1 Murray State University COURSE SYLLABUS Revised August 2006 DEPARTMENT: ACS COURSE NUMBER: PHE 404 CREDIT HOURS: 3 I. TITLE: Adapted Physical Education II. CATALOG DESCRIPTION: This course is designed to develop understanding, knowledge, and skills that encompass the theory and practice of physical education programs for individuals with disabilities. Prerequisite: HPE 175, junior or senior standing, or permission of program coordinator. III. PURPOSE: The purpose of this course is to prepare future professional general physical education teachers the knowledge, skills and dispositions necessary to plan and implement programs and instruction for children with disabilities. IV. COURSE OBJECTIVES: The following objectives are understood to be reflective of, but not limited to those behaviors advocated by the Kentucky Education Reform Act (KERA) guidelines. Following each objective, and enclosed in parentheses, are numbers that reference the Kentucky New Teacher Standards for Preparation and Certification (NTS). Upon successful completion of this class students will be able to: A. Recognize normative and developmental patterns for fundamental locomotor and motor skills. (NTS VIII) B. Understand the importance of physical education services for children with disabilities. (NTS VIII) C. Recognize the laws that provide for direct services to youngsters with disabilities (NTS VIII) D. Differentiate between least restricted environment and inclusion (NTS VIII) E. Recognize and select appropriate instruments for assessing children with disabilities (NTS IV, VIII) F. Plan individualized instruction - write an I.E.P.. (NTS I, II, IV) G. Modify programs, instruction and equipment for youngsters with disabilities. (NTS VIII) H. Exam and explain one’s personal and professional attitudes and dispositions in providing services for students with disabilities (NTS VIII). I. Examine motivating students to learn (Module 5 CHAMPs). (NTS VIII) The COE Theme of Educator as Reflective Decision-Maker is addressed in this course by requiring students to reflect on field based observations of student characteristics, motivation and student learning. The EPSB Theme of Diversity is addressed in this course through the content of teaching physical education to children with disabilities. V. CONTENT OUTLINE:2 A. What is Adapted P.E.? B. What is “normal” motor skill development? C. What are the legal requirements and ramifications? D. How do we assess youngsters for proper placement? E. How do we modify instruction, programs, equipment to meet needs? F. What are you attitudes, barriers, fears about teaching students with special needs? G. Writing I.E.P.’s H. Champs chapter 5 motivating students to learn I. Fieldwork – working with students with disabilities through Champs VI. INSTRUCTIONAL ACTIVITIES: A. The class includes lecture including lots of media, discussions, assignments, classroom participation (lab grade each and every day), videotape observation, group work (teaching and learning groups), hands-on teaching experiences, and performance assessments. B. Students are expected to be active listeners, contribute to group discussions and labs, and complete all in-class and out of class assignments. VII. FIELD, CLINICAL, AND/OR LABORATORY EXPERIENCES: In this class, one field experience in the schools occurs through the Field Office on November 9th. It is a one day experience that cannot be made up. If you miss this day you will not pass the class and will have to take it over. You will be officially excused from other classes and will get proper paperwork in a couple of weeks. You must follow student teaching and field experience guidelines while in public schools regarding dress, attendance, etc. This is your future professional environment and expectations are high. VIII. RESOURCES: My webpage, internet (PECentral.org, my website for assignments, etc.), journal articles as needed, former student work, videotaped lessons of former students, computer centers, media and resource centers, libraries, etc. IX. GRADING PROCEDURES: This course is primarily a participatory and project-based course. Notice that forty (40%) percent of your grade is directly related to your attendance, participation, daily work. Another 10 % is related to professionalism in which attendance is part. Thirty (30%) percent of your grade is related to your work ethic, quality of your work and study habits and thirty percent in how you test. Once test grade is an attendance grade. 40% Daily labs, attendance, in-class and group work 20% Written presentation, written assignments, papers, reflections, , etc. 30% Quizzes, presentation, exams note: one exam grade is an attendance Grade that will be calculated by the mean of total days attended divided by3 total days we had class – officially excused or not. 10% Professionalism and Field Experience grade will go here A = 94 % - Exceptional student: always prepared, completes quality work ahead of time, inclusive and helpful in group work, preparation and clean-up time, plays nice with others! We in the profession expect all teacher/leaders to be this type of person. B = 85% - Good student: Does what is asked but not more, does not always put forth best effort, work may be inconsistent (sometimes good sometimes not), has to be asked to help in group work, set up clean up etc. If you fall here you need to work on your professionalism and dispositions. Do you want to be a contributor to your profession or just a warm body? C = 75% - If you are not above average in your work ethic and professionalism you better start thinking about a different career! D = 65 % and below Not acceptable.   X. ATTENDANCE POLICY: This course adheres to the attendance policy stated in the current MSU Undergraduate Bulletin. A. Students are expected to attend all classes, labs and field experiences. Professionalism is expected at all times. See Professionalism Rubric on webpage. Students missing class for any reason should inform the instructor ahead of time preferably by e-mail or phone no later than the day (before 9pm) before this class as it is an 8:30 am class. B. The only excused make-ups for lab grades that I allow are for official university sponsored programs with proper paperwork (at least