1-Principles+of+Special+Education+in+Teaching+Physical+Education%2C+Recreation%2C+Music%2C+Arts%2C+Health+%26+Safety.pdf

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1. SNED8
Adapted Physical
Education and Recreation,
Music and Health

2. COURSE DESCRIPTION
•This course shall deal with movement education, adapted
physical education, art education, music education, and
health / safety educationfor learners with additional
needs.
•The course will relay the essential role of these disciplines
in facilitating optimal learning and development to
learners with special needs. Furthermore, the course will
demonstrate how these disciplines can be appropriately
utilized by teachers in their teaching-learning environment
to maximize the learning experiences of their diverse
students.

3. MODULES:
•Principles of Teaching Physical Education, Recreation, Music, Arts,
Health & Safety for Diverse Learners
•Movement Education for Students with Special Needs
•Games and Physical Activities for Students with Special Needs
•Music Education for Students with Special Needs
•Musical Activities for Students with Special Needs
•Art Education for Students with Special Needs
•Art Activities for Students with Special Needs
•Health & Safety Education for Students with Special Needs
•Activities & Strategies for Health & Safety for Students with Special
Needs

4. MODULE 1:
Principles of Teaching Physical Education,
Recreation, Music, Arts, Health & Safety for Diverse
Learners

5. LEARNING OBJECTIVE:
•Discuss the basic principles and purpose of
teaching Physical Education, Recreation,
Music, Arts and Health & Safety as it applies to
diverse learners

6. WHAT DO THESE DISCIPLINES
MEAN TO YOU?

7. 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5
DANCE
SPORTS
GAMES
SINGING
MUSICAL INS
SKETCHING
PAINTING
CRAFTS
SKILL INVENTORY
Series 2

8. PHYSICAL EDUCATION,
RECREATION AND SPECIAL
EDUCATION

9. PHYSICAL EDUCATION
•Includes the development of:
1.Physical and motor fitness
2.Fundamental motor skills and
patterns
3.Skills in aquatics, dance, and
individual & group games and
sports

10. Each child with disability is to
participate in physical education
with children without disabilities to
the maximum extent possible.

11. There are significant and long-
term benefits of a quality physical
education program for learners
with disabilities.

12. •The development of equilibrium, sensory discrimination and
integration and sensorimotor function
•The development of locomotor and non-locomotor skills
•The development of object-control skills
•The development of play, leisure, recreation and sport
•The development of physical fitness skills for maintenance of
activities of daily living and health/wellness

13. •The development of movement skills and vocational skills necessary for
independent functional living
•The prevention and management of chronic health conditions
•The prevention of secondary disabling conditions

14. REVIEW: SPECIAL EDUCATION
Precise definition from federal law:
Special Education” means specially designed instruction, at no
costto parents, to meet the unique needs of a child with a
disability, including:
•Instruction conducted in the classroom, in the home, in hospitals
and institutions and in other settings; and
•Instruction in physical education

15. ADAPTED PHYSICAL
EDUCATION
•A direct special education service to be provided to all qualifying
children
•A carefully designed, modified physical
education instructional program to accommodate a
learner with disability, based on a comprehensive assessment, to give
the learner the skills necessary for a lifetime of rich leisure,
recreation, and sports experiences to enhance physical fitness &
wellness.

16. THE ROLES OF THE ADAPTED
PHYSICAL EDUCATOR
•The person responsible for developing an appropriate
individualized physical education program for
individuals with disabilities
•A direct service provider, NOT related service provider

18. MUSIC AND SPECIAL
EDUCATION

19. MUSIC
•Music is an art of sound and rhythm
which serves to explain human
emotions and thoughts.
•Along with the use of music as an
education field for individuals with
special needs (music education), is
the therapeutic side of music as an
indisputable fact.

20. MUSIC AND SPECIAL EDUCATION
•Music as a field of education-MUSIC
EDUCATION
•Music as a means of education-education
through music
•Using music as treatment: MUSIC THERAPY

21. Using music as a field of
education-MUSIC EDUCATION
•Enhancing musical knowledge and skills of
individuals is aimed.
•(1) ear-training studies (such as listening and perceiving differences in sounds)
•(2) rhythm studies (such as repeating different rhythm patterns)
•(3) singing studies (such as proper use of breath and voice)
•(4) creative movement and dance studies (such as moving in harmony with the music or according to the music,
etc.)
•(5) musical story studies (such as voicing a story with music)
•(6) literacy of music (such as writing and reading notes, making bona)
•(7) musical play studies (such as holding and playing his/her instrument properly, etc.)
•(8) musical creativity and improvisation studies (such as producing a music piece with his/her instrument or
voice).

