic history.  I have never once thought about their educational system, let alone their attitudes towards inclusion.  In the beginning of the article, they give the definition of inclusion, which states, “the education of all children with disabilities (mild to severe) in regular education even if special resources are needed to make it effective.” (Doulkeridou 1).  Like we discussed in class, inclusion is often a misconception.  It seems as if the Greek’s know what the true definition of inclusion is and according to the article, they implement it pretty well.  Inclusion is not just desegregating the Special Education Population with the remainder of the school.  Inclusion requires the support to make the learning environment equally accessible to all students. This should be done with all students no matter what their ability level is.  The results of this study found that most Physical Education Teachers have a very positive attitude in regards to the inclusion of students with disabilities in general physical education.  At the same time, the teachers found it difficult while implanting inclusive plans.  They believed that support was necessary for them.  They suggested that support can come from teacher preparation programs, seminars, and an inclusive curriculum mandated by the Ministry of Education.  I thought the last suggestion was very interesting, it seems as if all inclusive sports, games, and skills were a part of our state standards, it may be easier for a PE teacher to make their classroom more inviting towards students with disabilities. 

Consultation Articles
Consult and Support Students with Special Needs in Inclusive Classrooms
Fetner, Wendy. Consult and Support Students with Special Needs in Inclusive
Classrooms (2005). Intervention in School and Clinic, 41:1, 32-35.

In this article by Wendy Fetner Dover, it gave very structured tips on how consult with another colleague to create the best possible outcome for the student.  Below I list a couple tips that I found useful.  This article will be very handy to refer back to at the beginning of each school year to make sure you are doing everything you can to have a successful consultation process.

1. Develop a Written Schedule: Set times that are convenient for all parts of the collaboration team at the beginning of the school year. 
2. Review Student Work Together: As teachers we should be working hard to educate the child as a whole, therefore if we review the work together we can easily talk about strategies to incorporate into that child’s education. 
3. Conduct in class observations
4. Analyze the classroom environment: If you do an in class observation and notice something is getting in the way of that child’s learning let the teacher know. 

Efficient and Effective Formats for Collaborative Consultation
Reinhiller, Noell.  Efficient and Effective Formats for Collaborative Consultation (2000). 
Journal of Educational and Psychological Consultation, 10:2, 173-184.

The article Efficient and Effective Formats for Collaborative Consultation, by Noell Reinhiller, talks about the many types of consultation that can take place in an educational setting.  In the introduction of the article, I like how it referred to different ways to consult with your colleagues.  The type that I feel that I will use the most as an Adapted Physical Education Teacher is the “indirect service delivery with a triadic model” (Reinhiller 174).  Through this service the consultant will analyze the situation, discuss it with the consultee, in which the consultee will provide direct services to the client.  An example of this would be providing the general education physical education teacher with some tools to make the curriculum more accessible for their student (client).  This article also goes into detail about the importance of communication skills.  The consultant and consultee must both make an effort to be positive, constructive communicators or else their goal may not get accomplished. 

Enabling Outcomes for Students with Developmental Disabilities through Collaborative Consultation
Villeneuve, M., Hutchinson, N.  Enabling Outcomes for Students with Developmental
Disabilities through Collaborative Consultation (2012).  The Qualitative Report,
17:97, 1-29.

This article discussed the educational wide approach to collaborative consultation in Canada.  The focus was on school-based occupational therapy and why they are a large part of the consultation process.  I enjoyed reading about this because I feel that during a consultative process, an occupational therapist and an adapted physical education specialist should work very closely.  I love the idea of creating a motor lab where the APE specialist can work on locomotor skills, the occupational therapist can work with the child on fine motor skills and the physical therapist can work with the child on gross motor skills.  There were three themes this study focused on that were necessary for a consultation process; educational programming, communication practices and leadership practices for educators.  Each participant had differing views on what these look like.  I think it is important to receive proper support from an administrative level to make sure everyone has the same expectations of what consultation is.  Once the educators, service providers, administrators, parents and students are all on the same page, then the consultation process can successfully begin. 

