Adapted Phys Ed
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Adapted physical education (APE) is physical education that is modified so students with disabilities can fully participate in physical education. Adapted physical education teachers modify the physical education curriculum, task and/or environment in order for all students to fully involve themselves in physical education. In part, this aspect of teaching and education has developed because of laws governing the handicapped, and because of efforts to teach students with disabilities in a mainstream environment. Section 504 of the Rehabilitation Act of 1973 and Federal law (PL 94-142, PL 101-476, PL 105-17) which “mandates that physical education be provided to students with disabilities and defines physical education as the development of: physical and motor skills; fundamental motor skills and patterns (throwing, catching, walking, running, etc.); skills in aquatics, dance, and individual and group games and sports (including intramural and lifetime sports)” (What, 1998: 1). In other words, the goal of the adapted physical education teacher is to modify the physical education curriculum so that it is developmentally appropriate depending upon the disabilities of learners. The goal is to adapt, modify, and/or change the physical activity so that it is as appropriate for the disabled student as it is for a person without disability. While there are many similarities to the physical education teacher and curriculum, adapted phy
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education and disability laws are disciplines of which adapted physical education teachers must be, so are psychology and the cognitive and physical effects of individuals with disabilities not being able to participate in physical education activities. For example, children with disabilities are often found to be in poorer physical condition than their non-disabled peers, hold negative perceptions regarding physical education, and the severity of their disability is correlated to the degree of fitness limitation they experience:
Lack of participation in physical activities has predictable physical and emotional consequences. For example, the physical condition of impaired individuals as a group is known to be poorer than that of the general population. Fitness limitation appears to increase dependent upon the degree of impairment. Irving also found a relationship between the degree of impairment and attitudes about physical education. Subjects whose impairment prevented them from running safely without assistance held negative attitudes towards physical education class…The problem we face in providing physical education relates to expertise of instructors on the one hand and individual student’s lack of sports skills on t
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Some common words found in the essay are:
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Approximate Word count = 2102
Approximate Pages = 8 (250 words per page)
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