Good

Day!
 ACT of Contrition
O my God, I am heartily sorry for having offended You,
and I detest all my sins, because I dread the loss of
heaven and the pains of hell. But most of all because I
have offended You, my God, who are so good and
deserving of all my love. I firmly resolve with the help of
Your grace to confess all my sins, to do penance and to
amend my life. Amen
SNED 9
Week 2 Adapted Physical Education

At the end of the week, the pre-service teacher (PST) should be

able to:
- acquire knowledge on the history of adapted physical
education, federal laws and the students eligibility for APE.
Thinking time:

Why is it important to know the history of adapted physical

education?
History of Adapted Physical Education
● Adapted Physical Education is generally viewed as a term that originated
in the United States.
● In 1975, the United States Congress created Public Law 94-142 (today
known as the Individuals with Disabilities Education Act [IDEA]) believed
that students with disabilities could benefit from physical education and
that physical education services, modified when necessary, and should be
a part of all students‘ educational programmes.
● Although legislators realized that many students with disabilities could
participate in general physical education without the need for
modifications from the general programme, they also realized that some
students with disabilities would have difficulty in safely and successfully
participating in and benefiting from general physical education without
modifications or support.
History of Adapted Physical Education
● In 1838, physical activity began to receive special attention at
the Perkins School for students with visual disabilities in
Boston (Wikipedia, 2020). Mostly, it is because the director of
the school wanted students to receive all the health benefits
of physical activity. The students participated in gymnastic
exercises and swimming. This was the first physical education
programme in the country for students who were blind.
● Early adapted physical education programmes were medically
oriented and preventative, developmental, or corrective in
nature. The purpose was to prevent illness and promote
health.
History of Adapted Physical Education
● Up until 1952, several schools would excuse students with disabilities
from physical education. In 1952 the American Association for Health,
Physical Education and Recreation (AAHPER) formed a committee to
define adapted physical education and give direction for teachers. This
committee defined adapted physical education as ―a diversified
programme of developmental activities, games, sports, and rhythms
suited to the interests, capacities, and limitations of students with
disabilities who may not safely or successfully engage in unrestricted
participation in the rigorous activities of the regular physical education
programme.
● Lastly, in 1968, the Kennedy Foundation established the Special Olympics.
This programme has grown rapidly and holds competitions at local, state,
national and international levels in an ever increasing range of sports.
Organizations Promoting APE
The organizations promoting APE include
● International Federation of Adapted Physical Activity (IFAPA)
● American Alliance for health, Physical Education, Recreation
and Dance (AAHPERD)
● National Council and Physical Education and Recreation for
Individuals with Disabilities (NCPERID) etc.
● National Wheelchair Basketball Association.
● US Club Sitting Volleyball and US Paralympics Sitting
Volleyball.
● US Paralympics Sports Club
Acts or Federal Laws of Adapted Physical Education
· The Rehabilitation Act of 1973
* Designed to prevent discrimination and provide equal opportunity for
individuals with disabilities in programmes or activities receiving federal
financial assistance.
· The Education for all Handicapped Children Act of 1975
* Designed to ensure that all children with handicapping conditions have
available to them a free appropriate public education that emphasizes
special education (including physical education) and related services
designed to meet their unique needs.
· The Armature Sports Act of 1978
* Passes to coordinate national efforts concerning armature activity,
including activity associated with the Olympic Games.
Acts or Federal Laws of Adapted Physical Education
· 1983 Amendments to the Education for All Handicapped
Children Act
* Provided incentives to states to provide services to infants,
toddlers, and preschoolers with handicapping conditions.
· Education for all Handicapped Children Amendments of 1986
* Expanded educational services to preschool children. And
established programs for early intervention.
· 1990 Individuals with Disabilities Education Act (IDEA)
* Replaced the term ―handicapped with ―disabilities,
expanded on types of services offered and disabilities covered.
Acts or Federal Laws of Adapted Physical Education
· Individuals with Disabilities Education Act Amendments of 1997
* Provided several changes in the law, including provisions for
free appropriate education for all children with disabilities (ages
3 to 21); extension of a ―developmental delay provisions for
children ages 3 to 9; emphasis on educational results; required
progress reports for children with disabilities that are the same
as those for children without disabilities; and changes in
individualized education program (IEP) requirements.
· 1998 Olympic and Armature Sports Act
* The United States Olympic Committee assumed the role and
responsibilities of the United States Paralympics Committee
·Federal law mandates that physical education be
provided to students with disabilities and defines
Physical Education as the development of:
- physical and motor skills
- fundamental motor skills and patterns (throwing,
catching, walking, running, etc)
- skills in aquatics, dance, and individual and group
games and sports (including intramural and lifetime
sports)
·Students Eligibility for APE
1. Students must qualify for APE services, which is
done through assessments
2. Results are reviewed and a present level of
performance is determined
3. Students’ motor, cognitive, and affective skills are
assessed, their disability must be one of the 14
disabilities defined under IDEA
·Students Eligibility for APE
The Individuals with Disabilities Education Act (1990) uses the term disability as a diagnostic
category that qualifies students for special services. These categories include:
● Autism
● Deaf – Blindness
● Deafness
● Hearing impairment
● Intellectual disability
● Multiple disabilities
● Orthopaedic impairment
● Other health impairment
● Serious emotional disturbance
● Specific learning disability
● Speech or language impairment
● Traumatic brain injury
● Visual impairment including blindness
Where and when students receive adapted Physical Education
● Students receive APE during their school day. The class is
scheduled according to the needs of the student as indicated on
the IEP. Typically, students participate in some regular physical
education with support from a para-educator or inclusion
support from the adapted physical education teacher.
● However, many students require instruction in a self-contained
class with other students with disabilities. Instruction may occur
outdoors on school grounds, in the gym, or in another defined
space.
·Students Eligibility for APE
● In addition, the student’s special education evaluation must show a significant
difference in physical performance or it must show that the student’s development
or achievement and independence will not allow the student to succeed in regular
physical education.
● If a student qualifies for APE, a special education teacher licensed in APE or simply a
special education teacher (depending on the demand of the institution) works
directly with the student to meet the goals and objectives written in the student’s
IEP.
● Schools and parents of a child with disabilities should review each grade’s physical
education curriculum to determine if and where adaptations are needed.
● For example, a child may be able to participate fully in swimming but cannot dance
or run track due to a physical disability. In that type of situation, the IEP or Section
504 team will determine what accommodations or specialized instruction ensures
appropriate student participation. Some students may have both regular physical
education and APE.
  
MY TAKE AWAY
FROM WEEK 2
Assignment
Be ready for your report on Accommodations /
Adaptations use in adapted Physical Education on
February 18, 2022.
·References
● http://jpschools.org/department/special-education/adapted-physical- education/
● https://www.slideshare.net/TheAljoZafra/adapted-physical-education-45821836
● https://nou.edu.ng/sites/default/files/2021-02/KHE125.pdf