Category: Adapted PE

Physical education and health education classes should be designed to benefit all children regardless of their abilities. Writers share information within the Adapted category about different types of disabilities and how teachers can create learning experiences appropriate for all learning levels.

Follow this category. New to RSS?

Leading as a Scholar with a Physical Limitation: Just Talk to Me

(Article 5 of 5)

People with physical disabilities hold limited positions as scholars, teachers, or leaders in physical education, recreation, and sport. Perhaps the reason is that the field is flooded with able-bodied people who think they know best. But do they? Michael Oliver, imminent writer, and scholar argued that people with physical disabilities should be the only ones in the field of disability studies because they have a bodily experience with disabilities. The following five-part article series shares the perspective of a scholar in the field of disability sports who has her own physical limitations. In each article, she discusses a different issue a person with a physical disability faces in the profession of physical education, recreation, and sport.

Part V: Just Talk to Me

Read More

Leading as a Scholar with a Physical Limitation: If You Cannot Do It – Can You Teach It?

(Article 4 of 5)

People with physical disabilities hold limited positions as scholars, teachers, or leaders in physical education, recreation, and sport. Perhaps the reason is that the field is flooded with able-bodied people who think they know best. But do they? Michael Oliver, imminent writer, and scholar argued that people with physical disabilities should be the only ones in the field of disability studies because they have a bodily experience with disabilities. The following five-part article series shares the perspective of a scholar in the field of disability sports who has her own physical limitations. In each article, she discusses a different issue a person with a physical disability faces in the profession of physical education, recreation, and sport.

Part IV: If You Cannot Do It – Can You Teach It?

Read More

Leading as a Scholar with a Physical Limitation: The Power of Time

(Article 3 of 5)

Dr. Aubrey Shaw [right] with her mentor, Dr. Sharon Stoll
[5-Part Article Series]

People with physical disabilities hold limited positions as scholars, teachers, or leaders in physical education, recreation, and sport. Perhaps the reason is that the field is flooded with able-bodied people who think they know best. But do they? Michael Oliver, imminent writer, and scholar argued that people with physical disabilities should be the only ones in the field of disability studies because they have a bodily experience with disabilities. The following five-part article series shares the perspective of a scholar in the field of disability sports who has her own physical limitations. In each article, she discusses a different issue a person with a physical disability faces in the profession of physical education, recreation, and sport.

Part III: The Power of Time

Read More

Leading as a Scholar with a Physical Limitation: I Am Not an Object or Incompetent

(Article 2 of 5)

[5-Part Article Series]

People with physical disabilities hold limited positions as scholars, teachers, or leaders in physical education, recreation, and sport. Perhaps the reason is that the field is flooded with able-bodied people who think they know best. But do they? Michael Oliver, imminent writer, and scholar argued that people with physical disabilities should be the only ones in the field of disability studies because they have a bodily experience with disabilities. The following five-part article series shares the perspective of a scholar in the field of disability sports who has her own physical limitations. In each article, she discusses a different issue a person with a physical disability faces in the profession of physical education, recreation, and sport.

Read More

Leading as a Scholar with a Physical Limitation: Don’t Judge Me by My Gait

Article 1
Author, Aubrey Shaw age 2.

[5-Part Article Series]

People with physical disabilities hold limited positions as scholars, teachers, or leaders in physical education, recreation, and sport. Perhaps the reason is that the field is flooded with able-bodied people who think they know best. But do they? Michael Oliver, imminent writer, and scholar argued that people with physical disabilities should be the only ones in the field of disability studies because they have a bodily experience with disabilities. The following five-part article series shares the perspective of a scholar in the field of disability sports who has her own physical limitations. In each article, she discusses a different issue a person with a physical disability faces in the profession of physical education, recreation, and sport.

Part I: Don’t Judge Me By My Gait

I once sat in a professional meeting where leading authorities in the field said, “People with physical disabilities should not be physical education teachers because able-bodied students cannot relate to them.”  Able-bodied people assume people with physical disabilities cannot teach or coach. Not true, people with physical disabilities can be good coaches, teachers, and athletes.  And most importantly abled-bodied students can relate to the population. I have a physical limitation and I am an educator and scholar in physical education, recreation, and sport.

Read More

Texas Law Requires Interscholastic Sports for Students with Disabilities

law_justice_court_judge_legal_lawyer_crime_symbol-839873

Introduction
The authors hope this Bill could be introduced in your state to help students with disabilities gain equal access to and equality for sports equivalent to what is offered to nondisabled students.  The article will present Texas Senate Bill 776, highlighting notable sections, language suggestions, the need for state disability sports laws, arguments presented for this Bill, proposed advocacy, and recommendations for implementation. Texas, for example, has organized interscholastic men’s sports for over 100 years and women’s for 50 years (Title IX. 1972), it’s time students with disabilities have the same equality and equity opportunities (i.e., funding, coaches, full seasons, competitions, uniforms, etc.).  SB776 mandates Texas interscholastic sports and school districts to “own/run/manage” all aspects of disability sports and does not allow the “pawn off” responsibility to nonprofit volunteer organizations. Implementation is the sole responsibility of the state’s interscholastic sports league. It is crucial that students with disabilities are presented with the same sports opportunity.  Pertinent stakeholders should be aware of mandated laws, such as SB776, that provide competitive sports for students with disabilities. Community engagement as well as organizational efforts are warranted interscholastic sports and school districts to fulfill their responsibility.

The Law

TX SB776 | 2021-2022 | 87th Legislature

Read More

ADHD in the Physical Education Classroom

person_human_female_girl_winter_cap_gloves_face-656288

Attention deficit hyperactivity disorder (ADHD) is a childhood-onset neurodevelopmental disorder characterized by developmentally inappropriate and impairing inattention, motor hyperactivity, and impulsivity, with difficulties often continuing into adulthood (Thapar et al., 2016). ADHD is pervasive and developmentally inappropriate difficulties with attention, impulsivity, and hyperactivity (American Psychiatric Association, 2000). Symptoms cause significant impairments at home and in school and are associated with a number of behavioral difficulties such as aggression and noncompliance (Barkley, 2006). Research also suggests that children with ADHD are more likely than typically developing classmates to be rejected socially and to have greater difficulties with their peers (Hinshaw, 2002).

Screen Shot 2022-09-13 at 6.23.46 PM

ADHD is diagnosed when an individual has chronic and serious inattentiveness, hyperactivity, and/or impulsivity that are present in multiple settings and give rise to social difficulties (Hallahan et al., 2012). Students with ADHD can be diagnosed as the predominantly inattentive type, predominantly hyperactive-impulsive type, or combined type. Between 3% and 7% of the school-age population has been diagnosed with ADHD, and it is identified more frequently in boys than in girls. Researchers state that problems with neurological dysfunction can be observed in the classroom through diminished self-regulation and/or executive control abilities, such as the inability to wait for one’s turn, refrain from interrupting conversations, follow rules and instructions, and control emotions and impulsive responses (Hallahan et al.).

Read More