Understanding Research's Impact on Views (40

Task: Explain how the process of completing your research
project has affected your understanding of an issue or event in
society.
Length: At least 1200 words
Sources: No minimum number of sources. Cite any sources you
use in APA format.
Due date and grading: This assignment is due by the end of
Week 8. It is worth 10% of your course grade and will be
graded with a rubric. To view the rubric, access the assignment
from the Assignments area of the classroom.
Outcomes you should achieve by completing this assignment
· Organize information clearly in an explanatory essay (Course
outcomes 1 and 2)
· Use an introduction paragraph with a thesis statement and a
concluding paragraph to frame an essay (Course outcomes 1 and
2)
· Demonstrate accurate grammar and mechanics in writing
(Course outcome 3)
Topic
You began your research project by reading an article from the
news about a current issue or event in society. Your goal in this
essay is to explain to your professor how the research and
writing you have done for your research project changed your
understanding of that issue or event. You will explain what
changes occurred in your understandingandhow those changes
occurred.
Here are some questions you can consider in developing ideas
for your essay:
· Whatchanges occurred in your understanding?
· Do you know more about the issue/event now than you did
before? (Probably!)
· Do you look at the issue/event from a different perspective
following your research?
· Have you reconsidered opinions or assumptions that you held

at the beginning of the semester?
· Howdid those changes occur?
· Which sources from your research had the greatest effect on
your understanding?
· Did the process of writing about your topic affect the way you
thought about it?
· What role did interaction with your classmates and/or
professor play in your understanding of your topic?
Organizing and supporting your essay
Your essay must include an introduction, body paragraphs, and
a conclusion.
The introduction should gain your reader’s attention, orient the
reader to your topic, and state your thesis.
The body of the essay should include focused body paragraphs
in support of your thesis statement. There are various ways you
might choose to organize information in the body of your essay.
Here are some suggestions you can consider:
· You might focus each body paragraph on a step of the research
process and how that step affected your understanding of the
issue/event.
· You might focus each body paragraph on your understanding
at a particular time relative to the research process (before,
during, after).
· You might focus each body paragraph on a particular aspect of
the issue/event and explain how your understanding of that
aspect developed during your research.
The essay’s conclusion should answer the question “So what?”
by placing the essay’s explanations into a larger context. To
accomplish this, you can consider addressing one or more of
these questions:
· Will your current understanding of your event/issue affect
your future actions or decisions? If so, how?
· What lessons—about interpreting current events, about your
field of study, about the research process—can be drawn from
the experience of completing the research project?
· Is research of the sort done in WRTG 112 a worthwhile

activity? Why or why not?
Point of view
First person (I/me/my) is appropriate in this assignment, but
second person (you/your) should be avoided.
Formatting your assignment
Incorporate these elements of APA style:
· Use one-inch margins.
· Double space.
· Use an easy-to-read font between 10-point and 12-point.
· Include a title page with the title of your paper, your name,
and the name of your school.
Topic: What are things that we can do to save the environment?
Research Questions:
1.) How effective is eliminating plastic objects?
2.) How will changing from gas to electric vehicles enhance the
environment?
3.) What can planting more trees offer the environment?
1
Date of preparation: June 22, 2006 Template approved by
Academic Standards
Course Syllabus - PED 516, Adaptive Physical Education (Dr.
M’mbaha- Zarnesky)
Page 1 of 12
1

ALABAMA AGRICULTURAL & MECHANICAL
UNIVERSITY
SCHOOL OF EDUCATION
DEPARTMENT OF HEALTH, PHYSICAL EDUCATION and
RECREATION
“The Educator as Service Professional”
COURSE SYLLABUS
This syllabus represents a contract between the student and the
instructor for this course. The syllabus
delineates essential details about the course, course content, and
performance assessment. Any official
changes to this syllabus will be made in writing and provided to
each student. Except for changes that
substantially affect implementation of the evaluation (grading)
statement, this syllabus is subject to change
with advanced notice in writing. Additionally, a student is
officially enrolled in this course until such time
as the university procedure for withdrawal from the course has
been executed. Some of the materials in
this course are possibly copyrighted. They are intended for use
only by students registered and enrolled in
this course and only for instructional activities associated with
and for the duration of the course. They

may not be retained in another medium or disseminated further.
They are provided in compliance with the
provisions of the Teach Act.
Students are responsible for confirming that the call number for
the course is the number for the section in
which they are actually registered and should be attending.
Course: PED 516 Name: Adpative Physical Education
3 Credit Hours Semester: Fall 2020
Course Description: The course is designed for candidates to
examine the role of physical education
in meeting the special needs, interest and abilities of students
with various physical, social, mental, and
emotional differences. Also provided is in-depth information
regarding how to record medical
histories, growth patterns, levels of motor learning, and how to
design individualized physical education
programs.
Rationale/Relationship to Conceptual Framework:

