Adapted Physical Education Credential Policies and Program Information Worksheet

Transcription

1 Adapted Physical Education Credential Policies and Program Information Worksheet Prepared by Scott J. Modell, Ph.D. Professor Program Coordinator Department Kinesiology and Health Science California State University, Sacramento 6000 J Street, Sacramento, CA Phone: Fax: /09

2 TABLE OF CONTENTS INTRODUCTION... 3 CALIFORNIA COMMISSION ON TEACHER CREDENTIALING... 3 GOAL OF THE PROGRAM... 3 OBJECTIVES... 3 PROGRAM COORDINATOR... 9 CREDENTIAL PROCESS ADMISSION TO ADAPTED PHYSICAL EDUCATION CREDENTIAL PROGRAM PREREQUISITES REQUIREMENTS Required Courses (21 units) Required Experiences ADVISING ATTACHMENTS ADMISSION TO THE ADAPTED PHYSICAL EDUCATION PROGRAM FIELD EXPERIENCES STUDENT TEACHING REQUIREMENTADAPTED PHYSICAL EDUCATION SPECIALIST CREDENTIAL ADAPTED PHYSICAL EDUCATION SPECIALIST CREDENTIAL

3 INTRODUCTION California Commission on Teacher Credentialing Adapted physical education was first defined by the American Association for Health, Physical Education, and Recreation (1952) as a diversified program of developmental activities, games, rhythms, and dance suited to meet the needs of individuals who could not SAFELY or SUCCESSFULLY be in the regular physical education program. In 1975, PL was passed, and included physical education in its definition of Special Education. This was significant since it is the only curricular area required for an individual who is disabled in California Public Schools. The implications of the law went further as is stated that all education including physical education should be delivered in the least restrictive environment (LRE). The initial effect of the law was that adapted physical education programs developed rapidly. The combination of the Federal statutes and the Emphasis Credential (1980) provided hundreds of jobs for adapted physical education teachers. They were hired to conduct these programs and meet the needs of individuals with disabilities in the schools, many of who were not currently being served. The main job of the adapted physical education teacher was to provide direct service in adapted physical education to eligible students with Individual Education Plans (IEP s). The rapid development of programs in the schools led to subsequent changes in focus and programming within special education and adapted physical education. This mandated a change in the knowledge and skills that the adapted physical education teacher now needed. To be more than a direct service provider, the adapted physical education educator not only provides direct service but consults, collaborates, and facilitates programs for the students with disabilities in many different settings and program formats. (Standards of Program Quality, California Commission on Teacher Credentialing) Goal of the Program The goal of the Adapted Physical Education Credential program is to prepare students with the requisite skills and competencies necessary to be effective and knowledgeable teachers in the area of adapted physical education. Objectives Student will develop competencies in but not limited to the following areas: 1. Knowledge of quality adapted physical education programs related to cognitive, affective, and psychomotor domains. 2. Knowledge and application of assessing goals and instructional objectives in the cognitive, affective, and psychomotor domains. 3. Knowledge and understanding of developing goals and instructional objectives in the cognitive, affective, and psychomotor domains. 3

4 4. Knowledge and understanding of the domains of human motor development and their interrelationship throughout the lifespan. 5. Knowledge and understanding of poor teaching practices that must be eliminated for physical education to meet the needs of all students. 6. Knowledge, understanding and application of adapted physical activity services. 7. Ability to develop a philosophy of adapted physical activity that includes (a) purpose and goals, (b) beliefs about who should be eligible for services, and (c) other basic beliefs. 8. Ability to understand and discuss social problems associated with persons with disabilities in terms of skill and fitness development. 9. Knowledge and understanding of characteristics of quality adapted physical education. Evaluate these characteristics and propose some alternatives. 10. Knowledge and understanding of resources for learning about adapted physical education. 11. Knowledge of and commitment to person-first philosophy in language and writing skills. 12. Ability to cite and discuss guidelines for interacting with and speaking and writing about persons with disabilities. 13. Ability to understand and discuss the social problems associated with persons with disabilities as they are related to socialization, social interaction, group membership, and quality of life. 14. Ability to understand and discuss social problems associated with persons with disabilities and the implications for program planning. 15. Knowledge and understanding of theories that can be applied to guide attitude change. 16. Knowledge and understanding of the characteristics and differences between learning disabilities, mental retardation, autism, orthopedic impairments, cerebral palsy, traumatic brain injury, and visual and auditory disabilities. 17. Ability to identify and discuss educational placements for students with disabilities. 18. Knowledge and understanding of least restrictive environment, inclusion, and integration. 4