22. Using music as a means of education-
education through music
•It is used to support developmental areas other than
musical development
•During Singing Songs activities, through songs:
•developing skills and grasping concepts
•improving skills of language use

23. Using music as treatment:
MUSIC THERAPY
•It consists of using music therapeutically to address physical,
psychological, cognitive and/or social functioning.
•Music therapy can be used to address many of the goals targeted
in the Individualized Education Program (IEP) such as the learning
of academic concepts, increasing cooperation and appropriate
social behavior, providing avenues for communication, increasing
self-esteem and self confidence, improving motor responses and
agility, and encouraging exploration and examination of issues
that impact the life of the student.

24. SAMPLE
ACTIVITIES

25. •“Question-answer" musical games
•Singing with actions
•Imitative interactions on musical instruments
•Sing songs that have segments which require
the child to respond
•Group singing
•Singing of the Alphabet song

26. •Many disabilities in which music has been proven to
be helpful are the following:
•Autism, cerebral palsy, childhood apraxia of
speech, learning disabilities, asthma, depression,
ADHD and anxiety

27. CONNECTIONS BETWEEN MUSIC
AND EDUCATION
•MUSIC HAS BEEN PROVEN
TO HELP STUDENTS WITH
SPECIAL NEEDS TO:
•Behave appropriately
•Interact with others
•Relax the muscles
•Provide a distraction from pain,
anxiety and discomfort

28. CONNECTIONS BETWEEN MUSIC
AND EDUCATION
•THERE HAS BEEN
CONNECTIONS FOUND BY
VARIOUS RESEARCH IN
THE FOLLOWING AREAS:
•Singing and speech
•Rhythm and motor skills
•Lyric memorization and
memorizing academic material
•Listening and increased focus

29. THE ARTS AND SPECIAL
EDUCATION

30. WHY IS ARTS EDUCATION IMPORTANT
FOR 21ST-CENTURY LEARNING?
1. Creativity:
•having the ability to think imaginatively and bring
fresh ideas. Art education allows students to express
themselves and think outside of the box.
2. Collaboration:
•by working collaboratively on a project, students
learn to communicate more effectively, compromise
when necessary, and work hard even if their role
may seem small.

31. WHY IS ARTS EDUCATION IMPORTANT
FOR 21ST-CENTURY LEARNING?
3. Confidence:
•The arts create a safe space for students to explore
their talents and build their confidence.
•The sense of pride gained through a finished product
encourages the students to keep trying and striving to
accomplish more.
4. Cultural Awareness & Empathy:
•The arts provide a unique platform to discuss many
different cultures, socioeconomic levels, and current
events.
•By learning about other people, children are able to
develop their ability for empathy.

32. WHY IS ARTS EDUCATION IMPORTANT
FOR 21ST-CENTURY LEARNING?
5. Critical Thinking:
•When students are making a work of art,
the process includes conceptual and
interpretational thinking that helps build
their critical thinking skills including
observation, reasoning, and problem-
solving.

33. •Art activities can be a
valuable learning experience
for many children with
special needs, but the art
activities given in a child care
setting may need to be
modified or adapted so that
all children may participate in
them.

34. HEALTH AND SPECIAL
EDUCATION

35. •It is critical that all children with disabilities engage in healthy
eating and regular, adequate physical activity.
•These children, as much or more, than other students must learn
what about the steps to leading a healthy lifestyle, often within the
context of the abilities and limitations of their
respective conditions.

36. •Unfortunately, children and youth with special needs
are often overlooked or systematically
excluded when school physical activities are
planned and implemented.

37. INCLUSION TIPS FOR
HEALTH ACTIVITIES

38. Medical: Includes asthma, diabetes, cancer, heart
disease or other chronic illness
•Possible Physical Activity Limitations:
•may tire easily
•have low strength and endurance
•may have special dietary needs and take medications that
must be monitored carefully

39. Medical: Includes asthma, diabetes, cancer, heart
disease or other chronic illness
•Inclusion Tips:
•Limit the duration and intensity (time, distance or repetitions) of
participation.
•Give frequent rests.
•Let them wear heart rate monitors to measure the level of
exercise.

40. Sensory – Communication: Blindness, deafness,
speech problems, autism, traumatic brain injuries,
ADHD, dyspraxia
•Possible Physical Activity Limitations:
•physical mobility impairments
•coordination difficulties
•limited flexibility
•limitations in the ability to gather information or provide feedback
•medication may affect energy levels

41. Sensory – Communication: Blindness, deafness,
speech problems, autism, traumatic brain injuries,
ADHD, dyspraxia
•Inclusion Tips:
•identify supports for communicating through auditory and tactile
means
•repetition, demonstrations, and physical assistance
•additional time and limited directions at a time