This course represent a quality, performance-based approach
designed to enable you to become an
educator who is a service professional through the development
of proficiencies specific to knowledge,
skills, and dispositions required by national, regional, state and
institutional standards. Through a
constructivist (performance-based) design, learning will be
facilitated by your responsible participation in
the preparation process. Self-initiated learning will involve the
whole person-disposition as well as
intellect. Creativity in learning will be facilitated by
collaboration that result in continual self-assessment
through reflection and feedback. Much significant learning will
be achieved through integrated
experiences and performances designed to contribute toward
your preparation for the first license to teach
and your development as a skilled, entry-level practitioner, who
can help all student in a diverse society to
learn.
Primary Textbook:
Winnick J. (2017) Adapted Physical Education and Sport (6h
ed.). Human Kinetics.
Champaign, IL.

Additional Resources:
Alabama Adapted Physical Education and 504 Process State
Guidelines
COURSE LOCATION
Building: Elmore Gymnasium Day:Thursday
Room: Online Time: 4:00-6:50pm
2
Academic Standards
Page 2 of 12
2
INSTRUCTOR INFORMATION
Instructor: Dr. Janet M’mbaha Office Hours: See Door

Office Room Number 9A
Office Telephone: 256- 372-8268
E-mail: [email protected]
Classroom Procedures:
Each student will receive a course syllabus the first day of
class. The instructor will review the syllabus,
issue assignments and respond to student inquiry. Students
will also be expected to follow the
University’s policy manual regarding class attendance and other
behaviors.
The course combines the use of PowerPoint presentations, group
discussions, lectures, and presentations by
invited educational professionals.
Course Objectives: Candidates will:
1. Demonstrate a knowledge of forces influencing the
development of physical education
programs, particularly for disabled students, and describe the
functions of special physical
education service-related organizations.
2. Describe the develolpmental characteristics of children

related to basic body movements.
3. Explain the principles associated with developing the motor
skills and their relationship to
various disabling conditions.
4. Plan, demonstrate, and teach adaptive forms of a variety of
sports and physical activities to
accomodate the unique physical, emotional, and social needs of
the disabled students using
maximum student participation.
5. Analyze, intreprete, and implement the laws relating to
physical education, special education,
special populations, and tort liability for all students with
disabilities.
6. Demonstrate the ability to select assessment batteries to
evaluate motor development, motor
proficiency, and motor fitness for special populations.
7. Use a variety of screening instruments and evaluation tools
(including modern technology,
observations, case studies and written tests) in the selection of
appropriate physical education
experiences for students with disabilities.
8. Design an IEP to meet the special needs of students with

disabilities requiring adaptive
physical education classes.
9. Utilize the world-wide web and other instruments of
technology as references in presentations
and written assignments.
Major Content Topics
Chapter Topic Assignment Activity/points
1 Introduction to
Adapted Physical
education and sport
2 Program organization
and Management
students with disabilities on
their view of PE experiences in
school settings.
10
School district case

Group
mailto:[email protected]
3
Academic Standards
Page 3 of 12
3
4 Measurement,
Assessment, Program
Evaluation
psychomotor, cognitive and
affective domains for a young
person with a specific
disability

Individual @ 30
points
5 Individualized
education Programs
Education teacher on the
extent to which they have been
involved with IEP
development
10
6 Behavior
Management
10
7
Instructional
Strategies for APE
8 Intellectual

Disabilities
group home for Individuals
with ID & participate in their
leisure & Rec activities
Observation of APE class
Olympics
10
9 Behavioral
Disabilities
superintendent or school board
member about violence in
schools and steps being taken
to prevent or curtail violence
10
10 Autism Spectrum
Disorder

with ASD or other disability to
discuss their personal
experiences, frustrations &
success
Write report
20
11 Specific Learning
Disorders
s Case –
identify unique behaviors,
challenges & develop possible
teaching strategies to help
Calvin succeed
20
of the VI, ways of improving
their socialization & how
involvement in sport can

improve their socialization
Impared person their
background in physical
activity, in PE, their favorite
activities, sports or recreation
endeavors, challnges and
opportunities
Write a report
20
13 Hard of Hearing,
Deaf, or Deaf-blind
Write a report
10
14 Cerebral Palsy,
Traumatic Brain

10
4
Academic Standards
Page 4 of 12
4
Injury & Stroke types of treatment for someone
with CP, TBI or stroke
15 Amputations,
Dwarfism, & Les
Autres
a report on information
gathered from Disabled Sport
USA about competition for
individuals with amputations

10
16 Spinal Cord
Disabilities
center & write a report to share
with class
10
17&18 OHI & students with
other special
conditions: injuries,
long term disabilities
and obesity
listed conditions in these
chapters – share with class
10
19-
something about adapted
aquatics and share with the
class.

