Module: Inclusion and Adaptation in Physical Education and Physical Activity

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Inclusion and Adaptation in Physical Education and Physical Activity
Module Code	SS321 (ITS) / SPO1030 (Banner)
Faculty	Science & Health	School	Health & Human Performance
Module Co-ordinator	Sarah Meegan
Module Teachers	-
NFQ level	8	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

None
Array

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 understanding 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 adaptation variables and how they relate to teaching children with special educational needs
6. Develop knowledge on delivering adapted physical education to children with special educational needs.
7. Demonstrate the following transferable skills: oral and written communication skills; intellectual skills of analysis, synthesis and problem solving; self management skills; and group work skills.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	12	Class based instruction
Laboratory	24	Practical lessons with children with special educational needs
Independent Study	89	Independent 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 Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Reflective journal	Students critically reflect on thier weekly lessons and discuss issues that affected the lessons for both themselves and children with special needs	10%	Every Week
Presentation	Groups will be allocated a disability/SEN population and a JC Short Course strand activity. The group presents how they will deliver a 45 minute inclusive PE class in a mainstream school, covering their chosen strand activity.	30%	Week 8
In Class Test	In-class test	60%	Week 12

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
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: 2009, Strategies for Inclusion. A Handbook for Physical Educators, 2, Human Kinetics, United States,
Winnick, J.P. and Porreta, D.L.: 2016, Adapted Physical Education and Sport, 4, Human Kinetics, United States,
Block, M. E.: 2015, A Teacher's Guide to Adapted Physical Education: Including Students with Disabilities in Sports and Recreation, 4, Paul H. Brookes, Baltimore,

Other Resources

59049, Journal, Adapted Physical Activity Quarterly, 0, Adapted Physical Activity Quarterly, 59050, Journal, European Physical Education Review, 0, European Physical Education Review,