Jayme Cilente

SLM 521

Summer 2006

Adapted Physical Education

Understanding that quality adapted physical education involves "adapting, modifying, and changing" a physical activity so it is as appropriate for the person with a disability (or anyone for that matter), we are providing numerous ways that some sports and activities can be modified and/or changed. The goal is to have an activity where all students can be successful.

General Adaptation Suggestions

Equipment: Larger/lighter bat Use of velcro Larger goal/target Mark positions on playing field Lower goal/target Scoops for catching Vary balls (size, weight, color, texture)	Rules Prompts, Cues: Demonstrate/model activity Partner assisted Disregard time limits Oral prompt More space between students Eliminate outs/strike-outs Allow ball to remain stationary Allow batter to sit in chair Place student with disability near teacher
Boundary/Playing Field: Decrease distance Use well-defined boundaries Simplify patterns Adapt playing area (smaller, obstacles removed)	Actions: Change locomotor patterns Modify grasps Modify body positions Reduce number of actions Use different body parts
Time: Vary the tempo Slow the activity pace Lengthen the time Shorten the time Provide frequent rest periods	Bowling Simplify/reduce the number of steps Use two hands instead of one Remain in stationary position Use a ramp Use a partner Give continuous verbal cues
Basketball Use various size balls (size, weight, texture, color) Allow travelling Allow two hand dribble Disregard three second lane violation Use larger/lower goal Slow the pace, especially when first learning If student uses wheelchair, allow him to hold ball on his lap while pushing wheelchair Use beeper ball, radio under basket for individual with visual impairment	Golf Use a club with a larger head Use shorter/lighter club Use colored/larger balls Practice without a ball Use tee for all shots Shorten distance to hole
Soccer Use walking instead of running Have well defined boundaries Reduce playing area Play six-a-side soccer If student uses a wheelchair, allow him to hold ball on his lap while pushing the wheelchair Use a deflated ball, nerf ball, beeper ball, brightly colored ball Use a target that makes noise when hit	Softball Use velcro balls and mitts Use larger or smaller bats Use a batting tee Reduce the base distances Use Incrediballs Shorten the pitching distance If individual is in wheelchair, allow them to push ball off ramp, off lap, or from tee Use beeper balls Provide a peer to assist Players without disabilities play regular depth defense Students without disabilities count to ten before tagging out person with disability
Volleyball Use larger, lighter, softer, bright colored balls Allow players to catch ball instead of volleying Allow student to self toss and set ball Lower the net Reduce the playing court Stand closer to net on serve Allow ball to bounce first Hold ball and have student hit it	Tennis Use larger, lighter balls Use shorter, lighter racquets Use larger head racquets Slow down the ball Lower the net or do not use a net Use brightly colored balls Hit ball off tee Allow a drop serve Stand closer to net on serve Do not use service court Use a peer for assistance

Muscular Dystrophy

IMPLICATIONS FOR PHYSICAL EDUCATION

General consideration factors include:

· Communication and collaboration with physical therapists, special education teachers, parents and others involved with the child, to gain insight concerning disability, behavior, safety, medications and other information.

· Safety considerations for all students: wheelchairs or braces must not provide an “unsafe environment”.

· Allowing the involvement of older students, enabling them to participate in their own specific individual modification planning.

· Adapting different teaching styles to meet learner needs and designing an individualized learning environment with multiple success levels, thus benefiting all students.

· Using different ball/bat choices, target selections, playing area modifications and ramps for wheelchairs.

seizure disorder

IMPLICATIONS FOR PHYSICAL EDUCATION

A PE teacher can best help a student with seizure disorder by trying to prevent a seizure from occurring by choosing appropriate activities for the class to participate in. They should also be prepared by knowing what to do if a student does have a seizure in class.

A PE teacher should:

· Encourage a normal life for a student with seizure disorder

· Recommend exercise

· Encourage student to be social