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News Updates:
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News from APENS: Dr. Ron French from TWU has just finished his
three-year term as the APENS director. The new director/ coordinator
for the next three years is: Dr. Tim Davis. So, the APENS office
has moved from Texas to New York; specifically, to the State University
of New York-Cortland, with Tim Davis. The web address, for the
near future, will remain as is at: www.twu.edu/o/apens/
When a new address is established; people can link to it from
the present (old one). Remember, this is YOUR national certification
in the field of Adapted Physical Education. Make the most our
of your job and your profession; take the test; become a CAPE
(certified adapted physical educator)
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On-Line Assistive Technology training and competency certifications.
Go to: www.NASDSE.org
for more information; or call (888) 438-1938
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Disabled Sports USA: One of many organizations dedicated to improving
the lives of those with disabilities, especially via the sports
world. This is a terrific organization which promotes the development
of, and access to, sports for people with disabilities. It assists
these individuals, their families, and their coaches. It especially
focuses on individual sports. Kirk Bauer, J.D., is the Executive
Director. A Vietnam Vet, he lost his leg in war; he, himself,
owns multiple medals competing in track competitions with a prostheses;
he can offer guidance and instruction on the newest technology
available for sports prostheses. For more information, check out:
www.dsusa.org
The slogan for DS-USA is: "IF I CAN DO THIS, I CAN DO ANYTHING!"
What a great message to all of us, to remind us all of the value
we bring to this field. Keep up the great work, all of you, in the
field of adapted physical activity!
Chris Stopka,
Adapted Section Editor
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| Hints
for Adapting and/or Modifying Holiday Activities |
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Adapting activities, whether holiday or everyday, is all about knowing
the student's abilities, knowing the objectives of the activity, and
being creative.
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*Asthma- A condition that makes it hard to breathe due to constricted
airways in the lungs.
*Diplegia- Quadriplegia (tetraplegia), with the lower extremities
more severely affected than the upper extremities.
*Hemiplegia- One part of the body is affected with dyskinetic
movements or paresis or paralysis.
*Hydrocephalus- A buildup of fluid in the cerebral ventricles which
puts pressure on the brain, thus resulting in varying degrees of
brain damage, unless the pressure is relieved in time.
*Hypoxia- Lack of sufficient oxygen.
*Ischemia- lack of blood flow in the arteries.
*Monoplegia- dyskinesia, paresis, or paralysis of one limb.
*Paraplegia- Refers to paresis, paralysis, or dyskinesia to the
lower extremities.
*Second Impact Syndrome- when an individual suffers a second head
injury before an initial head injury had a chance to fully heal.
Thus, seemingly mild injury forces can result in serious, even fatal,
consequences.
*Shunts- used to help fluids in the body bypass to an absorbing
or excreting system to avoid accumulation of that fluid.
*Tetraplegia- Refers to paresis, paralysis, or dyskinesia to all
four extremities; also referred to as quadriplegia.
*Triplegia- paresis, paralysis, or dyskinesia of three limbs,
usually the lower extremities and one upper extremity.
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| Using
Adapted Aquatics Equipment to Facilitate Aquatic Skills by Students
with Disabilities |
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With appropriate supervision, affordable adapted aquatics equipment
can be used to facilitate students' learning of specific aquatics
skills, as well as those helpful for improving their activities of
daily living. For Example, the forward overhand arm motion needed
to throw a ball for an aquatics target game is similar to the arm
motion needed for the crawl/freestyle stroke. Also, the buoyancy and
resistance of just the water itself, can facilitate the skill of walking
to help students walk more independently on land. Blowing games, such
as blowing colorful ping-pong balls across the water's surface, facilitate
crucial aquatics breath control skills. Underwater breath-holding
skills are enhanced by practice, and students are especially motivated
to do so by offering them enticing toys to reach for that have sunk
to the pool bottom.
