Archivist
02-07-2000, 01:40 PM
"Scott Lapin" <slapin@sportime.com> wrote:
Date: Mon, 13 Dec 1999 11:49:19 -0600
From: \"Williams, Lori\" <WILLIALK@rp.isd196.k12.mn.us>
Subject: adapt-talk: Wheelchair Activities
> I teach Severe and Profound children who are rarely if ever out of their
> wheelchairs in the gym. I am always looking for ideas to use in class.
> Deb Johnson
> tjrsk@juno.com
Hi,
We have found that the use of lights and audio sounds such as
buzzers, bells, christmas lights, blinking lights, taped music, etc. have
helped to involve the kids more readily in different units. Making some
equipment larger with lights outlining targets, goals and then using
ablenet switches to turn the lights on/off helps to grab the attention of
the students. Using music with the ablenet switch also helps the kids to
focus. If you were bowling, using a large set of pins and outline them
with lights. As soon as the pins are hit, you or an aide hit the
ablenet.....the lights start flashing and music starts to play. This seems
to make for more fun for the students, yourself and any aides that are
assisting. The same goes for goals - outline the goals in lights, help the
student hit the puck\". When a goal is made, flash the lights and/or music.
They do respond.
I don't know if this is what you wanted, but I can get more
information, or give you an address of someone who has several ideas.
She's very willing to share.
Good luck and have fun.....Lori W.
------------------------------
Date: Mon, 13 Dec 1999 17:43:16 -0500
From: Lauren Lieberman <llieberm@brockport.edu>
Subject: adapt-talk: PE Barriers for Visually Impaired
Dear Ron,
Lauren Lieberman here. Thanks for the very good question and thanks Mike
for your informative response. I would like to add a few tips for your
former student.
Cathy Houston-Wilson, Mike Kozub & myself recently finished up a study
of general physical educators on their biggist barrier to including
children with visual impairments into physical education. Although there
were many barriers, the number 1 barrier was professional preparation.
Althouhg in this case it sounds like your student does know what to do,
but is hitting administrative barriers, and barriers due to
inappropriate curriculum. These were also two of the barriers. Another
major barrier was lack of appropriate equipment. This also makes sense
because if the children are not labeled then they probably did not order
appropriate or necessary equipment.
In order to overcome the curriculum barrier I suggest adding some units
that are conducive to active participation by the children not labeled
but possessing visual impairments. Elementary Units such as obstacle
courses (lots of visuals, sounds and tactile boundries such as mats),
scooter boards, gymnastics, dance, body awareness, object control (using
closed skills), and locomotor skills in a defined space. Secondary units
such as weight training, swimming, judo, track & field, aerobics, tai
bo, dancing, goal ball, beep baseball, gymnastics, station work
(regarding units which are more ball related), and outdoor pursuits
(canoeing, hiking, biking, etc.).
I hope this helps. If it makes you feel any better one of the other
major barriers was parental overprotection, & parental low level of
expectations.
In regard to peer tutoring. Classwide Peer Tutoring is where each child
is in a dyad and they each take turns teaching eachother. This type of
peer tutoring can be used as a teaching style, and can be highly
effective. If you use this with the entire class you would not have to
get parental permission. I do caution using peer tutors with children
with disabilities (labeled or not) that are not trained. It is not fair
to the child with a disability or the tutor. In this case you could
train the entire class on how to be a good tutor and this would be more
effective.
Please contact me for more information if necessary:
Lauren Lieberman Ph.D.
SUNY Brockport
Department of Physical Education
Brockport, NY 14420
(716) 395-5361
llieberm@brockport.edu
------------------------------
Date: Mon, 13 Dec 1999 21:09:25 -0500
From: \"PARROTHEADSTUEBY@msn.com\" <PARROTHEADSTUEBY@email.msn.com>
Subject: adapt-talk: Outstanding Professional
Dear Web Moderator,
Please take the time to post this thank-you for a truly amazing
professional. I never had the opportunity to really thank this individual
while attending Cortland, and am positive he'll be able to finally read
this letter. Thank you so much!
I am writing this letter to recognize Dr. Timothy D. Davis as a truly
outstanding professional and mentor. I had the privilege of meeting Tim
when he first arrived at the State University of New York College at
Cortland as an assistant professor in Adapted Physical Education.
Immediately, Tim had an impact on our lives and our curriculum.
Dr. Timothy Davis became my professor for the EDU 336 course entitled
Physical Education for the Exceptional Child. I am sure you are aware of
the response generated by the majority of Physical Education majors, when
they learn they will be teaching classes for individuals with disabilities.