Collaboration Articles

Voices from the Field: Skill Sets Needed for Effective Collaboration and Co-Teaching
Brinkmann, J., Twiford, T. Voices from the Field: Skill Sets Needed for Effective
Collaboration and Co-Teaching (2012). National Council of Professionals of
Educational Administration, 1:8, 1-13. 
This article by Brinkmann and Twiford studied the skills needed to be successful in a collaborative setting (Brinkmann 1).  Collaboration emerged from the legislation of the No Child Left Behind and the Individuals with Disabilities Education Improvement Act, in hopes to benefit all children and give them a right to a proper education.  It is important to be informed of the history of education, especially focused the history of students with disabilities.  There has been much legislation earned by the disability community that should be honored at school.  Providing a LRE for a child to learn is the law, and if a school district is not honoring that, then they are at risk for a lawsuit.  A proactive approach the educational world is taking as a whole is to have intensive teacher preparation programs that provide teachers with the tools to make classrooms more inclusive (Brinkmann 4).  After teachers are credentialed their training should not come to a stop.  They should be eager to learn the latest methods of collaboration to create a better environment for their students. 

Collaboration Between Team Members in Inclusive Educational Settings
Nochajski, Susan. Collaboration Between Team Members in Inclusive Educational
Settings (2001).  The Hayword Press, 101-112.
A study on collaboration and inclusion was done across five school districts in New York.  Each of the districts included students with various disabilities including learning disabilities, CP, developmental delays, down syndrome and emotional/behavioral disorders.  Each participant was asked to give a definition on what they thought collaboration was.  Popular terms that came up by the interviewees were communication and coordination. A small percentage of the participants brought up problem solving and consultation.  I thought these results were very interesting because after taking an entire course on collaboration I am able to see the much broader definition to it.  I was in the same shoes as the majority of the participants in this study prior to this class.  I thought of it as “meeting time” spent in communication with your colleagues, not necessarily as analyzing situations and problem solving. The conclusion of this study stated that collaboration is “mutually advantageous for both students and team members” but a true collaborative approach is not always being implemented correctly and efficiently (Nochajski 11).   As teachers, we need to work hard to help our colleagues to implement collaboration in a beneficial way. 

Let the children have their say: children with special educational needs
and their experiences of Physical Education
Coates, Janine. Let the children have their say: children with special educational needs
and their experiences of Physical Education (2008). NASEN, 23:4, 1-9.

This article studied the concern over physical activity and health issues among Britain’s youth.  They are very concerned about whether the population is valuing physical activity enough, because they have seen a rise in obesity and other preventable diseases.  This article wanted to get to the root of the problem by finding out what young children, specifically in Special Education, thought of physical education.  The majority of students with disabilities who were fully included into a GPE class had positive experiences.  If activities were modified to meet their needs and they felt at an equal playing field with their peers, they enjoyed going to class.  The students also expressed their negative feelings towards GPE.  Bad days occurred when they felt socially isolated, restricted participation and when they had their competence questioned (Coates 170).  From my personal experience, I have noticed this with children who use a wheel chair.  Often times the teachers will keep the expectations low and make the activity too easy for the student.  In order to avoid this situation, a good collaboration process needs to take place.  The article suggests that appropriate training needs to be given to the teachers to make them feel more comfortable in that situation.  Second, support assistants (British term for paraprofessional), should be utilized properly in order to help the student and the physical education teacher.  Lastly, students should have a say in the collaboration process.  This is a proactive approach to setting too low of expectations and they will leave the class feeling much more confidant and empowered. 

Diversity Paper

Physical Education has a long history, dating back to the Ancient Greeks and Romans.  Throughout time, many cultures have placed different values on Physical Education.  This paper is going to address the beliefs and attitudes various cultures have towards physical education.  As well as the way teachers value cultures other than their own. 

