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Knowledge Competence Skills Framework PDF Print E-mail

EUSAPA COMPETENCE SKILL KNOWLEDGE FRAMEWORK – ADAPTED PHYSICAL EDUCATION

 COMPETENCES

Performance requirements

 SKILLS

The skills the individual needs to learn to do this

 KNOWLEDGE

The knowledge the individual needs to learn to do this

Assess the needs (current level of performance) of students with special educational needs (SEN)

Range (School age children, Various SEN)

  • Select appropriate assessments fitting the students profile
  • Administer assessment
  • Write the report
  • Special education needs (different functional abilities, motor, cognitive, social, behavioural, communication)
  • Variety of assessments approaches (holistic, norm reference, criterion based etc)
  • Variety of assessments (Movement ABC etc)
  • Relevant regulations on report writing and dissemination

Adapt school curriculum in physical education (PE) to meet the individual needs of all students with SEN

Range (School age children, Various SEN)

  • Analyse current PE curriculum in relation to students needs
  • Adapt curriculum
  • Current curriculum (school district/national)
  • Curriculum development principles
  • Curriculum adaptation principles and strategies

Plan developmentally appropriate learning experiences in adapted physical education (APE)[i]

Range (School age children, Various SEN)

  • Ability to develop Individual education plan (IEP)[ii] in PE
  • Ability to plan inclusive PE lesson to ensure appropriate and safe learning for all students
  • Ability to plan appropriate behavioural management strategies
  • Ability to plan motivation strategies for students to participate
  • Plan appropriate communication strategies

 

 

  • Relevant regulations on IEP development
  • Philosophy, purpose and aims of IEP
  • Strategies for development of an IEP (e.g. multidisciplinary team)
  • Concept of the least restrictive environment and continuum of support in physical education
  • Health and safety issues in relation to inclusive PE (e.g. contraindications)
  • Causes and consequences of behavioural problems
  • Behaviour management and modification techniques
  • Motivation strategies
  • Communication strategies (interpreter, communication boards etc)

Prepare teaching environment before arrival of student with SEN

Range (School age children, Various SEN)

  • Ability to prepare human environments (assistant personnel e.g., teacher assistants, peer tutor, students without disabilities and school staff) 
  • Ability to prepare the physical environment (facilities, equipment, temporal)
  • Knowledge of peer tutor/para-educator programmes
  • School structures and functions
  • Attitudinal theories and disability awareness
  • Adaptation theory and practical application in relation to equipment etc.
  • Physical access issues

Adapt teaching in order to meet the needs of ALL students in PE

Range (School age children, Various SEN)

 

 

  • Ability to use appropriate instructional strategies (e.g., physical/verbal cues, prompts, feedback, einforcement).

Ability to adapt the following:

  • the rules of games
  • physical setting
  • equipment

 

  • Ability to use task analysis for desirable skill
    • Instructional strategies
    • Adaptation strategies
    • Adapted games, rules, teaching styles
    • Task analysis

 

 

 

Manage students’ behaviour to assure the most appropriate and safe learning for ALL students in PE.

Range (School age children, Various SEN)

  • Ability to provide positive/negative reinforcement of desirable/undesirable students’ behaviours where appropriate
  • Ability to observe and keep records related to behavioural management plan.
  • Ability to counsel/ guide students towards adopting more appropriate behaviours – choice
  • Identify and understand the causes of behavioural problems
  • Appropriate behavioural management strategies and theories (e.g., positive and negative reinforcement, self -actualisation, self- empowerment, Hellison model etc.)

Communicate with students with SEN to ensure their understanding and maximum participation. Range (School age children, Various SEN)

  • Ability to use appropriate alternative and augmentative communication tools

 

 

  • Appropriate communication strategies for students with SEN (e.g. Braille, sign language, augmentative and other communication tools)

 

Evaluate learning progress of student with SEN in relation to his/her IEP goals.

Range (School age children, Various SEN)

  • Ability to use appropriate assessment methods to measure students’ progress
  • Ability to grade the student according to his/her potential and progress.
    • Differing methods of assessment
    • Individualised holistic approach for evaluating student’s progress

Evaluate the suitability of the curriculum adaptations to students with SEN. Range (School age children, Various SEN)

  • Ability to assess appropriateness of curriculum to individual needs and abilities
    • National PE standards
    • Curriculum adaptation strategies

 

Evaluate the effectiveness of applied teaching strategies

  • Ability to evaluate effectiveness of applied teaching and support strategies.  

 

  • Methods and tools to assess teaching and support strategies (e.g., peer tutor programme, use of behaviour plan, adaptations to environment, rules, task etc.)  

 

Collaborate with various relevant professionals. Paraprofessionals[iii], APE specialists, coaches, sport instructors, administration of sport organisations for persons with disabilities.

  • Ability to collaborate with other specialists providing PE/APE
  • Ability to collaborate with health and rehabilitation professionals (e.g., physiotherapist, occupational therapist, speech therapist, psychologists)
  • Ability to collaborate with sport organisations, relevant professional organisations for persons with disabilities
  • The role of relevant professionals and their approaches in relation to APE
  • Nature of cooperation and communication with support staff
  • Team working
  • Disability sport organisations for potential cooperation (e.g., local sports clubs)

 

Collaborate with other advocates of students with SEN. Parents/ guardians (legally responsible), government and non-governmental organisations

  • Ability to collaborate with parents/guardians of students with SEN
  • Ability to collaborate with Non-

Governmental and governmental organisations (e.g., in children rights)

 

  • Roles and rights of parents guardians (legally responsible)
  • Nature of cooperation and communication with support parents guardians (legally responsible)
  • Team working
  • Rules and roles of relevant organisations

 

Improve professional skills and knowledge. APE/PE teachers

  • Ability to identify needs for professional development in the area of APE
  • Ability to engage in continuing professional development activities (e.g. reading professional publications; attending conferences (workshops, seminars) to learn about new trends in APE
  • Ability to share your experiences with other APE teachers (e.g. learn about the examples of best practices)
  • Ability to self-evaluate
    • Appropriate professional development opportunities
    • Sources of information (e.g. in-service training, associations, organisations etc.)
  • Tools for self evaluation in relation to the ability to implement PE/APE (e.g. video recording and analysis of sessions, written reports etc.)

 

Advocate for the needs and rights of students with special educational needs.

APE/PE teachers

  • Ability to advocate for equal provision of PE for all students
  • Ability to advocate for the rights of students with SEN for participation in PE/APE (e.g., support services, adapted equipment)
  • Legislation and relevant national and international policies
  • Disability services, APA and disability sports structures
  • Educational structures and services
  • Advocacy approaches (leverage, literature etc)

[i] Adapted physical education (APE) -

[ii] Individual education plan (IEP) -

[iii] Paraprofessionals -

 

 

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