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Required Text: Winnick, J.P. (2000). Adapted Physical Education and Sports. (3rd ed.) Champaign: Human Kinetics
Organizing Theme: Educational leaders and stewards inquiring, reflecting, and implementing through teaching, learning, and service”
Vision Statement
Educational stewards engage in harmonious inquiry, reflection, and
implementation that contribute to the empowerment of individuals and democratic
communities. The professional education unit understands the never-ending
search for educational wisdom that characterizes graduates who make inquiry,
reflection, and implementation habitual. The unit seeks to empower
the professional educator with knowledge, skills, and dispositions needed
to take a leadership role in the renewal of schools. To this end,
it is our vision to create and implement advanced programs that are characterized
by breadth, depth, and rigor.
While recognizing that knowledge rapidly becomes obsolete in the information age, the graduate programs are broad in scope to include the array of educational issues faced by an ever-changing world and a constantly re-examined P-12 curriculum. This breadth will produce professional educators and school leaders with special abilities as well as specializations. It encompasses both an intellectual and a moral dimension in to ensure that the educational efforts of a democratic society are arranged so as to provide equal access to quality education for all children.
Although broad in design, the advanced programs focus on depth of content including knowledge of the discipline(s), applied research, the wisdom of practice, and a repertoire of techniques and tools that enable professionals to practice their craft with fervor and passion. For those with a vision for educational excellence in a restructured school system, the rigor of our programs will be a source of pride for dedicated professionals.
Mission Statement
The mission of the unit is to facilitate the development of dynamic
professional educators who collaborate for the benefit of self and others,
school, community, and the profession. This mission is accomplished
through inquiry, reflection, excellence in teaching and learning, and regional
service.
Purpose
The purpose of advanced programs at Wayne State College is to prepare
educational leaders and stewards who continually inquire and reflect on
theory and practice to support excellence and implement responsible change.
Specifically, our purpose is to prepare students for positions of leadership
and stewardship in curriculum and instruction, educational administration,
counseling, and special education.
Philosophy
The following statements of fundamental belief are congruent with and
extend the mission, purpose, and philosophy of the unit. In each
case, the processes of inquiry, reflection, and implementation will be
used by candidates and practitioners to further the principal aim of providing
leadership and stewardship for educational endeavors. Each statement
is also a focal point for informing practice through inquiry and reflection.
As a whole, they point the way toward the development of appropriate skills,
knowledge, and dispositions that foster development of individuals, schools
and democratic communities.
Belief Statements
1. We believe professional educators and leaders possess the
underlying disposition that learning and personal growth is achievable
for and expected of all.
2. We believe professional educators possess knowledge of the theory and wisdom of practice associated with their area of specialty. They possess the knowledge, skills, and dispositions needed to manage, develop, and implement sound educational practices in their discipline(s).
3. We believe professional educators understand and value different ways of knowing. These include, but are not limited to, the objective scientific tradition, rational evidence-based argument, as well as intuitive, human connections that involve knowing from accumulated cultural wisdom.
4. We believe professional educators, utilizing appropriate interactive communication skills, engage in and foster positive interpersonal interactions. These interactions serve to strengthen relationships between and among people, enabling them to contribute to the creation of strong families, communities, and governing entities.
5. We believe professional educators engage in and promote life-long learning. They are intrinsically motivated to think critically, to make decisions, to learn independently, to use the reliable resources at their disposal, including technology, and to continue to develop mentally, physically, and emotionally.
6. We believe that professional educators demonstrate a caring attitude for all people.
7. We believe professional educators value diversity.
8. We believe professional educators provide experiences and assessments that facilitate the developmental growth of all people they contact. To this end, professional educators continually plan and implement assessment strategies that serve to evaluate student development. In addition, they assess their own work and its effect on the learning of all students. They systematically inquire and reflect, using assessment feedback, to improve their own performance.
9. We believe professional educators value past and future perspectives
that
inform current circumstances and, further, that this belief yields
an
integrated, “real world” approach to educational practice.
Outcomes
Wayne State College’s graduate programs are designed to expand the student’s understanding of contemporary society and the role of formal education within it; to increase the knowledge in a particular area; to deepen the personal values and to broaden basic philosophic perspectives; to encourage predisposition for independent investigation and experimentation; to refine the student’s skills in oral and written expression and in the reflective thinking processes; to provide intellectual stimulation and a foundation for continued study leading to the doctoral degree; and to prepare professional educators for leadership and stewardship positions. Toward these ends, the following outcomes may be expected and assessed.