In the article, Communicating with Hispanic Parents of Children with and without Disabilities, by Columna, Senne and Lytle, they discuss the appropriate approaches a teacher should use to communicate with parents of Hispanic children.  The first and most important step to communicating with parents is to initiate the contact.  Some Hispanic parents may be very knowledgeable of the services their child has the right to, and some parents may have no idea.  As a teacher and service provider, it is your responsibility to inform the parent of what services are recommended for their child.  Once the parents are informed, they can then give their input of what they want their child to work on in order to live an enjoyable, active lifestyle.  The authors suggest many ways to contact parents; verbal communication, written communication, technology, and school functions.  Often, parents of the Hispanic culture love to mingle with teachers, staff and administrators during school functions or gatherings.  As an Adapted Physical Education Teacher, a school event would be a great time to speak with parents, guardians and family members of your students.  Lastly, it is the teacher’s responsibility to sell the service they are providing to the student.  While talking with the parent, you must give the parent descriptive details of all the great things you will show their child how to do, which will leave them with lifelong skills.  

Another article addressed the barriers that come in the way of teaching in a multicultural setting. The article, Multiculturalism in Teaching Physical Education, talks about the attitudes Physical Education teachers have towards different cultures.  The authors give the example of the Development Model of Intercultural Sensitivity (Choi 15), that shows the six levels of cultural appreciation.  The first level is denial, this is the least accepting, and does not recognize cultural differences.  Level two is defense, at this stage one sees the differences, but views them negatively.  Levels three and four (minimization and acceptance) start to show the shift from discrimination to understanding.  In level five, adaptation, one is able to adapt behaviors to fit the norms of the opposite culture.  Lastly, level six is where we all strive to be, integration.  Here one is able to shift your personal frame of reference and integrate another culture into your own personal plan, for example, a physical education lesson plan that teaches folk dances relevant to that students culture.  Although it is great to respond to cultural diversity by changing the curriculum, a teacher must first adjust their own personal frame of reference and strive to reach Level Six: Integration to be one hundred percent accepting of all their students, and sensitive to their values and beliefs. 

Many studies have also been done to find the amount of value children put on physical education and physical activity.  In the article, Subjective task value in physical activity
participation: The perspective of Hong Kong schoolchildren, children were interviewed about their views towards Physical Education.  For the most part, the children did not put as much value on Physical Education as they did on academics.  In the discussion of the article, the authors suggested that Physical Education teachers should work hard to incorporate academic meaning into their lessons, that way it keeps the students interest.  They also expressed that if students are willing to excel in physical education, it will make them a well rounded individual, which will look better for future educational goals, like college and graduate school.  The professionals of Hong Kong are working hard to create this mentality in the Chinese population, hoping one day the culture will make physical activity one of their top priorities. 

Much research has been done on using culturally relevant pedagogy, providing us with tools and strategies which can assist the physical education teachers to become culturally responsive teachers.

The Philippine “Hip Hop Stick Dance” by Lisa Lewis introduces the Philippine folk dance,
Tinikling, and the Philipino martial arts, Arnis. The two are combined to create Hip Hop Sticks Dance, an activity which incorporates a contemporary combination of rhythm, dance, and fitness activity. With the usage of modern hip hop music, this activity has been found beneficial for the nondancers to have the opportunity to perform a traditional Asian folk dance with the modern culture they are very familiar with. This activity addresses several national dance standards and physical education standards.

Debra A. Ballinger reminds us that in order for us to create an effective learning experience where students feel valued, supported by teachers and classmates, and connected to one another, we must have knowledge and understanding of the various cultures in the class for acceptance and inclusion to begin. In her article, So, You’re a Muslim? (Not That There’s Anything Wrong With That), Ballinger addresses some myths about Muslim and Islam and offer strategies that teachers can use to help meet the needs of Muslim students in Physical Education. By becoming informed about the values and belief systems that guide Muslim students, teachers can go beyond tolerance and lead to advocacy for the rights of all students. Dress codes, class times that coincide with religious holidays, and creating a space for prayer are some of the areas that physical education teachers might consider when working with Muslim students. Finally, Ballinger suggests us to “challenge [our] own conventional and traditional thinking, and become aware of personal prejudices and myths perpetuated by ignorance. Creating a climate of acceptance and a caring classroom environment often requires teaches to rethink practices of the past.”

