Adapted Physical Education for Students with Disabilities

Screening & Assessment in Adapted Physical Education

Individualized PE Plan in Adapted PE and Inclusive PE

Learning objective: Participants will be introduced the operating definition of Adapted/Adaptive Physical Education (AdpPE in short) and the difference between the two terms ‘adapted’ and ‘adaptive’. This module will take participants on a journey through history relevant to the development of AdpPE and how it has evolved through time. In addition, participants will be introduced to the guiding principles and practice of AdpPE.

Module 2: Adapted Physical Education for Students with Disabilities

Learning objective: Participants are introduced to the four different classification systems of students with disabilities (also known as exceptional children). The first classification system was introduced by Dunn (1963) and it covers 12 types: educable mentally retarded, trainable mentally retarded, gifted mentally retarded, emotionally disturbed, socially maladjusted, speech impaired, hard-of-hearing, deaf, partially seeing, blind, crippled, and chronically ill.

Module 3: Screening & Assessment in Adapted Physical Education

Learning objective: The ICF as covered in the previous module will be reviewed in this module and participants will learn more about its application. The ICF is structured around the following broad components: (1) Body functions and structure; (2) Activities (related to tasks and actions by an individual) and participation (involvement in a life situation); and (3) Additional information on severity and environmental factors.

Module 4: Individualized PE Plan in Adapted PE and Inclusive PE

Learning objective: Learners will be introduced to Inclusive Physical Education (IncPE) and explore the similarities and differences between IncPE and AdpPE. While Adp PE is more appropriate for students with disabilities attending special schools, IncPE is best for those students with disabilities in mainstream schools. More importantly, Learners will learn how to design an individualized physical education plan (IPEP) for their students with varied disabilities, putting into practice what the knowledge they have acquired in the previous three modules. In the final unit, Learners are encouraged to come up with different ideas on the types of activities best suited for students with different disabilities (e.g., mentally challenged, emotionally disturbed, physically handicapped, etc.). In this way, Learners can benefit from their sharing of ideas and how they provide best practice in engaging their students with disabilities in AdpPE and/or IncPE.