Download Developmental Frame of Reference (Bottom Up)

Curriculum Planning and Evaluation
Guided by Attitude Change
Chapter 5
Planning: The First PAP-TE-CA
Service
• Adapted physical education instructor
– Plan and implement services in a school district
• School district
– Combined home-school-community entity
• School district planning
– Shared decision making about the philosophy,
principles, policies, and practices that guide decisions
of schools and the use of resources to meet educational
needs
Purpose, Goals, and Objectives
• Purpose - overall aim or intention
– Adapted PE - changing psychomotor behaviors,
facilitating self-actualization
• Goals - broad, global statements that are
long range
– Guide development of IEPs
– Goals are broken down into objectives
Purpose, Goals, and Objectives
• Objectives - short term
• Three Parts
– Conditions
– Behavior to be developed or changed
– Success criterion
• Tools or vehicles for accomplishing goals
Goal Area Organizing Centers
• Frames of reference, themes, or emphases
that provide focus for programming
• Value of all the goals in plan, and resolve
differences concerning importance of each
goal
• Goals met in a variety of settings both
inside and outside of school
Functional, Developmental, and
Interactive Organizing Centers
• Frame of reference helps facilitate teamwork
and organize efforts
• Individualize and adapt instruction using all
frames of reference
– Functional
– Developmental
– Interactional
Functional Frame of Reference
(Top Down)
• Roles and functions needed for success
• Assessment determines performance of
functions
• Mastery of task or activity
• Generally used with adolescents or adults
with severe disability
• Pedagogy is typically behavior management
• Age appropriateness
Developmental Frame of
Reference (Bottom Up)
• Abilities for age and developmental
sequences
• Assessment determines performance of
abilities relative to norms
• Learning age-related skills, knowledge,
strategies
• Generally used with infants, toddlers, and
young children
• Pedagogy of various kinds are used
Interactional Frame of Reference
(Ecological)
• Combination of functional and developmental
perspectives
• Keeping special education students in inclusive
settings
• Awareness of ecosystem and interacting variables
• Move back and forth between functional and
developmental
• Ecological perspective
Placement vs. Services
Organizing Centers
• Least restrictive environment approach
• Inclusive approach
• Deemphasize placement and focus on
services
• Service delivery systems versus placements
Least Restrictive Environment
Philosophy
• Use of the IEP process to place students in
their LRE for each content area
– Match individual abilities and appropriate
services so that students derive educational
benefits
– Preserve as much freedom as possible
• Must be a continuum of placements
• General education with supports
Inclusive Philosophy
• All children in general education
• Removal of students from general education
– Justified only after instruction with use of
supplementary aids and services is documented
as not providing sufficient benefits
One Adapted Physical Educator
in Every School District
• Adapted physical educator to provide
support to general physical educator
• Funding from both special education and
general education budgets
• Assist all students with special psychomotor
needs
• Consultation or direct service
Support Services
• Supplementary aids and services
• Extra personnel - aides, adapted physical
education specialists, and others
• Equipment
• Not automatically provided
A Continuum of Placement and
Services
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Full-time in general PE, traditional
Full-time in support services, mainstream
or Full-time in entry-level specially
designed mainstream
Part-time in separate adapted PE,
beginning of integration in general PE
Full-time in separate adapted PE
Homebound
Variables Affecting Placement
and Services
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Class size
Teaching styles
Competence level of general education students
Content orientation
Content to be taught
Use of community resources and role models
Teacher attitudes and preparation
Overall program quality
Class Size
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Thirty students or less
Larger difficult to individualize and adapt
Limited space
Optimal size for small-group interaction
and skill practice is 2 to 6 students
• Negotiate class size depending on disability
Teaching Styles: Traditional and
Inclusive
• Traditional
– All students achieve a standard criterion or
minimal competency level and practice the
same activity or participate in the same game
• Inclusive
– Multiple performance standards and personal
best and practice skills at a variety of levels of
their own choosing
Competence Level of General
Education Students
• How close is performance to the class mean
on a variety of components
