ISSUES OF ADAPTED / SPECIAL PHYSICAL EDUCATION

General Foundation

The purpose of the course is to connect theory with practice and develop professional skills for the physical, mental, social and emotional development of people with disabilities or special educational needs through adapted physical education in all fields of application of exercise science in education, adapted sport and exercise in rehabilitation settings. In addition, the influences of modern models of disability on the practices of adapted physical education, on modern forms of psychomotor education and learning and on the methods of psychosocial support of students with disabilities are also analyzed and examined, along with the contribution of dynamical systems’ theories. Upon successful completion of the course, the student will be able to: • Evaluate the functionality level of people with disabilities/special educational needs following a holistic and individualized approach to evaluating all elements that constitute the psychomotor development of the person in terms of movement, perception and behavior. • Demonstrate skills relevant to the design of adapted exercise programs for people with disabilities/special educational needs across a range of ages, as well as areas of application in education, adapted sport and exercise in rehabilitation settings. • Design and implement individual and group exercise programs to develop, improve and restore the physical and motor skills of students with disabilities or special educational needs with the ultimate goal of promoting their health, social inclusion and improving their quality of life. • Classify exercises, play and sports according to the functionality level of students with disabilities or special educational needs, for intervention purposes. • Design and adapt instruction, exercises and environment in such a way so as to meet the different needs of students/trainees/athletes with disabilities/special educational needs. • Analyze and correct important data related to motor skills and performance. • Select and create the appropriate evaluation methods that will effectively measure objectives’ achievement set each time prior, during and after the teaching. • Plan and implement short- and long-term exercise goals in a variety of application areas, aligned with goals set. • Search, analyze and synthesize data and information, using the necessary technologies. • Effectively apply demonstration and types of feedback, attempting to connect science concepts with appropriate learning experiences. • Justify the way of teaching, make decisions and act critically in order to implement adaptations in the way of teaching, the learning process and/or related goals and decisions. • Use management rules and protocols to create and maintain a safe and effective environment that promotes inclusion and equal opportunities for access and exercise. • Implement strategies that help people with disabilities/special educational needs demonstrate behaviors of personal and social functioning and responsibility. • Communicate in ways that express respect and sensitivity to diversity and multiculturalism, effectively using verbal and non-verbal communication skills in a wide range of activities. • Participate in activities that promote collaboration among fellow PE teachers and lead to professional advancement and personal development. • Demonstrate behaviors that are consistent with the professional ethics of highly skilled professionals in every workplace environment. • Critically reflect on the role and behavior of the modern teacher in existing educational scenarios related to his/her duties. • Acquire reasoning, decision-making, and response planning skills in educational scenarios for students with physical and other disabilities. • Gather knowledge, understanding and discernment of the operation of assistive equipment, ergonomic arrangements and other relevant modifications.

1. Exercise and Intellectual Disability. 2. Individualized Education Program (IEP). Holistic and individualized approach of assessing all elements that constitute the developmental level of the student with disabilities/special educational needs in terms of movement, perception and behavior. 3. Presentation and analysis of the Individualized Educational Program (IEP) as an evaluation form, with following experiential activity and group work. 4. Emotional disorders and mental illnesses during developmental age and adulthood, with emphasis on developmental age. Exercise adaptations for students with emotional and behavioral issues due to mental illness or developmental disorder. 5. The effects of modern models on the consideration of health / disability. 6. Training of athletes with intellectual disability (NA). Guide for coaches of AD trainees to exercise adaptations, Individualized Training Program for AD trainees, sports, inclusion strategies and organizing sports events (Team Up course). 7. The effects of modern models on classification and evaluation. 8. From Psychomotor education to movement in classroom. 9. The role of Basic Psychological Needs in students' well-being. 10. The special contribution of the Dynamical Systems’ theory. 11. Methods of psychosocial support in Special Education. 12. Adapted water exercise: from adapted-therapeutic swimming to hydrotherapy. 13. Exercise and spinal cord injury. 14. Examinations.

Intellectual disability, individual educational program, emotional disorders, mental illnesses, physical exercise, spinal cord injury,

11-09-2023