Category: Adapted PE

Physical education and health education classes should be designed to benefit all children regardless of their abilities. Writers share information within the Adapted category about different types of disabilities and how teachers can create learning experiences appropriate for all learning levels.

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Exploring the -isms: Tips and Techniques to Use When Teaching about Racism and Sexism

Introduction

Teaching is both a skill and an art form. Creating an environment that supports student exploration and growth can be a daunting endeavor especially when the topics of conversation are challenging. Creating a safe space where people feel comfortable to share their perspectives on sensitive issues is difficult. In the classes I teach, I often focus conversations regarding the impact of –ism’s – i.e. racism, sexism, classism, etc. – on thoughts and actions. It’s often challenging to facilitate open and honest discussions on subjects like these not only because the topics are sensitive to address, but because students are hesitant to share personal perspectives for fear of offending classmates.

Often my students will say things like, “Dr. Van Mullem….Why do we have to talk about this stuff? These things (i.e. racism, sexism, classism, etc.) are no longer a problem.” Many people are uncomfortable with exploring societal –isms because the -isms, in fact still are a problem. Society continues to battle prejudice every day.

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Drug Abuse Among People with Disabilities

Not infrequently, people with disabilities receive some form of medication prescribed by their physician with the intent being to assuage pain. This is a natural route for a person with a disability, seeing as they more likely than not will experience some form of pain (be it physical, mental, or emotional) on a regular basis. However, an issue arises when the drugs that an individual takes become abused.

The adverse effects of drug abuse produce countless consequences for those who abuse them, disabled or not. As such, research has been conducted that attempts to determine the background behind abuse as well as factors that play some type of role. When disabled youth become the focus of this discussion, a new realm of possible outcomes arises. How are the social relationships of disabled children and their peers affected? How do parents and teachers deal with situations stemming from differences among students? What is the role of a health educator or exercise therapist in this population?

This particular paper will discuss drug abuse among people with disabilities. In a more general sense, it will discuss disabilities of individuals in the adolescent stage of life. Results of research will show the examination of the characteristics of drug abuse and its prevalence in both the overall population and the youth cohort. It will place a scope on drug abuse in these disabled populations and briefly mention preventive measures. Furthermore, this paper will expose the recurring fact that there is limited research in and around this topic. As such, the conclusion will attempt to explain what can be done in response, and why changes should be implemented. Throughout the paper, exercise therapy techniques will be mentioned and validated.

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Marketing Physical Education

Think about your favorite restaurant. What is it about that particular restaurant that makes it your favorite? Chances are it is the combination of quality products, good service, and a great atmosphere that keeps you coming back for more. If any one of these three areas were below standard would you return? You’d probably think twice before recommending the restaurant to your friends.

Now think about your physical education program. Your students may or may not have a choice whether or not to frequent your classroom, but if you are trying to promote your program, then satisfying customers should be your first order of business.

First, take a look at your product. Do you have a quality physical education program that has a variety of skills on the menu? Although students often seem to prefer to play certain games, remember that they only know what they have experienced. Varying your content and using a variety of strategies, technology and also differentiating the instruction will keep students from getting bored and will motivate them to move with purpose. Furthermore, students who find your classes intellectually as well as physically challenging will be more likely to talk about, “What they did in PE today,” to their parents.

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Promote Physical Education By Making Connections

As a public school physical educator do you ever feel that you are the “best kept secret” around? Because what you do and what you offer children is so vitally important, do you find it hard to believe that no one really knows, or understands what you are really all about? Do you sometimes think to yourself, “If only they knew!”

Well, what are you waiting for? Why not let others know the importance of your physical education program? In fact if you want others to support your program and appreciate your teaching it’s vital to make time to become a PE promoter. But here’s the key: you need to do it in the context of how you fit into what others are trying to do, whether they be kids, staff, parents, or school board members.

Too often, physical education is viewed as simply a scheduled break in a classroom teacher’s day. Of course this is not the case everywhere. Thankfully there are people who understand the importance of PE and respect its place in the school’s curriculum. If you are already a part of one such building or district, congratulations! Your hard work promoting your program has been successful. Keep up the good work! Hopefully, this article will give you more ideas you can use to continue your PE promotion efforts.

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