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Skills
Knowledge
Strategies
Behaviors
Content Orientation
• Competition
• Cooperation
• Individual achievement
Content to Be Taught
• Elementary physical education
– Emphasis on teaching basic skills, rules,
strategies, minimum fitness levels
• Secondary physical education
– Emphasis on teaching regulation sports
– Assumes basic skills, rules, and strategies have
been mastered
– Some units may not be appropriate
Use of Community Resources and
Role Models
• Parallel instruction in sports specific to
disability
• Learn individual sports
• Employ athletes with disabilities to teach
• Transportation to community facilities
• Facilitate transition to community activities
Teacher Attitudes and
Preparation
• Essential component for success of students
• Availability of support services
• Pre-service and in-service preparation
• Promote humanistic learning for students with
disabilities
Overall Program Quality:
Summary
• Program quality affects planning,
assessment, and placement
• Evaluation of student placement
• Available information on general physical
education program to make appropriate
decisions
Service Delivery for General
Education Students
• Law does not protect overweight, unfit, or
clumsy children
• Not eligible for help under IEP-based
special education models
• Assessment-placement process for general
education students
• May qualify under Section 504
Selecting Goals and Writing
Objectives
• School curriculum guides list objectives that
are age appropriate for certain grades
• Achievable over several weeks
• Addition of conditions to further
individualize objectives for students with
disabilities
Selecting Curricular Models
• Packaged curricular models
• Most include both assessment and
instructional components
• Create a curricular model
– Combination of existing models and original
ideas from personal experience
I CAN and ABC Models
• Janet Wessel & Luke Kelly
• Principles that underlie successful teaching
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Individualize instruction
Create social leisure competence
Associate all learnings
Narrow the gap between theory and practice
• Diagnostic-prescriptive system
Data-Based Gymnasium
• John Dunn & associates
• Prescriptive physical activity program
• Source of behavior management and task
analysis in adapted physical education
• Criterion-referenced assessment
• Clip-board approach
• Forward and backward chaining emphasized
Body Skills: A Motor Development
Curriculum for Children
• Judy Werder & Robert Bruininks
• Used with the BOTMP
• Based on data from the Motor Skills
Inventory
• Developmental sequences are presented
pictorially
• Thirty-one motor skills for ages 2 to 12
Special Olympics Sports Skills
Program
• Special Olympics International
• Sports skills guides for a variety of sports
• Applicable for persons with and without
disabilities
• Includes long-term goals, short-term
objectives, criterion-referenced assessment
checklists, and detailed task analyses
Moving to Inclusion
• National initiative developed in Canada
• Contains nine books - introduction and one
each on eight disability conditions
• Four principles
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Activities modified and individualized
Expectations realistic yet challenging
Assistance provided minimally
Dignity of risk and availability of choices
You Stay Active
• AAHPERD and Cooper Institute
• Comprehensive recognition program
– Physical Best
– FITNESSGRAM
• Materials for teaching and reinforcing
lifetime physical activity
• Recognition for regular participation
Using, Creating, and Evaluating
Curricular Models
• Determine whether to use the whole model
or parts
• Use model to stimulate creativity and
initiative
• Collaboratively developed programs
generally work better than adopted
programs
Planning Instruction for the Year
• Calculating instructional time
– Determine available time for the semester
• Planning use of time
– Determine how many objectives can be
achieved within the available time
– Determine how many objectives to select from
each goal area
Planning Instruction for the Year
• Developing semester plans
– Arrange objectives into instruction units and
determine beginning and ending date for units
– Difficult objectives require more time
• Other decision making
– Space
– Equipment
– Resources
Link Between Planning and
Evaluation
• Evaluation protocols - criteria to be used to
evaluate each aspect of the program
• Utilize both formative and summative
processes
– Effectiveness
– Efficiency
– Affectiveness
• Discrepancy evaluation model
Link Between Planning and
Professional Philosophy
• Planning is guided by philosophy of
individuals and groups
• Well-developed philosophy guides actions
• Philosophy comes from knowledge and
experience
• Philosophies often have theoretical basis
Self-Actualization Theory of
Maslow
• Self-actualization
– Individual’s self-fulfillment of her or his potentialities
