Spring is finally here, and the summer months are just around the corner! With this in mind, we would like to present a sample Adapted Aquatics plan for students with Asperger's syndrome. Of course the activities are great for everyone, but the instructional method is geared toward some of the instructional needs of those with Asperger's. And of course, the water is such a wonderful environment for learning and working on fitness, balance and coordination, social skills, self-esteem, and just plain FUN!

We'd also like to present the results of a fitness and inclusive sports program we have for adolescents with cognitive disabilities. The data were collected over the fall and spring terms. The students improved significantly on all of their weight machines, and Corey Campbell's article provides the details. Our University of Florida students enjoy working out with their near similar aged peers immensely in this program, and the adolescents often surpass them in strength and various sport skills (e.g., basketball, bowling, and many weight resistances!).

Next, we would like to turn your attention to a well written paper by Jameson Heise which overviews multiple sclerosis, and offers many suggestions for adapted physical activities; so let's use our upcoming summer months to turn our attention to young adults we may know with MS, and possibly assist them. This article is a good first step.

Next, we'd like to take a look at legislation and advocacy. Frank Oquendo's article, "Tracing the Path to Inclusive Education" offers a rather detailed summary of the legislative journey we've been through over the last three decades to get to where we are today. And then, regarding advocacy, Dr. John Todorovich provides an editorial of sorts in response to the question (often asked by principals) of whether adapted physical education can/should be taught by paraprofessionals.

Finally, we'd like to close by offering a few relevant updates. First, we'd like to let readers know that Dr. Scott Pedersen offers an excellent course that prepares students to take and pass the Adapted PE National Standards (APENS) exam to help them qualify to become a CAPE (Certified Adapted Physical Educator). Specific information on this update is included in the page's section "Web Courses."

Also, we'd like to let the readers know that the University of Florida offers two on-line courses (for anyone interested) on the 1) Medical/Health Aspects of Individuals with Disabilities and on 2) Adapted Physical Activity. Both of these courses are offered at either the graduate, or undergraduate, levels. Further information is attached.

Lastly, we'd like to remind our readers to check out both the Palaestra (www.palaestra.com/) and the PE Central (www.pecentral.org) web sites for further information on the adapted physical education/activity field. A subscription to Palaestra, and frequent visits to the adapted page of PE Central, will offer parents and professionals a world of ideas and services. Indeed, we at pelinks4u doing just that - LINKING YOU to your world!

Chris Stopka
Adapted Physical Education Editor

ADAPTED AQUATICS FOR A BEGINNING SWIMMER WITH ASPERGER'S SYNDROME - by Francesca Turchiano, B.S., PTA

Introduction:

This lesson plan was designed for a young child who has no experience with a swimming pool and water. Specifically, this is for a 3 ½ year old child who is very scared of the water. The child has been diagnosed with Asperger's syndrome and has issues socializing with other children her age. The lesson plans are designed for one-on-one interaction with the child. Other children will be introduced to the child to help with social interactions in the pool setting.

The child has no water experience prior to water lessons, due to her fear of water and poor social skills. The child's therapy needs include decreasing her fear of water, and learning basic skills needed to progress to future swimming lessons. Therapy needs also include development of social skills in the calm setting of the pool, and learning to relax in the water.

The follow article (accessed through the link below) provides lesson plans for eight swimming sessions. Each session takes approximately 30 minutes, and the child will meet 3-4 times a week for approximately two weeks. The child will be meeting one-on-one with instructors in the pool. There will be no other children nearby during the session until the child becomes more adjusted to the setting.

Lessons follow similar structures each session with a natural progression of each activity, as each skill is mastered and interactions become more fun within the child's comfort level due to her autistic characteristics.

Download printable lesson plans.

Did you know that a terrific web-based course is now available online to help you prepare for the Adapted PE National Standards exam? Yes, this course can help you pass your APENS exam and become a CAPE (Certified Adapted Physical Educator)! It is taught by Dr. Scott Pedersen from New Mexico State University.

For further information; please contact Dr. Scott Pedersen; his contact information is:

Scott J. Pedersen, Ph.D., CAPE
Director, NMSUAPE program
http://education.nmsu.edu/nmsuape
Email: pedersen@nmsu.edu
Office: 505-646-2071
Fax: 505-646-4065

For your information, there are two distance education courses offered through the University of Florida in the adapted field: "Adapted Physical Activity," and "Medical & Health Aspects of Individuals with Disabilities." BOTH courses are offered at either the graduate, or undergraduate, level.

Anyone is welcome to register. They are offered three times per year during the Fall, Spring, and Summer terms. These courses may help you toward your state certifications or endorsements, depending upon their requirements, and they will help with the content knowledge needed to pass the APENS exam. For further information; please check out the websites:

Adapted Physical Activity, Medical and Health Aspects of Individuals with Disabilities, and the registration Web site for both courses is located here.

