Registry

Module Specifications

Current Academic Year 2012 - 2013
Please note that this information is subject to change.

Module Title Inclusion & Adaptation, PE & Pysical Activity
Module Code SS321
School School of Health & Human Performance
Online Module Resources

Module Co-ordinatorSemester 1: Sarah Meegan
Semester 2: Sarah Meegan
Autumn: Sarah Meegan
Module TeacherSarah Meegan
NFQ level 8 Credit Rating 5
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None
Description
This module aims to prepare students for working in the physical education and physical activity domain with individuals having special educational needs. The module will provide students with an understanding of inclusion as it relates to physical education and physical activity provision. The module will focus on the types of special educational needs and how they impact on physical education participation. Adaptation theory, participation barriers, as well as teaching supports to employ in the physical education class will be examined. Students will gain practical experience in teaching physical education to students with special educational needs.

Learning Outcomes
1. Describe the policies and legislation relating to the education of children with special educational needs in Ireland with specific focus on physical education and physical activity policies
2. Explain the differences between inclusive and adapted physical education and distinguish how each construct can be applied in a mainstream physical education class
3. Explain the causes of various special educational needs and how they impact on physical education/physical activity participation
4. Recognise the barriers impacting on physical eduaction and physical activity participation among children with special educational needs
5. Examine adaptation theory and apply adaptation variables in a practical environment with children with special educational needs
6. Develop and deliver an adapted physical education programme to children with special educational needs
7. Demonstrate the following transferable skills: oral and written communication skills; intellectual skills ofanalysis, synthesis and problem solving; self management skills; and group work skills.



Workload Full-time hours per semester
Type Hours Description
Lecture12Class based instruction
Laboratory24Practical lessons with children with special educational needs
Independent learning time89Independent learning
Total Workload: 125

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities
Policy and legisation.
Irish policy and legislation affecting inclusion in physical education.

Specturm of special needs.
Specturm of special needs in physical education.

Best practice in physical education.
Best practice in adapted and inclusive physical education delivery.

Practical experience.
Practical experience working with children with special educational needs.

Assessment Breakdown
Continuous Assessment70% Examination Weight30%
Course Work Breakdown
TypeDescription% of totalAssessment Date
Report (s) (written / oral)Report on causes of special educational needs and impact on physical education participation. Adaptations in physical education included.20%Week 12
Reflective journalStudents critically reflect on thier weekly lessons and discuss issues that affected the lessons for both themselves and children with special needs20%Every Week
Report (s) (written / oral)Physical education lesson plans30%Every Week
Reassessment Requirement
Resit arrangements are explained by the following categories;
1 = A resit is available for all components of the module
2 = No resit is available for 100% continuous assessment module
3 = No resit is available for the continuous assessment component
This module is category 1
Indicative Reading List
  • Sherrill, C: 2004, Adapted Physical Activity, Recreation and Sport. Crossdisciplinary and Lifespan, 6, McGraw Hill, New York,
  • Lieberman, L.J. and Houston-Wilson, C: 2002, Strategies for Inclusion. A Handbook for Physical Educators, 1, Human Kinetics, United States,
  • Winnick, J.P.: 2005, Adapted Physical Education and Sport, 4, Human Kinetics, United States,
  • Block, M. E.: 2007, A Teacher's Guide to Including Students with Disabilities in General Physical Education, Paul H. Brookes, Baltimore,
Other Resources
None
Array
Programme or List of Programmes
PEBB.Sc Physical Education and Biology
Timetable this semester: Timetable for SS321
Date of Last Revision24-JAN-12
Archives:
DCU
Address
The Helix
3U
NDP
Government
EU
Disclaimer | Privacy