10
26-
highlighting prominent
organizations that provide
adventure experiences for
individuals with disabilities
Group
work/individual
10
TOTAL 300 points
1. Research on two disabilities and write a fact sheet on that
specific disability. The factsheet
should include the following:
a. Name of the disability
b. Causes of the disability
c. Motor characteristics ( if any ) related to the disability
d. Cognitive characteristics ( if any ) related to the disability

e. Behavioral characteristics ( if any ) related to the disability
f. Health problems ( if any ) associated with the disability
Provide a detailed list of references, APA style, and
organizations – include address and phone number
(100 points)
2. Identify two websites about the disability you chose and
provide a summary of the information
available on each website. Include the URL for each website
using APA style. ( 20 points)
3. IEP Manual: Write a brief manual on the IEP that can be
shared with other regular Physical
Educators.
Include the following in this manual:
A. What are the basic requirements regarding physical
education for children with disabilities as
discussed in IDEA?
B. What is IEP? What is the purpose of having IEP goals and
objectives for physical education?
C. Do all students with disabilities need specific IEP goals and
objectives for physical education? If

not, what children with disabilities require IEP goals and
objectives for physical education?
5
Academic Standards
Page 5 of 12
5
D. Who should be involved in writing IEP goals and objectives
for physical education? What is the
role of the regular physical educator in writing these goals and
objectives
E. Describe the process for developing an IEP in physical
education from child find to actually
writing the IEP? What is the role of the regular physical
educator in this process?
F. Who should be included in an IEP for physical education?
(Include a detailed example of how to
write an IEP goal and objective for physical education)?

G. Who must be present at an IEP meeting? Does the regular
physical educator have to attend?
H. What is the relationship between assessment and the IEP in
physical education? What types of
assessment are appropriate in physical education?
I. What is the relationship between placement and the IEP in
physical education? What are the
arrays of possible placements for physical education?
J. Who is qualified in your state to create, implement and
evaluate the physical education portion of
the child’s IEP in physical education?
K. Who evaluates IEP in physical education? Who (if anyone) is
held accountable for the student’s
progress (or lack thereof) on the IEP objectives? What happens
if the students does not make
progress?
L. What happens at the end of the year what information should
I bring to the end of the year IEP in
physical education meeting? (150 points)
CASE STUDY:
Develop a comprehensive case study on a student with a
specific disability (different for each

student). You are required to use at least 20 references to help
the reader understand
characteristics of this disability and rational for your program.
A. Describe the child who you work with or make up a child
with this particular disability.
Describe the child’s age, general motor skills (how much he/she
is delayed) behaviors and
current level of placement or support. ( 20points)
B. Review of literature: Provide a detailed referenced
information regarding the disability
including the following:
a. Define the disability in lay terms
b. Outline the causes of the disability and the typical course(
progression ) of the
disability
c. List the major descriptors/ classification systems used to
describe the disability
d. Define physical characteristics of the disability
e. Describe medical complications/ problems associated with the
disability along with
contraindications for physical activity

f. Describe potential psychological/ social implications related
to the disability
g. Describe motor characteristics / problems associated with the
disability ( as an AP
teacher, this should be strongest section of your paper with
many current references)
(50points)
C. Planning , assessment , teaching , decision-making, and
sports programs for this child
a. How would you go about developing a top-down plan for this
student (what factors
would you consider when deciding what to teach? Present a
sample long-tern plan(
multiple year plan ), long term goals ( one year), and short-term
objectives ( a few
months )
b. List key people on the collaborative team who you would
consult regarding this
student’s program. Why did you choose these key people? What
questions would
you ask them?
c. What assessment tools would you use to determine this
student’s present level of

performance? Why would you use these tools (why are the tools
appropriate for tis
disability?
6
Academic Standards
Page 6 of 12
6
d. What teaching/ learning / techniques/ modifications would
you prescribe for this
student? Why would you prescribe these techniques
e. Where would you teach this student (regular or separate PE
or a combination of
both)? Why choose this setting?
f. In this particular setting how much support do you think the
student needs? Who will
provide this support? Who will train this support staff? How did
you make these

