APE Blog....
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-
50.
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
Doulkeridou,
A. (2011): ATTITUDES OF GREEK PHYSICAL EDUCATION
TEACHERS
TOWARDS INCLUSION OF STUDENTS WITH DISABILITIES
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/
Diversity...
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!
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.
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
Programs:
- 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
Intro
Hello!
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.
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