THE EFFECTS OF A NINE WEEK STRENGTH TRAINING PROGRAM ON ADOLESCENTS AND YOUNG ADULTS WITH COGNITIVE DISABILITIES

by Corey Campbell, Mark Tillman, Christine Stopka; University of Florida

Abstract
The purpose of the study was to investigate the effects of resistance training on adolescents and young adults with cognitive disabilities, i.e., mental retardation (MR). More specifically, it aimed at determining whether or not individuals with MR could increase their strength through a nine-week resistance training program.

Twenty individuals with MR, ages 16-22 participated in the program, twice per week, over 9 weeks. Separate t-tests analysis revealed that participants, as a group, improved significantly (p<.05) on all of the exercises performed. Further analysis of variance tests revealed no significant differences between genders. The majority of the participants increased their upper body and lower body strength during the duration of the program.

Introduction
Although a multitude of studies on effective resistance training have been conducted, only a few have focused on the effectiveness of this training for individuals with mental retardation (MR. Previous studies have also given much attention to investigating the benefits of improvements in flexibility in fitness programs for the general public, but have not given attention to populations with MR.

This particular program was started to help individuals with MR increase their muscular strength and endurance, so they would be able to perform at their job settings after school. A major public health goal is to create a more active population. The ravages of a sedentary lifestyle are overwhelming. This type of lifestyle can lead to problems such as cardiovascular disease, strokes, diabetes, obesity, and osteoporosis. Since individuals with disabilities are less likely to have opportunities to be active, their health concerns due to inactivity are even greater.

Multiple studies on the general population have demonstrated that resistance training programs can improve muscular strength and endurance, physical work capacity, and metabolic function. Resistance Exercise programs for individuals with MR are especially important because they can have a positive impact relative to normal activities of daily living. Resistance training programs have been shown to decrease risk of injury from a fall, loss of balance or accident.

However, none of these studies focused on resistance training on persons with MR, especially adolescents and young adults. Some researchers have recently examined cardio respiratory endurance levels, but very few have examined muscular strength. Thus, the purpose of this study was to investigate the effects of a strength training program on this particular age group.

Download this article in Word or PDF.

Pathophysiology/Diagnosis

Multiple Sclerosis is an inflammatory demyelinating disease of the central nervous system. This disease is a "disorder of the brain and spinal cord in which degeneration of the myelin sheath that surrounds the axon occurs, leading to an interruption of nerve impulses." The cause of the disease is unknown, but one theory under intense research is that it is an autoimmune disease, mediated by active T cells that break through the blood-brain barrier and degrade myelin.

Relapsing-remitting multiple sclerosis, the type present in 80 percent of patients, is usually seen in the second or third decade of life with a female to male ratio of 2:1. "Most patients have signs and symptoms for about 15 to 25 years and may stabilize." The other twenty percent have primary progressive multiple sclerosis, which is a gradual degeneration of the central nervous system. The way the disease progresses is highly unpredictable regarding individual patients.

Read the remainder of this article. It is suitable for printing out.

Sites to See: Life Skills
"Life skills" refer to the information and behaviors that enable people to lead healthy, happy, and successful lives. Life skills Web sites include resources on increasing self-esteem, effective communication, responsible citizenship, decision-making, problem solving and peer pressure.

Teens with Learning Disabilities: Finding a Summer Job When 14-year-old Alex came home from school and announced he was going to get a job, we were both pleased and worried. It was gratifying to hear that he wanted to take that big step toward independence, and even earn some money to help pay for his own pricey video games and basketball shoes. But how would he navigate the application and interview process, given his very weak math and reading skills?

Preparing the School for Your Child with Special Needs - Here's your head start for information to send to teachers about your child's special needs. Follow the links to find information regarding specific disabilities, then download the "How to Assemble a Teacher Information" Packet for step-by-step instructions on using these tips and handouts.

Five Ways to Stop School Behavior Problems Even Before They Start - There are all sorts of reasons why children misbehave in school. By the time a student is reacting with violence, it's too late to institute a quick fix. Newspaper articles about children whose behavior problems have turned tragic often talk about missed opportunities and why nobody helped. Here are five ways to start dealing with problems or potential problems early, when there is still time to work with teachers and administrators to make school a tolerable place for your child.

Loneliness among Children with Learning Disabilities - Few things are harder for a parent to witness than a child who tries repeatedly and unsuccessfully to make and keep friends. Research reveals that children with learning disabilities (LD) are more prone to loneliness. This is the first of two articles.

