A Teacher’s Guide to Adapted Physical Education

Including Students with Disabilities in Sports and Recreation

Fourth Edition
by
Martin E. Block, Ph.D.
University of Virginia

Contents

1. I Foundations

   1. What Is Physical Education?
   2. What Is Inclusion?
   3. A Team Approach to Inclusion in Physical Education

2. II Inclusive Practices and Planning

   1. Program Planning and Assessment
   2. Instructional Modifications
   3. Curricular Modifications
   4. Game and Sport Modifications

3. III Understanding Specific Needs

   1. Intellectual Disabilities
   2. Learning Disabilities
   3. Attention-Deficit/Hyperactivity Disorder
   4. Physical Disabilities
   5. Other Health Impairments

4. IV Supporting Across Contexts

   1. Facilitating Social Acceptance and Inclusion
   2. Making Inclusive Physical Education Safe
   3. Positive Behavior Support of Children with Challenging Behaviors
   4. Including Students with Disabilities in Community-Based Recreation
   5. Multicultural Education and Diversity Issues

About the Author

Martin E. Block, Ph.D., is a professor with the Department of Kinesiology in the Curry School of Education at the University of Virginia. Dr. Block has been the director of the master’s program in adapted physical education at the University of Virginia since 1993. He has authored or coauthored 5 books, 20 chapters in books, and more than 75 peer-reviewed articles.

Table 7.4. Comparison of Traditional and Adapted Sports

Four Key Steps to Including Adapted Sports in General Physical Education

1. Determine the sport to play and then cross-reference that sport to an adapted sport.
2. Learn about similarities and differences between traditional and adapted sports skills and rules.
3. Assess the performance of all students for the skills needed to successfully participate.
4. Implement and teach using the traditional and/or adapted sport.

Step 1: Determine the Traditional Sport and Cross-Reference with Adapted Sport

As you consider including adapted sports into your traditional sports curriculum, you must first be aware of the sports that are represented in both categories.

Table 7.5. Adapted Sport Supplements to Traditional Sport

Game and Sport Modifications

Step 2: Learn About Similarities and Differences Between Traditional and Adapted Sports Skills and Rules

Identifying similarities between the two categories of sports will help you implement an inclusive curriculum.

Assessment and Interaction Model

Davis’s environmental interaction model evaluates the interactions among the students' skills, the environment, and the tasks they perform.

Step 3: Assess the Performance of All Students

Assessments can include a combination of traditional and adapted sports curriculum.

Step 4: Implement and Teach Using Traditional and/or Adapted Sport

Planning is key for successful implementation. Consider aspects such as time, objectives, and equipment.

Chest Pass Assessment

Excerpted from A Teacher's Guide to Adapted Physical Education: Including Students with Disabilities in Sports and Recreation, Fourth Edition by Martin E. Block Ph.D.