5 19. Ability to discuss the development of ancillary adapted physical education programs in the areas of recreation, leisure, and sports for individuals with disabilities. 20. Ability to discuss the relationships among creative behaviors, adaptation, and service delivery. 21. Knowledge of landmark laws of the 1970 s and how each influenced change. 22. Ability to discuss current ADA, IDEA, and RA legislation and their significance in emerging trends. 23. Knowledge of the legislative basis of practices in adapted physical education. 24. Ability to discuss different kinds of placement and the legislative basis of each. 25. Knowledge and understanding of the purpose and process of the Individualized Education Plan (IEP). 26. Understanding of the interrelationships of physical activity, social development, and quality of life. 27. Ability to identify and discuss purposes of assessment. 28. Ability to use various types of assessment. 29. Knowledge of and ability to implement various types of assessment (formal/informal, product/process, norm/criterion, standardized/content-references, tests/instruments, and self/other). 30. Knowledge of planning procedures for assessment. 31. Ability to differentiate between health, wellness, and fitness. 32. Ability to differentiate between physical and motor fitness. 33. Knowledge of how the meaning of fitness varies with the nature and severity of disability. 34. Knowledge of and ability to assess cardiorespiratory endurance, body composition, muscle strength and endurance, range of motion, flexibility, attitudes, and practices for special populations. 35. Knowledge of adaptations and exercise contraindications for (a) severe developmental disabilities, (b) spinal paralysis, (c) other health impairments, (d) limited mental function, and (e) limited sensory function. 5

6 36. Knowledge of principles of fitness training for individuals with disabilities. 37. Ability to discuss mechanical inefficiencies that negatively affect energy level such as; reduced sensory input, spasticity, use of crutches or prosthesis, and loss of functional mass. 38. Ability to discuss assessment of motor skills in terms of performance, functional competence, performance standards, constraints, and developmental level. 39. Ability to recognize and analyze different kinds of gaits used with and without crutches. 40. Ability to develop and utilize rubrics for assessment of student learning. 41. Knowledge and application of authentic assessment and its usefulness in evaluation of student learning with respect to functional application of skills and/or competencies. 42. Understanding of postural deviations on movement efficiency of individuals with disabilities. 43. Knowledge of the effects of participation in physical fitness on the overall wellness of individuals with disabilities. 44. Knowledge of injury prevention and general contraindications in physical fitness activities for individuals with disabilities. 45. Knowledge and understanding of various instructional strategies and behavior management techniques for various disability groups. 46. Ability to identify and discuss educational placements for students with disabilities. 47. Ability to discuss national and international sport organizations for individuals with various disabilities. 48. Knowledge and understanding of goals and objectives and criteria for evaluating each objective. 49. Knowledge and understanding of prioritizing goals. 50. Ability to compare functional and developmental approaches to programming. 51. Knowledge and understanding of implications of various life stages for programming. 52. Knowledge and understanding of observational assessment in natural settings as a guide to programming. 6

7 53. Knowledge and understanding of programming for cardiorespiratory endurance, body composition, muscle strength and endurance, range of motion, flexibility, sport, recreation, leisure, aquatics, attitudes, and practices for special populations. 54. Ability to discuss lifespan perspectives and the implications of various life stages for programming. 55. Knowledge of program planning for mental retardation (mild, moderate, severe/profound). 56. Knowledge of different programming models for individuals with mental retardation, learning disabilities, orthopedic impairments, amputations, cerebral palsy, hard-ofhearing conditions, and visual impairments. 57. Ability to develop an adapted physical education curriculum as it relates to educational, community, or home-based instructional programs. 58. Knowledge of the philosophy and development of transition goals, objectives, and planning for students with disabilities. 59. An attitude of accepting and appreciating individual differences. 60. An attitude of commitment to appropriately assess both individuals and environments. 61. An increased appreciation for the importance of planning as a means of achieving prescribed objectives. 62. An attitude of responsibility for critical thinking as the basis for planning and decision making. 63. Knowledge and understanding of the terminology associated with human motor development and perceptual motor development. 64. Knowledge and understanding of the biological, environmental and task factors affecting motor development and motor skills for individuals with and without disabilities. 65. Ability to relate stages of typical and atypical cognitive and social development principles to perceptual motor development. 66. Knowledge and understanding of typical and atypical prenatal motor development. 67. An understanding of dynamic systems theory. 68. Ability to apply the principles of typical and atypical growth and maturation to perceptual motor development concepts. 7

