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Lecturer(s)
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Course content
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1. Introduction - f.e. PAPTECA model, ICF 2001 model (2 lectures). 2. Conditions for inclusive physical education in general schools. Principles of adaptations. (2 lectures) 3. Advocacy and legislation. 4. EUSAPA model - competencies for teaching in APE. 10 reccomandation in APA. 5. APA sport and their possition into the system of sport general. 6. Assessment and evaluation in inclusive settings. 7. Intervention planning - model of 10 steps. 8. Curriculum development - IEP. 9. In service training and life-long learning. Cooperation. 10. Inclusion models of change for adapted physical education. (2 lectures) - practise.
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Learning activities and teaching methods
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Monologic Lecture(Interpretation, Training), Dialogic Lecture (Discussion, Dialog, Brainstorming), Work with Text (with Book, Textbook)
- Preparation for the Course Credit
- 20 hours per semester
- Semestral Work
- 40 hours per semester
- Attendace
- 52 hours per semester
- Homework for Teaching
- 23 hours per semester
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Learning outcomes
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Aim of the course is to provide insight and understanding of physical education for students with special educational needs in inclusive physical education and in inclusion APA sports in a system of sports (general), inclusion in society through the APA, specifik life style of people with special needs.
The course develops professional competencies for leading an inclusive process in school TV, leisure activities and sports. It presents the basic starting points for pedagogical activities and considerations associated with the creation of individual educational plans (educational area) and individual goals (social area). 1. To become aware and to understand the person with special needs in physical activity in relation to other participants without the special needs. 2. To know the tools for changing of inner and outside barriers during the APA programs. 3. To learn about the possibilities of inclusive programs in the school PE, recreation, sport and comprehensive rehabilitation.
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Prerequisites
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The basic premise is a positive attitude towards an inclusive approach to society without extraordinary prejudices and a negative approach to people with disabilities. Furthermore, basic knowledge of psychology, sociology, history and pedagogy.
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Assessment methods and criteria
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Written exam
1. Active participation in 80% of lectures and seminars. 2. PPT presentation - inclusion in my country (legislation, history, limits). 3. 1 page review of selected articles - inclusion in APA (APAQ, EUJAPA). 4. Introducing of the book or methodological materials (f.e. "Australian cards") focused on inclusion of APA. 5. Microteaching in selected activity. 6. Final exam - feed back and discussion about the 2-5 (upon).
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Recommended literature
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Block, M. E. (2007). A teacher's guide to including students with disabilities in general physical education. Baltimore: Paul H. Brookes Pub.
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Downs, P. Inclusion Club special report. (2011). Where opportunity knocks.. Inclusion Club special report.
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Goosey-Tolfrey, V. Ed. (2010). Wheelchair Sport: A complete guide for athletes, coaches, and teachers.. Champaign, IL: Human Kinetics.
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Kudláček, M. et al. (2010). European Standards in Adapted Physical Activities. Olomouc: Palacky University.
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Sherrill, C. (2004). Adapted physical activity, recreation and sport. Boston ; New York ; London: McGraw-Hill.
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Sherrill, C. (2004). Adapted physical activity, recreation, and sport. Boston: McGraw-Hill.
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Winnick, J. P. (Ed.). (2011). Adapted physical education and sport. Champaign: Human Kinetics.
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