1. Candidates inquire about relevant educational issues and support present practices or initiate constructive changes.
2. Candidates reflect on relevant educational issues with breadth, depth, and rigor ensuring improvement and encouraging excellent implementation of professional practices.
3. Candidates implement responsible change in a supportive manner meeting the needs of individuals and communities and empowering them for continuous growth.
4. Candidates create, organize, maintain, and evaluate caring communities providing leadership and stewardship for educational endeavors.
5. Candidates communicate effectively providing leadership and stewardship for educational communities.
6. Candidates possess and demonstrate the values, demeanor, and reflective decision-making of professionals.
Catalog Description
The study of the processes identification, evaluation, and remediation of the children with mild to moderate structural, developmental and perceptual motor problems. Also designed to study techniques in adapting physical education curriculum to meet the needs of special populations.
General Course Goals:
The course activities, lectures, and assignments
are intended to provide opportunities for students to accomplish the following:
The student will:
1. Recognize the need for an adapted and special needs program in motor
movement and development.
2. Define the role of the physical educator in the special needs motor learning and physical education program.
3. Design programs through IEP's for students with special needs.
4. Recognize the possibilities for adapted teaching methods, techniques and principles to meet the needs limitations and capacities of the individuals with disabilities.
5. Identify testing and assessment instruments which are appropriate to the developmental level of the individual.
6. Recognize how the evaluation of motor qualities integrates with the overall assessment program directed toward children and youth with special needs.
Academic Development: This course should enrich overall academic development by broadening students' backgrounds in education.
Program Goals: This course provides students with opportunities to develop knowledge, understanding, and skills necessary for careers in health and physical education.
General Education Goals: This course aids in the promotion of lifelong fitness for all populations.
Learning facilities and resources: Students should make use of the Conn Library for additional materials and references.
Attendance: Class attendance is expected on a regular basis. Students are responsible for obtaining notes and other pertinent information from fellow students if a class is missed. Unexcused absences on test days will result in a zero for the test.
Assignments: Assignments are due on stated dates. Grades for late
assignments will be
lowered by 10% for each day they are late unless the student makes
prior arrangements with
the instructor..
Participation: Students will be expected to contribute to class discussions
and to participate
in all activities.
Grading Scale:
93-100 A 73-76 C
90-92 A- 70-72 C-
87-89 B+ 67-69 D+
83-86 B 63-66 D
80-82 B- 60-62 D-
77-79 C+ 59 and below F
Course Requirements and Evaluation:
Test 1, Ch. 4,5,22,3
50 points
Test 2, Ch. 9,10,11,12,13,14
50 points
Test 3, Ch. 15,17,18,25,26
50 points
Notebook
75 points
Various Short Assignments & quizes
50 points
Total Points
275 points
Graduate students: Will do an additional 5-10 page research paper for 50 points.
Graduate Students, Research Paper: Choose any topic relevant to this course, research the topic, and complete a 5-10 page paper reviewing the current releted literature. Follow APA guidelines.
Notebook: Students will compile a notebook consisting of class notes, handouts, and other relevant information. Index the notebook according to the various topics discussed in class.
Various Short Assignments and Quizes: These will be brief assignments
which students will be asked to complete in class or for the next class,
plus occaisional quizes. Assignments and quizes will vary in point value.
Students who are absent from class will receive a 0 for the assignment
or quiz unless they make arrangements to complete the assignment on their
own and hand it in promptly. Quizes may not be retaken, unless prior arrangements
are made. Therefore, if you expect to do well in this class you should
plan on being here.
Tentative Schedule
Reading
Week 1 IEP
Ch. 4
2 Measurement & Assessment
Ch.5
3 Body mechanics and Posture
Ch. 22
4 Adapted sport
Ch. 3
TEST 1, Feb. 6
5
Mental retardation
Ch. 8
Learning disabilities
& attentional deficits
Ch. 9
6 Behavioral disorders
Ch. 10
7 Visual impairments and deafness
Ch. 11
8 Cerebral
Paulsy, stroke & traumatic brain injury Ch.
12
9 Amputations,
dwarfism, and Les Autres
Ch. 13
10 Spinal cord disabilities
Ch. 14
Test
2, Mar. 26
11 Other
health-impaired students
Ch. 15
12 Motor development
Ch. 17
13
Perceptual motor development
Ch. 18
14 Team sports
Ch. 25
15 Individual,
dual, & adventure sports & activities Ch.
26
16 Notebooks due, April 30
Graduate students research paper presentations May, 3
Test 3, 1:00pm, May 5
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