Case Studies in Adapted Physical Education

The case studies in this book provide readers with opportunities to think critically about real-life situations that arise when working with children with varied abilities and disabilities, as well as opportunities to question and explore and to empower themselves in the process. The case scenarios illustrate actual experiences faced by a diverse group of general and adapted physical educators representing various contexts from self-contained APE classes and inclusive GPE (elementary, middle, and high school; urban, rural, and suburban) to youth sports, community recreation, and health club settings. When reading the book, pre-service and in-service teachers will be exposed to the issues facing physical educators as changes in federal law further mandate the inclusion of students with disabilities in general physical education classes and after-school sports. Identifying with the situations and characters in the cases will encourage readers to explore such issues as diversity and disability, attitude and ethics, behavior management and conflict resolution, and inclusion strategies. Questions following each case prompt readers to identify the critical issues and how the physical education professionals dealt with those issues, and then determine whether they would have handled the issues in the same way. Analyzing and discussing the cases will enable readers to formulate strategies for dealing with related issues and better prepare them to provide safe, satisfying, and successful physical activity experiences to individuals with varied abilities.

Samuel R. Hodge is a professor in the College of Education and Human Ecology at The Ohio State University, US. He has a dual master's degree in adapted PE and motor behaviors and a doctoral degree in adapted physical education and sport pedagogy. His scholarship is focused primarily on issues pertinent to teacher education and inclusion, preparing teachers to offer adapted PE for diverse students with disabilities, and social justice in education and sports. Service-based interests include leading diversity recruitment and retention programs at The Ohio State University. He has numerous publications to his credit. In 2013 Hodge received the APAC Professional Recognition Award, in recognition of his significant contribution to scholarly publications in adapted physical education, the significant mark he has had made on the lives of others, and his enhancement of the image of people with disabilities in society. Martin E. Block is an associate professor and director of the Masters Program in Adapted Physical Education at the University of Virginia, US. Dr. Block is nationally and internationally recognized as a leading advocate for inclusion with regard to teaching students with disabilities in general physical education contexts. Dr. Block is the author of the text A Teacher's Guide to Including Children with Disabilities in General Physical Education (2000). Lauren J. Lieberman is a professor in the Department of Kinesiology, Sport Studies and Physical Education at the College at Brockport, SUNY, US. Her scholarship focus is on inclusion strategies as well as teaching children with sensory impairments. Moreover, her research and service-based interests (e.g., Camp Abilities, a developmental sports camp for children who are blind) involve strategies and programming for working with children who are blind, deaf, or deaf-blind in physical education, sport, and recreation contexts. Dr. Lieberman is also nationally recognized for her research scholarship in peer-tutoring strategies to facilitate inclusion in general physical education classes, and she is the author of multiple publications. In 2012 Lieberman received the APAC Professional Recognition Award, in recognition of her significant contribution to scholarly publications in adapted physical education, the significant mark she has had made on the lives of others, and her enhancement of the image of people with disabilities in society. Nathan M. Murata is a professor in the Department of Kinesiology and Leisure Science at the University of Hawaii at Manoa, US. He has expertise in both adapted physical education and teacher preparation, and he is a nationally certified adapted physical education professional. In addition to receiving his Bachelor of Education in Secondary Physical Education and his Master of Education, Secondary Education from University of Hawaii at Manoa, Murata received a special education teacher certificate with an emphasis in mild/moderate disabilities and completed a Transition Specialist program, both at UH Manoa. His research foci have included pedagogy for students with disabilities, training support personnel to work in inclusive environments, attitudinal variables regarding the inclusion of students with disabilities in general physical education, and aquatics for individuals with physical disabilities. He is also a principal investigator for the Office of Special Education Programs, Personnel Preparation grant.

Introduction Case 1 Changing Attitudes and Stereotypical Beliefs Case 2 Advocacy and Ethical Considerations Case 3 Individualization of Instruction Writing Behaviorally Stated Objectives Case 4 Inclusion Without Accompaniment Case 5 Support Personnel: Roles and Training Case 6 Creating and Conducting a Self-Contained APE Program Case 7 Consultation Between Generalist and Specialist in Physical Education Case 8 Authentic Assessment Case 9 Peer Assessment in Physical Education Case 10 Synergism in Adapted Physical Education Case 11 Peer Tutoring for Physical Education Case 12 Teaching Children with Speech and Language Impairments Case 13 Technological Applications in Physical Education Case 14 A Team Approach to Including Students with Disabilities in Physical Education Case 15 Children with Disabilities on the Playground Case 16 Celia Joins Her High School Swim Team Case 17 Addressing the Motor Domain Through the IEP/ITP Case 18 Opportunities for Adults at Their Local Recreation Centers Case 19 Taking Advantage of Membership at a Local Health Club Case 20 Social Inclusion of Students with Physical Disabilities Case 21 Proactive and Preventive Strategies Case 22 Increasing Students' Appropriate Behaviors Case 23 Decreasing Students' Inappropriate Behaviors Case 24 Conflict Resolution Case 25 Teaching Students with Learning Disabilities Case 26 Teaching Students with Attention Deficit Disorder and Hyperactivity Case 27 Teaching Students with Developmental Coordination Disorder Case 28 Teaching Students with Mental Retardation Case 29 Working as an Itinerant APE Teacher Case 30 Jeremy, an Adult Who Is Deaf Case 31 Teaching a Child with a Visual Impairment Case 32 Teaching a Student Who Is Deaf-Blind Case 33 Teaching Students with Severe Disabilities Case 34 Teaching Students with Severe Spastic Cerebral Palsy Case 35 Teaching Students with Autism Case 36 Teaching Students with Motor Delays and Mobility Difficulties Case 37 Teaching Students with Seizure Disorders Case 38 Teaching Students with Human Immunodeficiency Virus Case 39 Teaching Students with Exercise-Induced Asthma Case 40 Teaching Students with Juvenile Diabetes and Obesity