Slingerland, Borghouts, and Hesselink discuss the total physical activity energy expenditure (PAEE) during a regular school week in Dutch adolescents in their article, Physical Activity Energy Expenditure in Dutch Adolescents: Contribution of Active Transportation to School, Physical Education, and Leisure Time. Detailed knowledge of PAEE can guide the development of school interventions aimed at reducing overweight in adolescents. This study investigated the contribution of the three scenarios that physical activity takes place, and examined which areas contributed the most and the least in the lives of the selected population. The subjects wore an individually calibrated combined heart rate-acceleration monitor and kept an activity diary during a regular school week. Results showed that Physical Education was not a significant predictor of total PAEE for all students in all levels of physical activity involvement, which is probably because of the low frequency of lessons per week. He article concludes with the suggestion of increasing the number of PE lessons per week, and if not, increase the amount of physical activity during the existing PE lessons.

Teaching Diverse Students: How to Avoid Marginalizing Difference, by Cruz and Petersen, provide us with strategies for positive interactions with various groups: Students of difference races and ethnicities, who are economically disadvantaged, of different genders, different religions or political beliefs, and who are gay, lesbian, bisexual or transgendered. “The unique nature of the content in physical education and the seemingly informal nature of interactions in a physical environment put physical educators in a position either to nurture, support, and encourage, or to alienate, embarrass, or otherwise marginalize students.” (Cruz, Petersen, 2011) With that said, the various teaching strategies to foster an effective learning experience for the groups presented are key tools for teachers to create in include environment that is safe and welcoming for all students, and to not marginalize any of them. Physical Education is a subject that has been seen unimportant or “not academic” for a long time. Cruz and Petersen points out, “If we no longer want to be marginalized in physical education, we need to ensure that we are not marginalizing our students or their families. When teachers feel marginalized and believe their subject matter is marginalized, they do not feel good about themselves. The same is true for students who are seen and treated as ‘different.’”

Finally, in the article Roles and Responsibilities of Adapted Physical Education Teachers in an Urban School District by Patrick B. Akuffo and Samuel R. Hodge presents their finding on their study which examined the roles and responsibilities of itinerant APE teachers at an urban public school setting. After the data collection and interpretation of their findings, Akuffo and Hodge recommends providing teacher candidates with multiple hands-on practicum in a diversity of physical activity contents. Districts should hold APE teachers accountable for participating in professional development workshops and attend conferences, and also show proof of effectiveness and efficacy of their performance through documentation (unit/lesson plans, assessment records, etc.) and on-site evaluations.

As we can see, cultural diversity is a concept that varies so greatly, and it is something that cannot be ignored or not considered when creating and providing an effective and positive learning experience for the students we encounter. Though there is an abundance of perspectives, beliefs, and practices in any single class, there is also a large number of resources with information that can aide us in working with the diverse population.

June 25, 2013

Daily Thoughts

My Frame of Reference is important because....
My frame of reference has shaped the person who I have become today. I believe the biggest influence my life has been the people I have surrounded myself with. First and foremost have been my parents, who have given me nothing but positive experiences to mold my beliefs and values. Second has been my group of friends who have all been determined, motivated individuals. They have inspired me to be the best possible person I can be, both personally and professionally.

I believe this is important when it comes to collaboration because I believe that everyone has the ability to be successful. My parents always praised me and encouraged me to do my best, so that is how I try to be as a teacher. I always notice improvements in skill or behaviors when I have praised the child for doing something good. I also believe that my personal frame of reference will help me be a better listener when it comes to collaborating with my colleagues, parents or students. Without a positive attitude, no common goal will ever be reached.  