decisions regarding support?
g. How often would you teach this student (30min, 60 min)?
Why did you select this
schedule?
h. Once implemented how you will determine if the program is
going as planned? What
would you do if the student is not making as much progress as
you anticipate?
i. Do you think this student should participate in a regular or
special sport / recreation
program? Why? Is special, what special/ recreation programs
are available for
children with this type of disability? Could this child play
intramural/ scholastic
sports or participate in regular community sport/ recreation
activities? Which sports
activities would you recommend? Why would you choose this
sport/ activities? What
modifications would you anticipate to ensure this student’s
success (100points)
Reference
Phillips ( 05/12/08). Retrieved from

http://www.coedu.usf.edu/main/departments/physed/programs/O
nline%20Grad/documents/6447AdaptedSy
llabus09.pdf
Grading Scale
Grades will be based on achievement at the following points
level:
513-570 A
456-512 B
399-455 C
342-398 D
Below 210 F
Candidates who do not show evidence of sufficient mastery of
the knowledge and ability/skill outcomes by
the formative procedures will be:
a) Retested on materials/areas not mastered;
b) Given further individual assistance by the instructor; or
c) Invited to repeat the course.
Topic Area Learning Outcome Assessment Method

Upon completetion of this course, candidates will have
developed the knowledge, skills, and dispositions to:
Chapter One:
Introduction to
Adapted Physical
education &sport
Demonstrate knowledge of forces influencing the
development of physical education programs, particularly
for students with disabilities, and describe the functions of
special physical education service-related organizations.
Reaction Papers
Chapter Two:
Program
organization &
Management

Chapter Three:
Adapted Sport
7
Academic Standards
Page 7 of 12
7
Chapter Four:
Measurement,
Assessment,
Program
Evaluation
Demonstrate the ability to select assessment batteries to
evaluate motor development, motor proficiency, and motor
fitness for special populations.

Use a variety of screening instruments and evaluation tools
(including modern technology, observations, case studies
and written tests) in the selection of appropriate physical
education experiences for disabled students.
Assignments
Chapter Five:
Individualized
education Program,
Design an IEP to meet the special needs of students with
disabilities requiring adaptive physical education classes.
Chapter Seven
Instructional
Strategies for APE
Plan, demonstrate, and teach adaptive forms of a variety of
sports and physical activities to accommodate the unique

physical, emotional, and social needs of students with
disabilities using maximum student participation
Chapters 8-18
Individuals with
unique needs
Plan, demonstrate, and teach adaptive forms of a variety of
sports and physical activities to accomodate the unique
physical, emotional, and social needs of the disabled
students using maximum student participation
Chapters 19-22
Developmental
Considerations
Describe the developmental characteristics of children
related to basic body movements
Assignments

Chapters 23-29
Activities for
Individuals with
Unique needs
Explain the principles associated with developing the motor
skills and their relationship to various disabling conditions.
Written Report on Special
Need, Exams
Remediation
Candidates whose classroom performance is judged as “needing
improvement” will be provided
reasonable remediation.
Disability Statement (Americans with Disabilities Act):
Alabama A & M University is committed to serving the needs of
students with disabilities, and the
institution recognizes its responsibility for creating an
instructional climate in which a student with
disabilities can succeed. A student with a disability who needs
academic accommodation should:

1. Register with and provide documentation to the AAMU
certifying official in the Office of
Disability Services to verify eligibility and to discuss the
options for reasonable academic
accommodations that might be available.
2. Provide a letter to the instructor indicating the type of
accommodation that is needed.
This syllabus and other course materials are available in
alternative format upon request. For more
information about services available to AAMU students with
disabilities, please go to the Office of
Disability Services in Room 203 of the Ralph H. Lee Student
Center.
Classroom Management Policies
1. Class attendance is expected of all candidates enrolled in
PED 427 Adaptive Physical Education.
2. Candidates are expected to be in class on time.
8

Academic Standards
Page 8 of 12
8
3. If there is a need for you to be out, it is the candidate's
responsibility to ensure that the instructor is
either contacted in advance by telephone the day of the absence,
or provided with a message.
4. Student Affairs must excuse all absences.
5. It is the candidate's responsibility to ensure that he/she is
aware of what transpired (to include
assigning of additional class work) during the session in which
he/she is absent.
6. Late Assignments Are Not Accepted. All assignments must
be turned in, in class, on the date
assignment is due, to the instructor (unless otherwise noted by
the instructor). Assignments must
be put in may hand and will be accepted in no other way.
7. Problems with grades, confusion about assignments(s) or any
situation which candidate may feel
needs clarifying, PLEASE feel free to contact instructor for
office appointments.
8. ALL ASSIGNMENTS TURNED IN MUST BE TYPED.