How to Help a Child with Learning Disabilities Who is Lonely - 2nd of two articles. Children with learning disabilities (LD) are more likely to be lonely than kids without LD. A growing body of research shows that many children with LD face considerable challenges in making and keeping friends. Fortunately for parents of children with LD, research studies also offer some guidance about effective approaches to help children cope with or avoid loneliness.

TRACING THE PATH TO INCLUSIVE EDUCATION
A journey through our recent past with applications to the present and future!

by Frank Oquendo, M.Ed., M.S.

Introduction
The purpose of this article is an attempt to follow the complex evolution of inclusion law leading us to "the state of inclusion" where we find ourselves today. The judiciary has played a major role in shaping the course of inclusion law. In some cases reversing previous decisions creating serious questions as to what direction will be taken in the future.

It may be important to first discuss the history of The Education for Handicapped Law Report, (EHLR). The EHLR was first published in 1979. Twelve years later, LRP Publications, changed the name of this biweekly report to reflect the growing sensitivity within the special education community toward the use of person-first language. Consequently, with the first issue of Volume 18 in October 1991, the EHLR officially became the Individuals with Disabilities Education Law Report, (IDELR).

IDELR is an up to date, loose-leaf reporting service designed to meet the needs of the special education community, including attorneys, advocates, administrators, teachers and service providers, by compiling and updating relevant federal statutes and regulations, and combining these with cases, rulings and interpretations.

IDELR includes complete text of Individuals with Disability Education Act, IDEA section 504 implementing regulations, Americans with Disability Act, Family Education Rights and Privacy Act, U.S. Education Department General Administrative Regulations, U.S. Department of Education, and the office for Civil Rights. The IDELR has regular updates to these statues and regulations.

Perhaps more importantly IDELR provides complete text, with concise summaries of rulings and memoranda from Federal and State courts, U.S. Department of Education, Level I and Level II due process hearings, tables of cases referenced by name, issuing authority, case number, date and citation.

Other text include Special Reports issued periodically, providing analysis of current legal topics within the special education community. Last, but certainly not least, is "The Year in Review" providing a selection of important judicial decisions rendered during the preceding calendar year, including summaries of each case and analysis of the most important cases (LPR Publications, 2001).

Read the rest of this article. First scroll down to "Education of the Handicapped Act." This article can be printed out in Word or PDF.

A Question Some Principals are Asking: Should Adapted Physical Education be Taught by Paraprofessionals?

This is our editorial response

By Dr. John Todorovich, UWF, and edited by Christine Stopka, UF

Heavens, NO! Adapted, and regular, physical education must be taught by trained professionals! Perhaps we could have the paraprofessionals teach math, science, and literature, too!

From the research perspective...
There is an old and well established research line that points out that non-specialists in the PE setting do NOT teach as well (and this usually involves trained classroom teachers as the non PE specialists!)

Some examples are:

Block, K. K., and Beckett, K. D. (1990), "Verbal Descriptions of Skill by Specialists and non-specialists" Journal of Teaching in Physical Education, 10, 21-37;

Faucette, N., & Patterson, P. "Comparing teaching behaviors and student activity levels in classes taught by PE specialists versus non-specialists, JTPE;

Faucette, N., McKenzie, T. L., & Patterson, P. (1990), "Descriptive analysis of non-specialist elementary physical education teachers' curricular choices and class organization" Journal of Teaching in Physical Education, 9, 284-293.

From the moral perspective...
Why would children who have disabilities be provided with inferior instruction than children without disabilities?

From the legal perspective...
I am certain, given the moral issue above, that civil rights are being violated - or at least in question. I would love to be a lawyer to take that one on, and if I had a child with disabilities, you bet I would sue over this. Let's face it, for some children with disabilities the most important things they will learn in school they will learn in physical education.

From the intuitive perspective...
Is the principal doing this because PE is not held accountable for teaching at the school? The principal probably needs to be better educated about the purpose of physical education and its importance.

This move on his or her part shows signs of gross incompetence in administrative capabilities because of the demonstration of ignorance toward helping teachers and students meet instructional goals. As a school board member, I would question the principal's ignorance of other instructional areas as well.

In the end, this is an easy one to take on the offensive, but a difficult one to win in the face of NCLB (No Child Left Behind). We do what we do because it is the right thing to do. Keep up the good work!

John R. Todorovich, Ph.D.
University of West Florida
Division of Health, Leisure, and Exercise Science 11000 University Parkway Pensacola, Florida
TEL: (850) 473-7248
FAX: (850) 474-2106
EMAIL: jtodorovich@uwf.edu

KidsCamps.com - Developmental Disability Camps and Programs. Click on a region to locate a camp or modify your camp search by various criteria. This is a good search feature for finding a summer camp close to you.