Instructor: Dr. Christine Rochester
Office: SC 139		Office Hours: MW 2-4PM, F2-3PM and by appointment
Phone: 549-2660				
Credit Hours: 3			e-mail:christine.Rochester@colostate-pueblo.edu
Class meeting time: Mon 6-9	Room: SC 213 and Wrestling Room

I. CATALOG COURSE DESCRIPTION:

Remedial and corrective programs in physical education; emphasis on conditions that cause individuals to require special attention beyond the regular physical education program. Prerequisite BIO 223/223L Student that desire a teaching certification in Colorado need to be admitted to the teacher education program and be enrolled in EXHP 465.

II. COURSE OBJECTIVES AND CONTENT:

1. Learning Objectives and Outcomes:

1. At the end of this course students will have specific knowledge of:


1. Legislation and the least restrictive environment.
2. Philosophy of Inclusion-inclusion for elementary and secondary students.
3. Writing IEP’s.
4. Key techniques to facilitate learning with special populations.
5. Needs and understanding of specific populations: Gifted students, visual impairments, hearing impairments, mental retardation, emotional disorders, ADD/ADHD, physically disabling conditions, at risk youth, and learning disabilities.
6. Medical conditions, medications and their possible effects on student learning and behavior.

2. Content in this course includes: understanding, recognizing, and accepting individual differences; including diverse learners in physical activity and leisure pursuits; understanding relevant legislation; designing appropriate learning environments (i.e., activity and equipment design, and instructional alternatives); and, combining service and learning.

III. REQUIRED TEXTS: (available through bookstores)

Morris, Don, & Stiehl, Jim (1999). Changing kids' games, 2nd ed. Champaign, IL: Human Kinetics.

Auxter, David; Pyfer, Jean; Huettig, Carol (2001) Principles and Methods of Adapted Physical Education and Recreation. McGraw Hill NY.

IV. COURSE REQUIREMENTS:

Students will:

1. Design ways to serve diverse learners in a single setting (by analyzing and designing activities and equipment, and then by submitting typed LESSONS and by TEACHING to peers).
2. Acquire skills about individualizing instruction and teaching diverse learners (by participating in designated GYM AND CLASSROOM EXPERIENCES).
3. Successfully complete a service-learning PRACTICUM/Fieldwork which are to enhance your understanding of and appreciation for diverse learners, to relate course subject matter to service experiences (that is, course material informs the service experience, and the service experience permits evaluation and reflection on the course material), and to connect students within the community.
4. Through required course activities, REFLECT upon diverse learners and on issues related to their positive development.

V. METHOD OF EVALUATION:

1. LESSONS AND TEACHING: Students will receive instruction in developing, modifying, and presenting activities. Subsequently, the students will design activities and equipment (to be prepared in a specified format, which includes double-spaced, spell checked, and proof read for grammatical and typing accuracy) and will teach these to classmates.
2. GYM AND CLASSROOM EXPERIENCES: Daily participation in all sessions is integral to the success of this class; if students are not present, they are neither contributing nor learning. More than two absences can result in a lowered course grade. Arriving late twice constitutes one absence. An absence when classmates are presenting counts as two absences. To be discussed more at first class meeting. Attendance, Participation and Effort If you are absent due to an excusable school sponsored activity, illness, or emergency it is recommended that you notify the instructor before the absence. Failure to do so may result in inability to make up missed assignments or exams. See instructor for uncontrollable circumstances.
3. PRACTICUM/FIELDWORK: A service-learning experience that focuses on the human experience and allows students to work with persons in the community, not in theoretical abstractions. Each practicum is directed toward a recognized need in the community.
4. QUIZZES: Provides the instructor with an opportunity to assess students' ongoing learning, and encourages student engagement (as well as promoting regular and timely attendance). Each of 10 quizzes worth 10 points (2 for taking it, 4 for each correct answer). Quizzes cannot be made up.
5. PERSONAL JOURNALS- Minimum six journals 3 due at midterm March 3rd

Personal journals will be a collection of your reflective thoughts. Not a log of what happened.

1. Your journals should answer the following questions.


1. Describe in detail a significant situation you were in or are in presently (or an event that occurred).
2. Describe your reaction and the reaction of others to the situation.
3. Analyze your reaction to the situation.
4. What can you learn from your analysis (implications)?


2. Journals on your fieldwork must also be submitted.

Criteria	%’s	Grading Scale
		Written lessons (activities and equipment)	20	A	=	100-90
		Peer teaching					20	B	=	89-80
		Gymnasium and classroom participation		20	C	=	79-70
		Practicum/Fieldwork				15	D	=	69-60
		Quizzes (10 quizzes each worth 10 pts)		10	F	=	<60
		Journals					15	
								100

IMPORTANT NOTES. -

• Zero points in any of the above items can constitute a failing grade for the course. Due dates for tasks will be distributed in class.
• YOU ARE RESPONSIBLE FOR ALL TASKS AND FOR BEING PREPARED FOR CLASS ACTIVITIES; IN THE EVENT THAT YOU MISS ANYTHING PRESENTED IN CLASS, PLEASE CONSULT A CLASSMATE. Please do not ask the instructor, "Will I miss anything important?" or "What did I miss?"
• Instructor reserves the option to penalize late work, and to refuse to accept late work.
• Instructor will use blackboard and students are expected to as well.
• USC's policies and recommendations for student rights and responsibilities will be followed.

STUDENT EXPECTATIONS

I will do my best to provide you with valuable knowledge and experiences; little can be gained unless you are determined to be a responsible, self-motivated, and active learner. In an effort to guide the goals of responsibility, motivation and participation, we will discuss the following expectations in an early class session:

1. Be here. This class is largely interactive and participatory. These types of experiences cannot be made up. You should plan to attend every class, to be on time, and to dress appropriately for participation in physical activity.
2. Participate with effort. This asks that you are prepared and that you put forth a solid and consistent effort in class. This includes giving input and feedback during discussions and group activities as well as producing college level work. Do what you have to do to be ready.
3. Take initiative for yourself. Most of your learning will be the result of your own initiative, not my prodding, or the rewards (or threats) of grades. You alone must be responsible for creating value for yourself in this course. How well you do will be, in a large part, the result of how well you are able to carry on without direct supervision. Taking initiative means asking questions when material, concepts, or expectations are not clear (it is OK not to know, but it is not OK to continue not knowing).
4. Help others. The ultimate success and reward for each of you depends on your ability to help and support your classmates in their learning and in their attempts to be responsible for their own learning. It is the only thing that really counts in the long run. It includes creating a safe learning environment; that is, one in which the confidentiality of one another’s sharing is respected, where complaints are directed only to someone (and received only by someone) who can do something about the situation, and where healthy debate and differences of opinion are prized.

ADA -Statement:

This University abides by the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973, which stipulates that no student shall be denied the benefits of an education "solely by reason of a handicap." If you have a documented disability that may impact your performance in this class and for which you may require accommodations, please see the instructor as soon as possible, within the first two weeks of class, to arrange accommodations. In order to receive accommodations, you must be registered with and provide documentation of your disability to, the Disability Services Office, which is located in the Psychology Building, Room 232.

Go to this site!!

http://pe.central.vt.edu/adapted/adaptedsites.html