Veidlapa Nr. M-3 (8)
Study Course Description
Special Education in Sports and Health Class
Course Code
LSPA_453
Branch of Science
Health sciences; Sport Pedagogy; Theory and History of Sports
ECTS
3.00
Target Audience
Business Management; Pedagogy; Sports Trainer
LQF
Level 6
Study Type And Form
Full-Time; Part-time (Off site)
Study Course Implementer
Course Supervisor
Nadija Strazdiņa
Structure Unit Manager
Diāna Laipniece
Structural Unit
Latvian Academy of Sport Education (LASE)
Contacts
LSPA, Brīvības gatve 333, Riga, LV-1006
About Study Course
Objective
To provide students with an understanding of the theory and practice of special pedagogy, the planning and implementation of sports activities, as well as the use of assistive tools to promote learners’ individual development, learning processes, personality, and social growth during sports and health lessons, in accordance with the principles of inclusive education. To teach students to practically apply the acquired knowledge in their professional work.
Preliminary Knowledge
Successful study courses “Classroom Management and School projects” and “Pre-school and School Sports Education”.
Learning Outcomes
Knowledge
1.Able to define terms of special pedagogy and inclusive education.
Individual work and tests
Interviews
2.Able to name and characterise special educational sectors, types thereof and special educational programmes, as well as to analyse the manifestations of special needs of students in the educational process.
Individual work and tests
Interviews
3.Is aware of various functional disorders and their impact on the inclusion of students in the sport and health hours.
Individual work and tests
Interviews
4.Identify and describe the provision of support to a student with special needs, both in the school environment and outside the education environment, in order to ensure the student’s development and inclusion in society.
Individual work and tests
Interviews
5.Able to understand the specifics of the pedagogical medical Commission’s activities in Latvia.
Individual work and tests
Interviews
Skills
1.The concepts/terms of special pedagogy and adaptive education shall be used.
Individual work and tests
Interviews
2.Collect important information about the educational opportunities of a student with special needs.
Individual work and tests
Interviews
3.Select and adapt special methods of pedagogy in working with students with visual, auditory, mobility impairment and mental developmental impairment during the sports and health training class.
Individual work and tests
Interviews
4.Use alternative communication means in conversation with students with visual, auditory, mobility and mental developmental disorders.
Individual work and tests
Interviews
5.Adapt the learning process and different sports to people with disabilities, taking into account their individual needs and opportunities.
Individual work and tests
Interviews
6.Create and maintain an inclusive environment that provides students with emotional and physical security.
Individual work and tests
Interviews
Competences
1.Able to differentiate between special education programmes and inclusive school models.
Individual work and tests
Individual plan
2.Will be able to select and adapt activities to different special needs groups and argue their point of view.
Individual work and tests
Individual plan
3.Able to adapt the programme according to the individual abilities of a student with disabilities.
Individual work and tests
Individual plan
4.Able to adapt developing classes in order to facilitate the acquisition of competences specified in the State basic Education Standard according to the ability and state of health of the student, evaluating their effectiveness and the need for adaptation.
Individual work and tests
Individual plan
5.Discusses and justifies the opinion on the problem of inclusive education, development trends in Latvia and possibilities for improvement thereof.
Individual work and tests
Individual plan
Assessment
Individual work
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Interviews |
50.00% from total grade
|
10 points
|
|
Interview with Two Practicing Physical Education Teachers Who Work with Students with Special Needs During the interview, find out: What support measures (including adapted sports equipment, individual approaches, and assistive tools that facilitate task execution) are used to promote the inclusion of students with developmental disorders in physical education and health lessons? What obstacles have existed or still exist that significantly affect the ability to provide full-fledged support? What problems have physical education teachers encountered in the context of inclusive education, and what solutions have been implemented (including at least two specific practical suggestions tailored to the individual (special) needs of a particular student)? What methodological recommendations would physical education teachers give to their colleagues working with students with special (individual) needs? What advice would physical education teachers give to students’ families to promote the child's development and inclusion in the learning process and sports activities? Finally, analyze and compare the experience of both physical education teachers and draw your own conclusions. |
||
|
2.