I believe communication is a the most important part of the collaborative process. Communication is needed on all parts of a team. For example, in an IEP Team, each person has to be able to bring ideas, suggestions or solutions to the table. They need to be able to do this in a clear, efficient manner. While someone is bringing up a new solution, the remainder of the IEP Team should be active listeners. Whether or not the people agree with their solution, they need to be able to give feedback in a positive manner. As a good communicator you should be able to take feedback well. If you always use the one sided, linear approach, people may get lost while you talk and feel intimidated around you. This means you will never get any feedback. Collaboration requires a group of people who are willing to put an effort while communicating.

Communication is an important tool in collaboration because....
I can think of a personal example from the past year of teaching. I was the youngest teacher at the school I taught at. There were multiple times I was spoken down upon. Although it was my first year teaching, I felt more than capable to handle both my physical education classes, as well as administrative duties. There were times when the Principal would delegate duties that were my responsibility to others because she believed I was not capable of them. This made me feel less competent, I will be sure to stand up for myself next year to prove that I am a good member of the collaborative team. 

Collaborative Swimming...
Much like last summer in Chico, I have really enjoyed my time in the pool with students we worked with. My first thoughts of swimming with a child who has a disability is fear. Questions rise in my mind; Will they drown? Will there be toileting issues? Will they be of harm to themselves or others in the pool? Each time I have gone swimming, I have had nothing but positive experiences. The students have far exceeded my expectations in the water.
Swimming with students who have disabilities must be a collaborative process. First it requires the parents trust to allow the educators or aides to take their child into the water. Next it requires much background knowledge of swimming safety given to the children before they even step foot inside the pool facility, this is most likely done by the teacher. After the kids are ready to go, the teachers and aides work together to get their group ready to swim! They have many responsibilities such as changing into bathing suits, sunscreen, and toileting before they can enter the pool. Once they got to the pool the teachers and aides communicated on how they were going to get each child into the pool. Some children were able to get in on their own, while others needed assistance. Once in the water the teachers were constantly communicating with the students and each other. They made sure safety was the number one priority. After reflecting on yesterday's experience, I see how valuable collaboration is a must in an educational setting.
During one of the transfers, I learned a little more about myself. I realized how confident I felt assisting a child during a transfer from her wheel chair into the swimming pool. I do not believe the student felt uncomfortable with the way I was helping her, so that made me feel good! I also realized how great the career that I am pursuing is. Although each job comes with it's difficulties, spending your work day in the water with a great group of kids is an awesome day at work!  

What I think about blogging...
I have really come to like the idea of blogging! As a product of the Millennial Era, I have grown up being hooked onto technology. As hard as I try not to, I am constantly looking up things on my iPhone, checking facebook and instagram and NOW browsing around my classmates blogs!

I believe that it is important to step outside of our comfort zones and create something that will soon be the norm of our future. Blogging is bound to be a popular resource amongst professionals. I also like it for personal use, because I can now organize my own resources, thoughts and upcoming projects via the internet. As long as I have internet, I am always able to check on this and update it, even if I am not on my own computer! A colleague of mine, Erica, has created a great blog about her experiences being a Physical Education Teacher, and her journey on becoming an Adapted Physical Eduction Teacher, check it out at http://apechico.blogspot.com/ I have also enjoyed reading Luz's blog at http://alifeinprogressatchico.blogspot.com/  

As a GPE Teacher, I think it is extremely important to consider diversity. I think I have learned a lot this past year by teaching in the Bay Area. Each of my classes consists of all different cultures and backgrounds. At one of my schools, the majority of my students spoke Spanish as their first language, if Spanish was not their first language, they were learning how to speak it. As a non Spanish speaker, I had to be very conscious of the language I used. I always made sure to have my cues of each skill written in English and Spanish. I also taught dances that were relevant to their culture. I had the students demonstrate many different Latin American Dances, that they have learned in After School Programs or family events.

