Veidlapa Nr. M-3 (8)
Study Course Description
Adapted Physical Activities for Students with Intellectual Disabilities
Course Code
LSPA_155
Branch of Science
Health sciences
ECTS
3.00
Target Audience
Pedagogy; Sports Trainer
LQF
Level 5
Study Type And Form
Full-Time
Study Course Implementer
Course Supervisor
Aija Kļaviņa
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 master and use knowledge of adapted teaching strategies in sports education for students with SENs to provide the most appropriate study methods for each student.
Preliminary Knowledge
General secondary education.
Learning Outcomes
Knowledge
1.1. Demonstrates knowledge of definitions and terminology regarding types of mental development disorders (hereinafter referred to as MDD). Students understand the aetiology of MDDs (Down syndrome, autism, mental development disorders, etc.). 2. Understands the degree of severity of MDDs and their relationship to the student’s age factor. Demonstrates knowledge of the organisation of the inclusive special education teaching environment in sports and health classes for students with MDDs.
Skills
1.3. Demonstrates skills in movement capacity development planning for students with MDDs. 4. Able to use inclusive special education teaching methods and the principles of organisation of environment in a sports and health class for students with MDDs. 5. Skills to use communication, including alternative communication, methods and practical application thereof during sports and health classes.
Competences
1.6. Students are able to skilfully analyse the results obtained: about support levels in a APA programme and their practical application, about the analysis of practical cases in practical classes in the school environment.
Assessment
Individual work
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Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Individual work |
-
|
-
|
|
To prepare for seminars on 3 topics.
Independent performance of practical work:
1. Communication specifics, including alternative communication, methods and practical application thereof during sports and health classes.
2. Planning the development of movement skills.
3. Support levels in an APA programme and their practical application.
4. Analysis of examples of practical cases during practical classes in the school environment. To prepare for the examination.
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||
Examination
|
Title
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% from total grade
|
Grade
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|---|---|---|
|
1.
Examination |
-
|
-
|
|
Within the course, on 4 blocks of topics. Examinations are written to assess knowledge and competences. A presentation on any topic about students with MDDs in a sports and health lesson. All examinations of the study course must be successfully passed at the end of the study course.
Skills are assessed through 3 practical works. Independent performance of practical work – preparation of theoretical justification, collection and compilation of data, their interpretation and drawing up of conclusions corresponding to the data obtained regarding APA in a sports and health class for students with MDD disorders. Competences are assessed on the basis of the conclusions drawn from the practical work – analysis of examples of practical cases during practical classes in the school environment, interpretation of results, comparison with literature data.
The final assessment of the study course is determined by the average assessment of the test work during the semester 70%, presentation 10% and answers during the examination 20%.
Summative assessment of knowledge and competences in test works. All written test works must be passed.
For a student to be permitted to pass the examination, he/she must have successfully written all four of the intended test works.
In practical work, students are required to fulfil in their work requirements individually. Conclusions should be drawn on compliance of the results obtained with the standard, and they should be interpreted.
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Study Course Theme Plan
FULL-TIME
Part 1
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Definitions and terminology regarding types of mental development disorders (MDD).
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Definitions and terminology regarding types of mental development disorders (MDD).
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Definitions and terminology regarding types of mental development disorders (MDD).
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Definitions and terminology regarding types of mental development disorders (MDD).
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Aetiology of MDDs (Down syndrome, autism, mental development disorders, etc.). Degree of severity of MDDs and their relationship to the student’s age factor.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Aetiology of MDDs (Down syndrome, autism, mental development disorders, etc.). Degree of severity of MDDs and their relationship to the student’s age factor.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Aetiology of MDDs (Down syndrome, autism, mental development disorders, etc.). Degree of severity of MDDs and their relationship to the student’s age factor.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Aetiology of MDDs (Down syndrome, autism, mental development disorders, etc.). Degree of severity of MDDs and their relationship to the student’s age factor.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Aetiology of MDDs (Down syndrome, autism, mental development disorders, etc.). Degree of severity of MDDs and their relationship to the student’s age factor.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Organisation of the inclusive special education teaching environment in sports and health classes for students with MDDs. Communication specifics, including alternative communication, methods and practical application thereof during sports and health classes.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Organisation of the inclusive special education teaching environment in sports and health classes for students with MDDs. Communication specifics, including alternative communication, methods and practical application thereof during sports and health classes.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Organisation of the inclusive special education teaching environment in sports and health classes for students with MDDs. Communication specifics, including alternative communication, methods and practical application thereof during sports and health classes.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Organisation of the inclusive special education teaching environment in sports and health classes for students with MDDs. Communication specifics, including alternative communication, methods and practical application thereof during sports and health classes.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Organisation of the inclusive special education teaching environment in sports and health classes for students with MDDs. Communication specifics, including alternative communication, methods and practical application thereof during sports and health classes.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Planning the development of movement skills. Support levels in an APA programme and their practical application. Analysis of examples of practical cases during practical classes in the school environment.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Planning the development of movement skills. Support levels in an APA programme and their practical application. Analysis of examples of practical cases during practical classes in the school environment.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Planning the development of movement skills. Support levels in an APA programme and their practical application. Analysis of examples of practical cases during practical classes in the school environment.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Planning the development of movement skills. Support levels in an APA programme and their practical application. Analysis of examples of practical cases during practical classes in the school environment.
|
Total ECTS (Creditpoints):
3.00
Contact hours:
36 Academic Hours
Final Examination:
Exam
Bibliography
Required Reading
1.
Sherrill, C. (2004). Adapted physical activity, recreation, and sport. 6th ed. New York: McGraw Hill.
2.
Winnick, J. P. & Porretta, D. (Eds.). (2017). Adapted physical education and sport. 6th ed. Champaign, IL: Human Kinetics.
3.
Block, M. E. (2016). Including students with disabilities in physical education. New York: McGraw Hill.
Additional Reading
1.
Lavay, B.B., & French, R. (2015). Positive Behavior Management in Physical Activity Setting. Human Kinetics Publishers. 3rd ed.