Individual plan |
50.00% from total grade
|
10 points
|
|
Create an individual education program learning plan for one student. Result: A sports activity plan has been created with adaptations for the specific student, ensuring their ability to actively participate in physical education and health classes. |
||
Study Course Theme Plan
FULL-TIME
Part 1
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Introduction to special pedagogy. Terms of special teaching and inclusive education
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Specific types of general education. Planning, customizing the learning process and activities. Individualisation and differentiation approach
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Specific types of general education. Planning, customizing the learning process and activities. Individualisation and differentiation approach
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Characterisation of functional disorders and their impact on participation of students with functional disabilities in a sports and health class. Recommended physical activity for students with various health conditions
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Characterisation of functional disorders and their impact on participation of students with functional disabilities in a sports and health class. Recommended physical activity for students with various health conditions
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Custom physical activity for individuals in different stages of development. Classifications
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Custom physical activity for individuals in different stages of development. Classifications
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Custom physical activity for individuals in different stages of development. Classifications
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Sporting organisations and major international sporting events for persons with disabilities
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Sporting organisations and major international sporting events for persons with disabilities
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Sporting organisations and major international sporting events for persons with disabilities
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Drawing up and implementation of a plan for the acquisition of an individual educational programme
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Drawing up and implementation of a plan for the acquisition of an individual educational programme
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Drawing up and implementation of a plan for the acquisition of an individual educational programme
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Technical aids, fitting of sporting equipment for persons with disabilities. Universal design
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Technical aids, fitting of sporting equipment for persons with disabilities. Universal design
|
Total ECTS (Creditpoints):
3.00
Contact hours:
32 Academic Hours
Final Examination:
Exam
PART-TIME (OFF SITE)
Part1
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Introduction to special pedagogy. Terms of special teaching and inclusive education
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Specific types of general education. Planning, customizing the learning process and activities. Individualisation and differentiation approach
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Characterisation of functional disorders and their impact on participation of students with functional disabilities in a sports and health class. Recommended physical activity for students with various health conditions
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Custom physical activity for individuals in different stages of development. Classifications
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Cooperation and support measures for learners with special needs in the acquisition of a general education programme
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Drawing up and implementation of a plan for the acquisition of an individual educational programme
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Sporting organisations and major international sporting events for persons with disabilities
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Sporting organisations and major international sporting events for persons with disabilities
|
Total ECTS (Creditpoints):
3.00
Contact hours:
16 Academic Hours
Final Examination:
Exam
Bibliography
Required Reading
1.
Haegele, J. Hodge, S. & Shapiro, D. (Eds) (2022). Routledge Handbook of Adapted Physical Education. Routledge Internationas Handbook
2.
Iekļaujošā izglītība bērniem ar speciālām vajadzībām Latvijā: Pētījuma gala ziņojums. (2020). Latvijas Republikas Saeima.
3.
Kasser S.L., Lytle R.,K. (2013). Inclusive Physical Activity: promoting Health for a Lifetime. Human Kinetics (izdevums akceptējams)
4.
Luke E. Kelly. editor (2020). Adapted Physical Education National Standards, Champaign, IL: Human Kinetics
5.
Rīgas domes Labklājības departaments (2014-2019). Projekts "Vizuālā atbalsta materiālu darbnīcas pozitīvai uzvedībai bērniem un jauniešiem ar uzvedības traucējumiem".
6.
Tūbele S., Landra T., Šūmane I., Burčaka M., Laganovska E., Kušnere S., Vīgante R. (2013). Metodiskais materiāls pedagogiem darbam ar izglītojamiem, kuriem ir mācīšanās traucējumi un redzes traucējumi. Rīga: VISC (izdevums akceptējams)
7.
Tūbele S., Šteinberga A. (2004). Ievads speciālajā pedagoģijā. Rīga: RaKa (izdevums akceptējams)
8.
Winnick, J. P., Porretta, D. L. (2022). Adapted physical education and sport (7th Edition). Human Kinetics
9.
Bautre I., Falka G., Pērkone G., Tihomirova I. (2022). Sports un veselība 8. klasei. Metodiskā atbalsta materiāls pārejai uz mācībām valsts valodā. Valsts izglītības satura centrs.
10.
Iekļaujošā izglītība bērniem ar speciālām vajadzībām Latvijā. Pētījuma gala ziņojums (2020). Latvijas Republikas Saeima.
11.
Zommere L., Ābelniece I. (2022). Individuālā izglītības programmas apguves plāna sastādīšana un īstenošana Metodiskie ieteikumi. Rīga:VISC
Additional Reading
1.
Bālan V., Mujea A., Gherghel C. (2019). Bocce practical guide. Bucuresti: Discobolul
2.