I think different types of learners also contribute to diversity. For example, the different ability levels students have. As a teacher, it is important to recognize that all students learn at different paces, and are capable of different skills. Modifications and accommodations are always encouraged by the general and adapted physical education teacher. Next year, one of my personal goals is to embrace diversity in my classes even more. I would love to teach more cultural activities and games. These ideas can come from the students during the first part of school. I am sure they will appreciate my consideration and allow them to create the curriculum!

Recreation and Leisure Resource List

Surfer's Healing
Surfer's Healing is a free one day surf camp that allows children with Autism to experience surfing. 
Contact: 510-625-0110
Cost: varies
Transportation: None
Who it serves: Available to people (of all ages) with and without disabilities
Programs: Specific dance techniques taught to individuals with physical impairments

Location: 3325 Zoo Drive, San Diego, CA 92101
Contact: 619-525-8247
Cost: Minimal Cost (programs between $5-$30, scholarships available)
Transportation: Varies with each activity
Who it serves: Available to people (3 & older) with all types of disabilities, including; sensory impairments, TBI, Autism, physical disabilities, etc.
Programs: Junior Wheel Chair Sports Camp, Open Wheel Chair Basketball, Quad Rugby, Summer Camps: Camp at the Bay, Camp Wet and Wild, Adventure Camp

Location: 2727 Hoover Avenue, National City, CA 91950
Contact: 619-336-1806 or info@sdasf.org
Cost: Camp- $200, Team Leagues- (scholarships available)
Transportation: $75 for bus fee
Who it serves: SDASF is designed for people (ages 4 & older) with a permanent physical disability such as cerebral palsy, spina bifida, amputation, muscular dystrophy, spinal cord injury, etc.
Programs: Quad Rugby, Basketball, Indoor Wheel Chair Soccer, Junior Wheel Chair Sports Camp

Location: 7901 Frost St., San Diego, CA 92123
Contact: 858-939-3048
Cost: $40
Who it serves: All ages with various type
  • Adaptive weight training
  • Quad Rugby
  • Wheelchair Tennis
  • Adapted Water Sports
  • Adapted Golf
  • Adaptive yoga
  • Gentle Fitness exercise classes
  • Wheelchair sports clinics
  • Seasonal events also include adaptive snow skiing, adaptive waterskiing, sailing and Day on Bay

Location: 24 locations throughout Southern California
Contact: 626-396-1010
Cost: (scholarships available)
Transportation: Available for day trips
Who it serves: Individuals (ages 5 & older) with physical and developmental disabilities.
Programs: Adult (18+) s and after school enrichment (5-22)  both including: life skills, education, adapted recreation, day trips

Location: Joshua Tree, California
Contact: (760) 329-6471
Cost: FREE
Transportation: N/A
Who it serves: People (all ages) with any disability
Programs: Children (3-22) can enjoy swimming, archery, water sports, softball, and many other camp activities at Camp Forrest.

Locations: Many locations throughout the U.S.
Contact: 570-326-1921 or challenger@LittleLeague.org
Cost: $16 per team
Transportation: N/A
Who it serves: People (ages 4-22) with physical or developmental disabilities.
Programs: Little League's Challenger Division allows boys and girls facing physical and developmental challenges the opportunity to enjoy the full benefits of Little League in an environment structured to their abilities.

Location:4699 Murphy Road, San Diego, CA 921231, and many others in CA
Contact: 858.715.0678 or info@sd-autism.org
Cost: Some programs free, Camps-$215-265
Transportation: To and from camp events
Who is serves: Children 6-12 or 9-15 who are on the spectrum.
Programs: Children and teens with Autism are given the opportunity to improve their aquatic skills, go surfing and participate in other camp activities. 