8 69. Understanding of deviations in growth and maturation on the biomechanics of individuals with disabilities. 70. Knowledge and understanding of the importance of the reflex system to the development of motor coordination. 71. Knowledge and understanding of the voluntary movements of infancy and childhood and motor milestones. 72. Knowledge and understanding of the fundamental movements and object control skills of childhood. 73. Knowledge and understanding of the basics infant perception, haptic perception, and vision and their relationship to perceptual motor development. 74. Ability to apply perceptual motor development concepts. 75. Knowledge and understanding of normal and abnormal development as it relates to individuals with disabilities. 76. Knowledge of social development and its impact on motor behavior. 77. Knowledge and understanding of health related and performance related fitness for adolescents. 78. An understanding of the adolescent socialization factors related to the acquisition of specialized movement abilities. 79. Knowledge and understanding of moral development in the context of sport for adolescents. 80. Knowledge and understanding of movement in adulthood with respect to aging, performance, balance, falls, and postural control. 81. An appreciation of motor development and its importance to movement professionals. 8

9 Program Coordinator Scott J. Modell, Ph.D. Professor Office: Solano Hall 3014 Phone: All questions and concerns regarding the Adapted Physical Education Credential should be brought to the attention of the program coordinator. The program coordinator is responsible for the following: 1. Admission to the program 2. Advising 3. Credentialing 4. Provision of appropriate and beneficial field experiences 5. Supervision of student teaching experiences 6. Other duties associated with the Adapted Physical Education Program 9

10 CREDENTIAL PROCESS Admission to Adapted Physical Education Credential Program Students who wish to pursue an Adapted Physical Education Credential must meet the following criteria and follow the prescribed procedures for admission to the program. The admission procedures are designed to select those students who are committed to the profession and maximize their opportunities to become competent and effective adapted physical education teachers. As such, the procedures are for the benefit of the potential candidates as well as the future students with whom they will have contact. Prerequisites All potential candidates must meet the following criteria: 1. Twenty Five (25) hours of documented field experience working with individuals with disabilities. Field experiences can be from variety of settings such as Easter Seals, Paralympic Events/Camps, Special Olympics, Special Education/Adapted Physical Education classes, etc. The purpose of this requirement is so that those individual s pursuing an Adapted Physical Education Credential will have had some experiences interacting with individuals with disabilities. As a result of such interactions, the relevance of the course work and experiences will increase. 2. A letter of acceptance into the program from the program coordinator (attached). Plus criteria from one of the following option categories: Option 1 Admission to the CSUS Teacher Preparation Program in the Department of Kinesiology and Health Science Option 2 Currently hold a valid Credential for the Single Subject Teaching Credential in Physical Education. Option 3 Currently hold a valid Multiple Subject, Standard Secondary with a major or minor in PE, Standard Elementary with an academic major or minor in PE, Standard Early Childhood, Special Secondary in PE, General Secondary, General Junior High School, General Elementary, or General Kindergarten-Primary Credential. 10

11 Requirements The following core requirements must be completed in order to obtain the Adapted Physical Education Credential. The core requirements are designed to provide the student with the requisite knowledge and experiences in adapted physical education that will enable them to embrace diversity, accept the challenge of working with learners with a variety of abilities, and contribute to the development of psychomotor behaviors facilitating self-actualization that promotes life long participation in physical activity through the development of leisure and activity skills for individuals with disabilities. A minimum standard of academic achievement in all required courses is expected. That standard will be set at a B- or better in all core required courses in the adapted physical education curriculum listed below. Required Courses (21 units) (3) KINS 171 Adapted Physical Education: Basic Skill/Fitness Activities & Assessment (3) KINS 176 Perceptual Motor Development (3) KINS 177 Introduction to Adapted Physical Education (3) KINS 179 Adapted Physical Education: Program Planning (3) KINS 194E Assigned Internship in Adapted Physical Education* (3) RPTA 118 Facilitation Techniques in Therapeutic Recreation (2) EDS 120A Positive Behavior Supports for Students with Mild, Moderate, Severe Behavioral Challenges (1) EDS 120B Positive Behavior Supports for Students with Mild, Moderate, Severe Behavioral Challenges - Lab * See attached guidelines for Internship Required Experiences 1. One Hundred Thirty Five (135) hours of school-based field work in adapted physical education. When students sign up for KINS 194E, the program coordinator will delineate placement. Each unit of credit requires 45 hours of contact time. The 3-credit internship will equal 135 hours of contact time. This equates to 9 hours a week over a 15-week semester. Students may be placed with certified adapted physical education teachers from local school districts. Specific departmental guidelines for internship procedures are attached. 11