Bethere D., Līdaka A., Plostniece A., Ponomorjova J., Striguna S. (2013). Metodiskais materiāls pedagogiem darbam ar izglītojamiem, kuriem ir autisms (2013). Rīga:VISC
3.
Bērtule D. (2018). Bērnu ar cerebrālo trieku ģimeņu vajadzības un tās ietekmējošie faktori. Promocijas darbs. RSU.
4.
Brahuna I., Gorkija L. (2016). Sociālpedagoģiskais darbs pusaudžu saskarsmes prasmju pilnveidošanā: metodiskais līdzeklis. - Rīga: Aisma, profesionālās pilnveides un supervīzijas centrs.
5.
Bethere D., Līdaka A., Plostniece A., Ponomorjova J., Striguna S. (2013). Metodiskais materiāls pedagogiem darbam ar izglītojamiem, kuriem ir uzvedības traucējumi. Rīga:VISC
6.
Falka A., Zommere L. (2023). Atbalsta komandas darba organizācija izglītības iestādē.Metodiskie ieteikumi. Rīga: VISC
7.
Horvat, M., Kelly, L. E., Block, M.E., Croce, R. (2018). Developmental and Adapted Physical Activity Assessment, 2nd Ed., Human Kinetics
8.
Īdo Kedars (2025). Īdo Autisma zemē. Zvaigzne ABC
9.
Lieberman, L. J., Grenier, M., Brian, A., Arndt, K. (2021). Universal design for learning in physical education. Human Kinetics
10.
Lieberman, L. J., Houston-Wilson, C., Grenier M. (2025). Strategies for inclusion: physical education for everyone. Human Kinetics.
11.
Reigase M., Prudņikova I. (2017). Ieteikumi iekļaujošas izglītības īstenošanai. Metodiskais materiāls. Rīga:VISC
12.
Strazdiņa N. (2023). Veselīga dzīvesveida ieradumu veidošanās fiziskajās aktivitātēs dienas garumā. Drukātava. Iz
13.
Tereško A., Kondrova A., Rozenfelde M., Želve I. (2013). Metodiskais materiāls pedagogiem izglītojamo ar garīgās attīstības traucējumiem sociālo prasmju, uzvedības un mācību sasniegumu izvērtēšanai. Rīga: VISC
14.
Metodikais materiāls sociālajam darbam ar pilngadīgām personam ar garīga rakstura traucējumiem (2019). Labklājības ministrija.
15.
A Quick Guide to Coach Recruitment and Retention (2024). Special Olympics. https://resources.specialolympics.org/sports-essentials/sports-and-coaching/a-quick-guide-to-coach-recruitment-and-retention
16.
De Vroey A., Symeonidou S., Lecheval A., red. (2020). Skolotāju profesionālā iekļaujošā apmācība: 1. posms. Kopsavilkuma pārskats. Odense, Dānija. ISBN: 978-87-7110-923-8
17.
Ozols R. (2020). Diferenciācija, individualizācija un personalizācija. IKVD.
Other Information Sources
1.
Iekļaujošā izglītība bērniem ar speciālām vajadzībām Latvijā (2020). Pētījuma gala ziņojums. Latvijas Republikas Saeima.
2.
Special Olympics mājaslapa
3.
Latvijas Autisma apvienība. Piktogrammas PDF formātā pieejamas mājaslapā
4.
Playing for All - Delivery Guide (2022). Special Olympics Australia.
5.
Skolas bibliotēka – atbalsts pilnveidotajā mācību saturā (2022). Skola2030 un Latvijas Nacionālās bibliotēkas Bibliotēku attīstības centra izdevums skolu bibliotekāriem.
6.
Taking stock of the health-related Sustainable Development Goals in the COVID-19 era with a focus on leaving no one behind. The European Health report (2022). World Health Organization.
7.
Vadlīnijas mācību satura plānošanai un īstenošanai Covid-19 izplatības laikā. Metodiskie ieteikumi vispārējās un profesionālās izglītības iestādēm (2021). Valsts izglītības satura centrs. ESF projekts Nr. 8.3.1.1/16/I/002 Kompetenču pieeja mācību saturā
8.
Vai bērnam ar speciālām vajadzībām ir iespēja saņemt tā spējām, vajadzībām un bērna labākajām interesēm atbilstošu izglītību? Revīzijas ziņojums (2021). Latvijas Republika Valsts kontrole, Rīga.