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Modified Class for Adapted
Physical Education
http://www.brighthub.com/education/special/articles/49396.aspx
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Conditions such as muscular
dystrophy and cerebral palsyoften impair a child's ability to
participate in required
exercises, movements or sportsactivities found in thetraditional gym class.
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Rather than excluding children
with special needs from gymclass, public schools now offer
adaptive fitness programs.
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Modified gym classes, which
provide students with specialneeds the opportunity to keeptheir bodies healthy, involve
certain adjustments to thestandard gym curriculum.
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With assistance from
supportive physical educationinstructors, these studentsenjoy exercising along with
their peers.
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An adaptive gym class is made
available to students withdelays in the gross motor areas
such as endurance,
coordination, movement, andmuscle strength.
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Children with special needs
who are eligible to receiveadaptive services during gym
period will have detailed
accommodations and goalswritten into an Individual
Education Plan, or IEP.
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Depending on the severity of
the disability and themodifications that a school is
able to offer, a child may either
participate in a small modifiedgym class with other specialneeds students or in a large
mainstream gym class alongwith his or her peers.
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Teacher aides and/or para-
educators can offer additionalsupport for students whoreceive adaptive services.
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Four Areas of Modification
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Adaptations to the curriculum
of a physical education classare made in four areas:
instruction
rules
equipment environment
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INSTRUCTIONS
Teachers may modifyinstructionsby modeling whatthe student is expected to do.
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Instructions may be printed outin large print and hung up for thestudent to see during the time of
the lesson.
Oral prompts can be given.Student may have a peer partner
that assists.
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Rules can be "relaxed" to allow
the student to achieve thedesired goal.
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If for instance, the students are
to kick a ball into a net from 10feet away, a student with specialneeds may need to get closer to
be able to kick or throw the ballinto the net.
Time requirements and "outs"may be eliminated.
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EQUIPMENT
Modifications to equipment
may mean that bats or paddleshave Velcro strapping, so that achild with gross motor
difficulties may hold it easily.
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Other adaptations may include lowering abasketball net, using larger or smaller balls or
utilizing a tee to hold a ball.
Students might use scoops for catching ballsinstead of their hands.
Targets could be made larger and placed closer tothe students.
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ENVIRONMENT
The environment in which students participate ingym or physical education must be safe, secure
and welcoming.
Padding, hand holds, and adaptive equipmentshould be readily available.
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The playing field must be
clearly defined.
The use of taped or paintedareas makes it easier for thestudent to see boundaries.
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MODIFYING SPORTS
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Physical education instructorshave many options availablewhen adjusting curriculum to
fit students with special needs.For instance, most sports may
be adjusted as follows:
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Pitching distance is decreased to accommodatethe needs of the student trying to hit a baseball or
softball
Students are allowed extra time to move betweenbases
Students are allowed to use a batting tee to pushor hit the ball
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Students are allowed to walk or run in a smallerarea of play for basketball or soccer
Children in wheelchairs may hold the ball in theirlaps during periods of movement
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The nets for tennis or volleyball may be lowered toaccommodate a child in a wheelchair or with
limited gross motor skills
Sports equipment such as larger and softer balls,lightweight racquets and clubs, and Velcro
baseballs and catching mitts may be utilized
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Modifying Exercise/Movement
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Much of the curriculum in gym
class focuses on movement orexercise. Modifications may bemade for students according to
their special needs.
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For instance, a student with a
visual impairment would have apara, who would work one-on-one with them to demonstrate
what the physical educationteacher was asking the class to
do.
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On the other hand, a child with
limited movement might needthe para to gently move their
arms or legs.
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NOTE:
A para or teacher's aide shouldnever attempt to modify an
exercise, unless they have beentrained to do this form of
modification.
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Everyone Wins
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The most important
consideration is to create aplace that is not filled with thestress of being best, but rather,
creating a space for achievinggoals that everyone enjoys and
at which everyone succeeds.
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The emphasis on being number
one is taken away. Students arenot in class to compete witheach other; rather, they are
there to learn about themselvesand each other.
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They are there to enjoy moving
their bodies to the best of theirability. They are there to
succeed.
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Adaptive physical educations classes allowstudents with physical disabilities to share sports
and learn sportsmanship along with their peers.
This is a win/win process.
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Differentiating Instruction
forStudents with Disabilities
http://www.pecentral.org/adapted/adaptedactivities.html
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Quality adapted physicaleducation involves the physical
educator differentiatinginstruction to meet the needs,interests, and abilities of each
individual student.
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That differentiation mightinvolve the teacher adapting/
modifying the content, process,environment, and/or studentassessment.
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The goal is to have students
participate in activities whereall students can learn and be
successful.
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General AdaptationSuggestions
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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)
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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
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Boundary/Playing Field:
Decrease distance
Use well-defined boundaries
Simplify patterns
Adapt playing area (smaller, obstacles removed)
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Actions
Change locomotor patterns
Modify grasps
Modify body positions
Reduce number of actions
Use different body parts
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Time
Vary the tempo
Slow the activity pace
Lengthen the time
Shorten the time
Provide frequent rest periods
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EXAMPLES OFMODIFICATIONS AND
ADAPTATIONS IN GAMES
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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
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Basketball
Use various size balls (size, weight, texture, color)
Allow travelling
Allow two hand dribble
Disregard three second lane violation Use larger/lower goal
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Basketball (continued)
Slow the pace, especially when first learning
If student uses wheelchair, allow him to hold ballon his lap while pushing wheelchair
Use beeper ball, radio under basket for individual
with visual impairment
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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
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Soccer
Use walking instead of running
Have well defined boundaries
Reduce playing area
Play six-a-side soccer
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Soccer (continued)
If student uses a wheelchair, allow him to hold ball onhis lap while pushing the wheelchair
Use a deflated ball, nerf ball, beeper ball, brightlycolored ball
Use a target that makes noise when hit
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Softball
Use velcro balls and mitts
Use larger or smaller bats Use a batting tee
Reduce the base distancesUse Incrediballs
Shorten the pitching distance
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Softball (continued)
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
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Volleyball
Use larger, lighter, softer, bright colored balls
Allow players to catch ball instead of volleying
Allow student to self toss and set ball
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Volleyball (continued)
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
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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
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Tennis (continued)
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
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THANK YOU
Eleanor Ann Tan Lye Neo
Jabatan Pendidikan Jasmani & Kesihatan
IPG Kampus Ilmu Khas
Kuala Lumpur