12 2. Student Teaching There are three options to satisfy the student teaching requirement Option 1 Candidates who are seeking the Single Subject Credential in Physical Education will meet this requirement during their regular student teaching experience. At least one-third of the classes that you will be assigned will be adapted physical education classes. The Teaching Option and the Adapted Physical Education coordinators will determine specific placement. Option 2 Candidates who already have their Single Subject Credential in Physical Education and are hired for an adapted physical education job on a waiver, will be satisfy this requirement after 3 months of teaching, two observations by the program coordinator, a sample lesson plan with a video of teaching that lesson (see attached), and a letter of recommendation from a supervisor. Option 3 Candidates, who already have their Single Subject Credential in Physical Education but are not currently teaching, will have to student teach in an adapted setting for one full semester. Specific guidelines for this option are available through College of Education. Advising Advising and candidate assistance throughout the program will be handled by the program coordinator. Advising services will be governed by the Department of Kinesiology and Health Science Advising Policy for the Teaching Option. 12

13 ATTACHMENTS 13

14 Admission to the Adapted Physical Education Program 14

15 Admission to the Adapted Physical Education Program has met the following admissions criteria: Print Name Twenty-five (25) hours of field experience And one of the following, Admission to CSUS Teacher Preparation Program Currently hold a valid Credential for the Single Subject Teaching Credential in Physical Education Currently hold a valid Credential for the Single Subject Teaching Credential in another field and are seeking a supplementary authorization in Physical Education Student s Signature Coordinator s Signature This document will serve as verification of admissions to the Adapted Physical Education Credential Program at California State University, Sacramento. Date 15

16 Field Experiences 16

17 KINS 194E: EVALUATION OF STUDENT INTERNSHIP IN ADAPTED PHYSICAL EDUCATION Name of Student Participating school/center/facility Supervisor Description of activity & participants Dates of participation: Rating scale: E = Exceptional; S = Satisfactory; NI = Needs Improvement; U = Unable to observe Attitude/Personal Qualities Rating Comments Appearance Punctuality/reliability Acceptance of responsibility Enthusiasm/motivation Effectiveness of voice Communication Relations w/ staff/faculty Rapport w/ participants Management Control of participant behavior Effective use of equipment Awareness of environmental factors stimuli Sensitivity to individual differences Instructional Skills Organization of instruction Clarity of directions/demos Teaching strategies Screening/assessment Identification/correction of errors Use of feedback & reinforcement Use of safety precautions Overall Evaluation Teaching/leadership promise Please add further comments on reverse side. Supervisor s signature Date 17

18 KINS 194E Adapted Physical Education Internship Procedures 1. Students are required to participate in at least 135 hours of fieldwork. This may be accomplished in one of two ways: a. On the job teaching (approved by Dr. Modell) at your current position teaching adapted physical education at a single site or as an itinerant or combination assignment b. Working with (approved by Dr. Modell) one or more adapted physical educators at a single site or as an itinerant or combination assignment 2. Students are required to keep a journal of each day experience (labeling each date, school site(s), and APE teachers). The journal writings should include an overview of what was accomplished and your reflection on that day or a particular situation. At the end of the journal you should reflect upon the entire experience. 3. The attached evaluation form must be filled out by EACH of the adapted physical educators that you have worked with or in the case of your own classes/students, your supervisor should fill out the evaluation form. 4. The internship will be graded on a pass/fail basis. Grading will be assessed on substantive content of the journal and your evaluator(s) ratings. 18

19 Student Teaching Requirement 19

20 Adapted Physical Education Specialist Credential Student Teaching Requirement Video and Lesson Plan Competencies Be sure that your lesson plan and video of your teaching includes (but not limited to) the following: 1. Set induction (where you let the students know what you will be doing for the lesson and how it relates to what was last taught or to a larger goal) 2. Clear, concise directions 3. Demonstration (verbal/visual/etc.) of skills to be learned (whether it is a new skill or review of a previously learned skill) 4. Appropriate skill feedback (including positive, general, specific, and congruent) 5. Appropriate behavioral feedback 6. Appropriate behavior management (consistency, persistency and relentlessness [CPR] of behavior expectations) 7. Modification of skills, instructions, etc. for success 8. Lesson closure (review of skills/competencies and preview of next session) 9. REFLECTION OF LESSON (must have) *Video of lesson must be unedited and no less than 20 minutes duration. Your voice should be clearly heard on the video. 20