These equipment ideas are exciting as they are easy, effective. Learning
potentials can be maximized with the use of affordable equipment ideas;
all while everyone involved is having lots of fun. The following list
details more examples of these techniques.
Water entry/exit skills can be made easier when there is no
shallow end by simply placing a table against the wall of the pool
allowing for an area of the pool to become the shallow end.
Water exploration/breath control skills can be worked on using
ping-pong balls to blow across the surface to teach exhalation. And
weighted plastic eggs to sink and be retrieved.
Gross motor balance skills, fitness in water. This
can be worked on while walking in chest-deep water which will provide
support and balance without the fear. The faster one moves their body
in the water the more resistance that is created.
Floating skills and changing positions in the water.
With the use of kickboards and kick sticks, these skills can be taught.
Providing a pool full of enticing toys will make it easier to get
the kids to try new things in the water.
Rescue skills can be taught by holding on to one end of the
kick stick and reaching the other end out to the distressed swimmer.
Source: Using Adapted Aquatics Equipment to Facilitate
the Acquisition of Aquatics Skills by Students with Disabilities.
Written by Christine Stopka, Ph.D., ATC/L, CSCS, CAPE, MTAA; John
Todorovich, Ph.D., Paul Malczak, B.S.
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Quote of the Month
"At the end of the rainbow is the day when a person's disability will
no longer matter"
Author Unknown
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| Adapted
Physical Activity Websites |
| If you have ideas, comments, letters to share, or
questions about particular topics, please email one of the following
Adapted PE Section Editors: |
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| Some
Examples of Excellent Adapted Aquatics Equipment to Enhance Aquatic
Skills |
- Aqua Jogger
- Balls for throwing
- Basketball Net (floating and fixed possible)
- Beach Ball
- Blowing Bubbles
- "Cleaning out the Backyard" Game
- Dumbbells- made from PVC piping and plastic foam noodles
- Goggles
- Kick Boards
- Kick Sticks
- Life preserver Jackets covered with sewn Velcro Masks
- Milk Jugs (2) attached together by rope or cloth
- Plastic Eggs (used for retrieving and throwing)
- Plastic foam noodles
- Padded Mats
- Ski Belt
- Snorkel
- Sponges
- Squirt Toys
- Stuffed Animal toys
- Table submerged in shallow end
- Waist-worn inflatable rings
- Water wings
List courtesy of Christine Stopka
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| Special
Olympics- SO Get Into It |
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Involve students in learning about those who are different but
who can nonetheless inspire the world with the lesson that we all
have gifts to contribute no matter what our limitations.
Special Olympics Get Into It - is a free curriculum that
celebrates gifts - the diverse gifts of every student whatever his
or her ability. Through the world of Special Olympics, every student
can come to recognize that he or she has the power to make a difference.
Through SO Get Into It, students will learn about the Special Olympics
experience and all its positive messages. They will come to understand
the athletes' ability to contribute to society through leadership
roles both on and off the playing field. They will come to appreciate
the critical role of service-learning. Most important, they will
be invited to make a difference themselves.
SO Get Into It is about the world of winners called Special Olympics,
but it is much more: it is a portal through which young people can
discover the pathway to building a more welcoming society for all.
SO Get Into It Celebrates Differences
SO Get Into It offers teachers tailored curriculums for all grade
levels:
K-2
Elementary School (grades 3-5)
Middle School (6-8)
High School (9-12).
Each grade level span of the materials offers four basic lessons
for regular education classrooms. The program was designed as a
relatively simple way to achieve several closely related student
learning goals:
To understand, accept and celebrate individual differences;
To learn about and become involved in Special Olympics; and
To become involved in a service-learning project or activity related
to Special Olympics, including participation in Special Olympics
sports and events.
The lessons also are designed to support, and be in alignment with,
academic standards, youth and character development, service-learning
and the Individuals with Disabilities Education Act (IDEA). Teachers
also may find that the initiative opens doors to important new learning
opportunities throughout the school year.
For more information please see
website.
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