Indeed, fear of the unknown makes most people hesitant to leave their
comfort zone. However, Tim92s professional attitude, enthusiasm and genuine
concern for his students challenged them to create a learning environment
for individuals of all abilities. Furthermore, he has worked to promote
our awareness of opportunities for individuals with
disabilities by organizing trips to the Empire State Games for the
Physically Challenged, and by accumulating web-sites for students pursuing
additional resources. Perhaps the service that deserves the most merit is
Tim92s creation of the Leadership Education in Adapted Physical Education
Program (Project LEAPE). Through Tim92s accomplishments Cortland students
have been involved in the assessment of exceptional children, participated
in outdoor education trips with adults with disabilities, and have
presented at the annual New York State Association of Health, Physical
Education, Recreation and Dance Convention. Indeed, Tim realizes the
importance of involving future professionals early and often in our state92s
professional organization. In conclusion, I feel that Tim embraces the
qualities of an outstanding professional, who has performed extensive
services to both his colleagues and students, and who deserves
recognition for his hard work and dedication. Thank you Tim for all of
your support!
Sincerely,
Craig Stueber, Past-President
Future Professional92s Section, NYS AHPERD
SUNY Cortland, 1999
------------------------------
Date: Tue, 14 Dec 1999 14:16:44 -0800
From: \"Lytle, Rebecca\" <RLYTLE@csuchico.edu>
Subject: adapt-talk: Strategies for consultation
I will be presenting some information on consultation in adapted physical
education at the next CAHPERD conference in March. I am gathering
information on strategies used by APE specialists for effective
consultation. Of particular interest is how individuals document or
collect
information about the effectiveness of consultation for students. If you
have specific strategies that you use in the consultation process please
post them on the listserve to share with others or send them to me
directly.
It is my intention to compile this information and share it at the
conference along with my own ideas based on some recent research. I will
gladly share your name as the source for a specific strategy if you so
wish
and can send you a copy of the session notes once the information is
compiled. Thanks and I look forward to hearing from any of you in regards
to this issue.
Rebecca Lytle, Ph.D.
California State University, Chico
rlytle@csuchico.edu
------------------------------
Date: Thu, 16 Dec 1999 13:45:54 -0500
From: \"Ron Davis\" <rdavis@gw.bsu.edu>
Subject: adapt-talk: Thanks
Thanks to all who have replied to my questions...I will pass on your =
suggestions to my former student and also apply your responses to my upper
=
level courses....great responses. Happy holidays. Ron Davis
Ron Davis
HP 222D
School of Physical Education
Ball State University
Muncie, IN 47306
765-285-1462 (O) 765-285-8254 (fax)
------------------------------
Date: Wed, 22 Dec 1999 13:34:40 +0100
From: \"Marina/Claude Bonello\" <bonello96@link.net.mt>
Subject: adapt-talk: Hypoplastic Cerebellum
Hi there ! I am writing from Europe to check if anyone knows where I could
trace some online literature on this condition. I have a new pupil in
school and would like to know more about it, and what I can do for him
during the PE lessons.
Thanks
Marina
------------------------------
End of adapt-talk-digest V1 #73
*******************************
Date: Mon, 13 Dec 1999 11:49:19 -0600
From: \"Williams, Lori\" <WILLIALK@rp.isd196.k12.mn.us>
Subject: adapt-talk: Wheelchair Activities
> I teach Severe and Profound children who are rarely if ever out of their
> wheelchairs in the gym. I am always looking for ideas to use in class.
> Deb Johnson
> tjrsk@juno.com
Hi,
We have found that the use of lights and audio sounds such as
buzzers, bells, christmas lights, blinking lights, taped music, etc. have
helped to involve the kids more readily in different units. Making some
equipment larger with lights outlining targets, goals and then using
ablenet switches to turn the lights on/off helps to grab the attention of
the students. Using music with the ablenet switch also helps the kids to
focus. If you were bowling, using a large set of pins and outline them
with lights. As soon as the pins are hit, you or an aide hit the
ablenet.....the lights start flashing and music starts to play. This seems
to make for more fun for the students, yourself and any aides that are
assisting. The same goes for goals - outline the goals in lights, help the
student hit the puck\". When a goal is made, flash the lights and/or music.
They do respond.
I don't know if this is what you wanted, but I can get more
information, or give you an address of someone who has several ideas.
She's very willing to share.
Good luck and have fun.....Lori W.
------------------------------
Date: Mon, 13 Dec 1999 17:43:16 -0500
From: Lauren Lieberman <llieberm@brockport.edu>
Subject: adapt-talk: PE Barriers for Visually Impaired
Dear Ron,
Lauren Lieberman here. Thanks for the very good question and thanks Mike
for your informative response. I would like to add a few tips for your
former student.
Cathy Houston-Wilson, Mike Kozub & myself recently finished up a study
of general physical educators on their biggist barrier to including
children with visual impairments into physical education. Although there
were many barriers, the number 1 barrier was professional preparation.
Althouhg in this case it sounds like your student does know what to do,
but is hitting administrative barriers, and barriers due to
inappropriate curriculum. These were also two of the barriers. Another
major barrier was lack of appropriate equipment. This also makes sense
because if the children are not labeled then they probably did not order
appropriate or necessary equipment.
In order to overcome the curriculum barrier I suggest adding some units
that are conducive to active participation by the children not labeled
but possessing visual impairments. Elementary Units such as obstacle
courses (lots of visuals, sounds and tactile boundries such as mats),
scooter boards, gymnastics, dance, body awareness, object control (using
closed skills), and locomotor skills in a defined space. Secondary units
such as weight training, swimming, judo, track & field, aerobics, tai
bo, dancing, goal ball, beep baseball, gymnastics, station work
(regarding units which are more ball related), and outdoor pursuits
(canoeing, hiking, biking, etc.).