Locations: PO Box 9780, Truckee, CA 96162
Contact: (530) 581-4161
Cost: Between $75-$100, Ski Rentals- $20 (scholarships available)
Transportation: N/A
Who is serves: Individuals of all ages and abilities, including those with orthopedic, spinal cord, neuromuscular, visual and hearing impairments.
Programs: Water skiing, cycling, white water rafting, snow skiing, and snowboarding

Location: San Diego
Contact: 858-642-6426
Cost: Free
Transportation: N/A
Who it serves: Injured veterans (adults)
Programs: The Summer Sports Clinic utilizes adventure sports and recreational activities such as sailing, surfing, track and field events, kayaking and cycling (hand and tandem)

Location: 3350 E 7th St, Long Beach, CA
Contact: 562-434-8334 or msparasurfer@aol.com
Cost: Free
Transportation: N/A
Who it serves: Individuals (of all ages) with physical and intellectual disabilities.
Programs: Our mission is to provide instruction and training for   competitive and recreational opportunities in the sport of rowing to physically and intellectually challenged individuals.

Location: 15777 Bowdoin Street, Los Angeles, CA, 90272
Contact: 323-364-7946
Cost: $100-475 (scholarships available)
Transportation: N/A
Who is serves: People of all ages with and without disabilities including, but not limited to, autism,  sensory impairments, physical disabilities, and veterans with disabilities. 
Programs: One on one private swim lessons, competitive swim team.

Location: 6303 Owensmouth Ave., 10th Floor, Woodland Hills, CA 91367
Contact: 818.307.8229
Cost: Free
Transportation: N/A
Who it serves: Youth, adults and veterans who have a physical disability.
Programs: Wheelchair Basketball, Quad Rugby, Wheelchair Tennis, Sledge Hockey, Wheelchair Dance, Sitting Volleyball, Skiing, Handcycling

Adapted Physical Education Resources

Action for Healthy Kids focuses on teaching children how to live healthy and active lifestyles from a young age.  A large focus of this website is nutrition and fighting childhood obesity. 

PE Universe is a forum for videos and discussions in the Physical Education Field.  Some of the discussion topics included activities for rainy or hot days, field day activities, modifications for APE classes, advice on receiving a credential in PE.

Electikids is a website for teachers to incorporate fitness at any time throughout the day.  Downloads are available on the website to show to the students and lead them in fun, high intensity physical activities.  

The Special Olympics is a great program for children with all abilities.  Their focus is creating a world of inclusion where all are accepted and encouraged.  This is a great place for a child to get involved with team sports.

The National Center on Health, Physical Activity and Disability gives plenty of activities to do with children who need modifications in Physical Education. 
Adaptive Aerobics is a great resource for different aerobic activities for children with disabilities.  It also informs teachers of what muscle groups the students are using during the activities. 

Teach-nology offers software that can track physical activity, keep a food and nutrition log, and build team rosters.

The Carol M White Physical Education Program provides grants for Physical Education Programs to boost activity that meet the state standards.

ESchoolNews provides grants for schools, grades K-12.  This is a great resource for teachers to buy equipment for their students who may need modified equipment.  

AAHPERD is a great resource for all types of Physical Educators, including General Education PE and APE Teachers.  AAHPERD gives plenty of up to date research in the field of physical education. 

June 24, 2013


My name is Vanessa, and I am currently enrolled in the Adapted Physical Education Credential Program at Chico State.  I have just finished my first year as an Elementary Physical Education Teacher in the Bay Area.  I instructed students from all different socioeconomic and cultural backgrounds.  After successfully completing my first year as a teacher, my philosophy on teaching has developed into something more complex.  I am passionate about teaching students with all different abilities, whether it is in General Education PE or Adapted PE.  It is important as a teacher to be able to modify content at any time throughout the day.  I believe that teaching requires patience, flexibility and being passionate about your subject matter. Without these three components, your students will not receive the benefits they deserve.

I look forward to blogging my experiences while becoming an Adapted Physical Education Teacher!