ASSIGNMENTS NOT TYPED WILL
NOT BE ACCEPTED OR GRADED.
9. Candidates must maintain a copy of all submitted
assignments to protect themselves against lost
work or missing grades. Assignments must be backed up on a
CD or a flashdrive.
10. Candidates must save all assignments until the course grade
is received.
11. Candidates must maintain a record of their grades in order
to monitor his/her own progress.
12. Major exams are made up at the discretion of the professor.
This decision is based on written
DOCUMENTS from professionals, i.e., doctors, nurses, which
can support candidate’s reason for
missing class.
13. Candidates are expected to actively participate in class.
Candidates are also expected to participate
in other activities that will instill a high level of
professionalism (e.g., ASAHPERD conference,
major's club meetings, School of Education meetings, etc.).
14. Head coverings ARE NOT allowed for both male and
females except for medical or religious
reasons.
15. Cell phones, beepers or any electronic devices are
PROHIBITED in class. If you must bring your
cell phone, ect. and it sounds during the class, you are expected
to leave the classroom.

Academic Dishonesty, Plagiarism, and Ethics:
All acts of dishonesty in any work constitute academic
misconduct that could result in such consequences
as receipt of an “F” on a single assignment, failure in a course,
and up to dismissal from the university.
Academic dishonesty includes, but not limited to, cheating,
plagiarism, and fabrication of information.
School of Education Commitments
1. Diversity: The School of Education is committed to providing
teacher candidates appropriate
knowledge, abilities, and dispositions that will enable them to
understand, accept, and embrace
diversity and equity in the learning process. Therefore,
coursework, field experiences, and clinical
practices are designed to help the teacher candidate understand
the influence of culture and other
differences on education and to acquire the ability to develop
meaningful learning experiences for
all candidates.
2. Technology: The School of Education is committed to
increasing the use of technological devices
that facilitate teaching and learning. Therefore, faculty and
candidates are encouraged to use

computers, video cameras, databases, power-point
presentations, and other technologies in all
aspects of the teaching and learning process.
3. Professional Performance: The School of Education is
committed to achieving the highest level of
proficiency in performing the professional duties of an educator
as prescribed by professional
organizations and associations, state education policies, and
institutional standards.
4. Professional and Ethical Conduct: The School of Education is
committed to the highest standard of
professional and ethical conduct in all actions and interactions
with the teaching and learning
process. Faculty and candidates are expected to exhibit
behaviors, which are indicative of honest,
responsible, and self-disciplined professionals.
9
Academic Standards

Page 9 of 12
9
Format for reaction paper:
(Cover Page Sample)
Candidate's name here

Topic: Diabetics and
Exercise
Due Date: 09-20-12
(Category of Article)
Love, P. (1989). The effects of exercise upon Type II
diabetics. Diabetes Forecast, 5(3), 98-102.

10
Academic Standards
Page 10 of 12
10
Consult the most recent edition of the APA Publication Manual
for all APA reference guidelines.
11
Academic Standards
Page 11 of 12

11
REACTION PAPER RUBRICS
Criteria for Assessment of Reaction Papers: (30 points, each)
and is professionally or scientifically based. 0 1 2 3 4
5
1 2 3 4 5
(1 side of page, 1-inch margins, font = 12, double spaced,
Times New Roman or Courier New). 0 1 2 3 4 5
in your
own words (paraphrased). The candidate clearly understands
the article
and explains the content in an organized, logical order. 0 1
2 3 4 5
relates to

the candidate's background or future. 0 1 2 3 4 5
5
ine was met (5 points/day deduction from final
grade on
assignment, for being late - including after class on due-date).
_____ / 30 points
12
Academic Standards
Page 12 of 12
12
Criteria for Health Problems of Special Needs Students Report
(35 points)
- pertains to topic; presented in logical order.
Info is accurate/ factual / key info provided 0 1 2 3

4 5
-
in typed summary/handout 0 1 2 3 4 5
-inch margins, double-spaced, 12-point font,
Times New Roman or New Courier 0 1 2 3 4 5
and all standard information 0 1 2 3 4 5
- stayed within the time limit 0 1 2 3 4 5
– professionally dressed for
presentation, enthusiastic, presented
without reading from notes 0 1 2 3 4 5
3 4 5
_____ / 35 points

Understanding Research's Impact on Views (40

Understanding Research's Impact on Views (40

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Understanding Research's Impact on Views (40

Similar to Understanding Research's Impact on Views (40 (20)

More from cherry686017

More from cherry686017 (20)

Recently uploaded

Recently uploaded (20)

Understanding Research's Impact on Views (40