Addressing School Re-Entry Concerns for Children w/ Disabilities in PE in a Pandemic
Pandemic Preparedness for School Re-entry and Students with Disabilities
This course has been designed for PK-12 physical education and adapted physical education teachers who are addressing the re-entry needs of children with disabilities in physical education.
On completion of this course, participants will be able to:
- Define and explain adapted physical education services and placement options as it pertains to re-entry into schools
- Discuss current guidelines and best practices relevant (articles, podcasts, chats) to addressing the re-entry needs of children with disabilities in PE
- Review relevant resources, checklists, and strategies that can be used to help navigate school re-entry when working with children with disabilities
- Engage the Star Learning Model for final project that helps create a personalized resource that addresses specific individual/district concern.
- Create a meaningful and relevant resource (Star Model PPT) to use when providing physical education services to children with disabilities
Schools have or are currently submitting re-entry to plans to address COVID-19 and physical distancing guidelines. Unfortunately, much of this discussion has bypassed those who teach children with disabilities in Physical Education and/or Adapted PE. This course will address real life challenges facing PE/APE teachers on how they can best address re-entry guidelines into physical education to address the needs of children with disabilities.
The ability to Plan, Assess, Prescribe, Teach, Evaluate and Modify are the hallmarks of a quality Adapted Physical Education program yet traditional approaches fall short of addressing pandemic concerns. Addressing assessment and understanding present level of academic performances after home quarantines lasting 5-8 months that have had a significant impact on the motor skill development of all children - especially children with disabilities- is of paramount concern. Sample state/district guidelines along with strategies and practical solutions will be shared to guide teaching.
This course addresses specifically the following standards:
Source: SHAPE America National Standards for K-12 Physical Education (2016).
Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others.
Standard 5 - The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
Need to get your Professional Development Credits approved by administration? Download the course description to provide them here.
Timothy D. Davis, Ph.D., is a professor in the Physical Education Department at State University of New York at Cortland. He is also the Graduate Coordinator for Adapted Physical Education. He earned his bachelors and masters degrees in Physical Education/Adapted Physical Education from California State University at Chico and a PhD in Adapted Physical Education/Early Childhood Special Education from the University of Virginia. He has been teaching in the field of Adapted Physical Education for over twenty five years. Dr. Davis is the national chair of the Adapted Physical Education National Standards (APENS) Program and oversees the national standards and certification process in Adapted Physical Education sponsored by the National Consortium on Physical Education and Recreation for Individuals with Disabilities (NCPEID). Dr. Davis has created school partnerships in APE and has partnered with SUNY Upstate Medical to develop the Fit Families and Families on the Go Programs that address the needs of children with spina bifida and cerebral palsy and families. Most recently, Tim was a panelist that developed the NYS AHPERD guidelines for re-entry into physical education.
Tim received the Rozanne Brooks Distinguished Teaching Professor Award and was awarded the William A. Hillman Distinguished Service award through the National Consortium on Physical Education and Recreation for Individuals with Disabilities.
He is the director of the SUNY Cortland CHAMP/I Can Do It afterschool peer mentorship program, and the Sensory Integration/Motor Sensory – Multi Sensory Environment (SIMS/MSE) Movement Center. Most recently, he was invited to speak at the White House on sport and physical education for children with disabilities. In 2017 he was an invited speaker at the United Nations/World Health Organization conference speaking on behalf of international rights for children with disabilities. He recently received a combined gift of 250 thousand dollars to expand the SIMS lab to include a multi-sensory environment (MSE) to address the needs of children with severe and profound disabilities.
Tim is a sought after key note speaker across the country and internationally having recently given a keynote address on sensory processing disorder at an international conference in Beijing China.
StartAssignment 1: Introductions, Self-Check and List of Concerns
StartAssignment 2: Introducing the STAR Learning Cycle
StartAssignment 3: Challenge
StartAssignment 4: Initial Thoughts and Concerns Reflection
StartAssignment 5: Perspectives and Resources
StartAssignment 6: Wrap Up
StartAssignment 7: Assessment and Reflection