– Inner drive to become all that one can be
• Hierarchy of needs
• Deficiency needs should be addressed in a
particular order
• Safety includes psychological security
• Emphasis on the social basis of learning
Self-Concept Theory of Rogers
• Application of self-actualization theory to
teaching, counseling, and rehabilitation
• Ideal self and a real or actual self
• Come to know ourselves through experiences,
including feedback from others
• Defense mechanisms - distortion and denial
• Self-concept should be central in planning and
implementing service delivery
• Physical educators need counseling skills
Personal Meaning Theory of
Wright
• Personal meaning of a disability is of central
importance
• Personal meaning in relation to the activities to be
taught
• Personal meaning of fun
• Measuring importance of sports and physical
appearance
• Personalize instruction by caring about personal
meaning
Social Cognitive Theory of
Bandura
• Associated with behavior management
• Role that cognition and the total social
environment play in response teaching and
learning
• Cognition between the stimulus and the
response
Social Cognitive Theory of
Bandura
• Self-efficacy theory
– Perceived self-efficacy
– Efficacy expectation is a good predictor of actual
performance
– Determinants of an efficacy expectation
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Personal mastery experiences
Vicarious learning by watching, listening
Verbal persuasion
Cognitive controlling of anxiety and fear
Social Cognitive Theory of
Bandura
• Self-determination theory
– High degree of perceived personal control over
life’s events contributes to intrinsic motivation,
goal achievement, and psychological well-being
– Perceived collective efficacy
– Understand the exercise of control
– Enhance perceived and actual control
Perceived Control or Locus of
Control Theory of Rotter
• Perception of the connection or lack of connection
between one’s actions and their consequences
• Internal to external continuum
• Internal LOC - events in one’s life are dependent
upon ability and effort
• External LOC - events in life are a result of
chance, fate, luck, or controls imposed by others
• Stress independence, personal control, and
responsibility
Perceived Control or Locus of
Control Theory of Rotter
• Learned helplessness
– Nothing person does seems to help condition
– Associated with repeated failure despite best efforts
– Results in lack of motivation
• Motivation - forces that focus behaviors, start and
stop them, and determine frequency and duration
• Types of motivation
– Intrinsic motivation
– Extrinsic motivation
– Amotivation
Achievement Goal Theory
• Ego orientations - set goals that emphasize the “I”
in comparison with others
– Achieve best in a performance climate
• Task orientations - set goal in relation to
overcoming barriers, completing specific tasks,
and achieving personal best
– Perform best in a mastery climate
• Mastery climates result in higher perceived
competence for children with movement
difficulties
Other Psychosocial Theories
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Competence motivation theory
Personal investment theory
Teacher expectancy theory
Attribution theory
• Connection to attitude theories
Facilitating Attitude Change
• Development of positive attitudes toward
teaching students with and without
disabilities in the same setting
• Attitudes are social constructions
• Attitude - enduring sets of evaluative
beliefs, charged with feelings and emotions,
that predispose a person to certain kinds of
behaviors
Attitude-Behavior Link
• Process of facilitating positive attitudes is
complex
• Valid measures can be used as predictors of
teachers’ behaviors
• Provide information about who needs inservice training and staff development
• Level of readiness for employment
Reasoned Action and Planned
Behavior Theories
• Attitude measurement theories
• Guide the development and testing of
selected components believed essential in
the attitude-behavior link
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Belief systems
Attitudes
Intention
Behavior or action
Components of the AttitudeBehavior Link
• Identification of behavior to be changed
• Break targeted behavior into parts
– Action, context, target, time
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Intervention
Beliefs
Attitudes
Intentions
Using Contact Theory to Promote
Inclusion
• Guides philosophy and practices for
increasing acceptance, appreciation, and
inclusion of others perceived as different
from oneself
• Understanding friendships, social behaviors,
and inclusive and exclusive practices
• Guides the examination of prejudices,
stereotypes, discrimination, and oppression
Contact Conditions Associated With
Favorable Attitudes Towards Inclusion
• Parties involved must share equal status
• Community must support and sanction
inclusion
• Individuals must be in pursuit of common
objectives
• Association must be deep, genuine, and
intimate