I hope this helps. If it makes you feel any better one of the other
major barriers was parental overprotection, & parental low level of
expectations.
In regard to peer tutoring. Classwide Peer Tutoring is where each child
is in a dyad and they each take turns teaching eachother. This type of
peer tutoring can be used as a teaching style, and can be highly
effective. If you use this with the entire class you would not have to
get parental permission. I do caution using peer tutors with children
with disabilities (labeled or not) that are not trained. It is not fair
to the child with a disability or the tutor. In this case you could
train the entire class on how to be a good tutor and this would be more
effective.
Please contact me for more information if necessary:
Lauren Lieberman Ph.D.
SUNY Brockport
Department of Physical Education
Brockport, NY 14420
(716) 395-5361
llieberm@brockport.edu
------------------------------
Date: Mon, 13 Dec 1999 21:09:25 -0500
From: \"PARROTHEADSTUEBY@msn.com\" <PARROTHEADSTUEBY@email.msn.com>
Subject: adapt-talk: Outstanding Professional
Dear Web Moderator,
Please take the time to post this thank-you for a truly amazing
professional. I never had the opportunity to really thank this individual
while attending Cortland, and am positive he'll be able to finally read
this letter. Thank you so much!
I am writing this letter to recognize Dr. Timothy D. Davis as a truly
outstanding professional and mentor. I had the privilege of meeting Tim
when he first arrived at the State University of New York College at
Cortland as an assistant professor in Adapted Physical Education.
Immediately, Tim had an impact on our lives and our curriculum.
Dr. Timothy Davis became my professor for the EDU 336 course entitled
Physical Education for the Exceptional Child. I am sure you are aware of
the response generated by the majority of Physical Education majors, when
they learn they will be teaching classes for individuals with disabilities.
Indeed, fear of the unknown makes most people hesitant to leave their
comfort zone. However, Tim92s professional attitude, enthusiasm and genuine
concern for his students challenged them to create a learning environment
for individuals of all abilities. Furthermore, he has worked to promote
our awareness of opportunities for individuals with
disabilities by organizing trips to the Empire State Games for the
Physically Challenged, and by accumulating web-sites for students pursuing
additional resources. Perhaps the service that deserves the most merit is
Tim92s creation of the Leadership Education in Adapted Physical Education
Program (Project LEAPE). Through Tim92s accomplishments Cortland students
have been involved in the assessment of exceptional children, participated
in outdoor education trips with adults with disabilities, and have
presented at the annual New York State Association of Health, Physical
Education, Recreation and Dance Convention. Indeed, Tim realizes the
importance of involving future professionals early and often in our state92s
professional organization. In conclusion, I feel that Tim embraces the
qualities of an outstanding professional, who has performed extensive
services to both his colleagues and students, and who deserves
recognition for his hard work and dedication. Thank you Tim for all of
your support!
Sincerely,
Craig Stueber, Past-President
Future Professional92s Section, NYS AHPERD
SUNY Cortland, 1999
------------------------------
Date: Tue, 14 Dec 1999 14:16:44 -0800
From: \"Lytle, Rebecca\" <RLYTLE@csuchico.edu>
Subject: adapt-talk: Strategies for consultation
I will be presenting some information on consultation in adapted physical
education at the next CAHPERD conference in March. I am gathering
information on strategies used by APE specialists for effective
consultation. Of particular interest is how individuals document or
collect
information about the effectiveness of consultation for students. If you
have specific strategies that you use in the consultation process please
post them on the listserve to share with others or send them to me
directly.
It is my intention to compile this information and share it at the
conference along with my own ideas based on some recent research. I will
gladly share your name as the source for a specific strategy if you so
wish
and can send you a copy of the session notes once the information is
compiled. Thanks and I look forward to hearing from any of you in regards
to this issue.
Rebecca Lytle, Ph.D.
California State University, Chico
rlytle@csuchico.edu
------------------------------
Date: Thu, 16 Dec 1999 13:45:54 -0500
From: \"Ron Davis\" <rdavis@gw.bsu.edu>
Subject: adapt-talk: Thanks
Thanks to all who have replied to my questions...I will pass on your =
suggestions to my former student and also apply your responses to my upper
=
level courses....great responses. Happy holidays. Ron Davis
Ron Davis
HP 222D
School of Physical Education
Ball State University
Muncie, IN 47306
765-285-1462 (O) 765-285-8254 (fax)
------------------------------
Date: Wed, 22 Dec 1999 13:34:40 +0100
From: \"Marina/Claude Bonello\" <bonello96@link.net.mt>
Subject: adapt-talk: Hypoplastic Cerebellum
Hi there ! I am writing from Europe to check if anyone knows where I could
trace some online literature on this condition. I have a new pupil in
school and would like to know more about it, and what I can do for him
during the PE lessons.
Thanks
Marina
------------------------------
End of adapt-talk-digest V1 #73
*******************************