Table Of Content2
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Paul H. Brookes Publishing Co.
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Copyright © 2016 by Paul H. Brookes Publishing Co., Inc.
All rights reserved.
“Paul H. Brookes Publishing Co.” is a registered trademark of Paul H. Brookes Publishing Co., Inc.
Cover images are ©istockphoto/Willard/ponsulak/bmcent1/jarenwicklund/poco_bw/DenKuvaiev/kiki_jimenez.
Purchasers of A Teacher’s Guide to Including Students with Disabilities in General Physical Education, Fourth Edition, are granted permission to
photocopy the blank forms in this book for educational or clinical purposes. None of the materials may be reproduced to generate revenue for
any program or individual. Photocopies may only be made from an original book. Unauthorized use beyond this privilege is prosecutable under
federal law. You will see the copyright protection notice at the bottom of each photocopiable form.
The case studies in this book are fictionalized composites that are based on the authors’ experience and do not represent the lives of specific
individuals, and no implications should be inferred.
Library of Congress Cataloging-in-Publication Data
The Library of Congress has cataloged the print edition as follows:
Block, Martin E., 1958-
A teacher’s guide to adapted physical education: including students with disabilities in sports and recreation, fourth edition / Martin E. Block.
— Fourth edition.
pages cm
Summary: “Thoroughly updated and expanded to be primary text for adapted physical education (APE) courses, this textbook is
the authoritative guide for making physical education inclusion work. Inclusion expert Martin Block and a team of highly respected
contributors provide current foundational information on laws and standards, as well as vital practical information on planning and
implementing instruction, behavioral support strategies, considerations for a wide range of activities and environments and various
settings including community recreation programs, multicultural considerations, and more. The book is filled with concrete, easy-
to-implement, low-cost adaptations; examples that model problems and solutions; a helpful resource list; and guidance on key issues
like safety, behavior problems, group games, and social acceptance. The cutting-edge information makes this an ideal text for
coursework, and several photocopiable forms make it a helpful companion for inservice physical educators planning their classes.
NEW TO THIS EDITION: 9 new chapters detail disability-specific information, expanding the textbook application to APE
courses—More photos and illustrations throughout the book—Alignment to key elements from the NASPE standards for general
PE and the Adapted Physical Education Standards (APENS) for APE—Features for textbook use, such as chapter objectives and
more case studies—For instructors, PowerPoint slides and sample syllabi for using the text in Inclusion in PE or APE classes”—
Provided by publisher.
Includes bibliographical references and index.
ISBN 978-1-59857-669-6 (paperback)—ISBN 978-1-59857-776-1 (pdf ebook)—ISBN 978-1-59857-935-2 (mobi ebook)
1. Physical education for people with disabilities. 2. Mainstreaming in education. I. Title.
GV445.B56 2016
371.9’04486—dc23 2015006836
British Library Cataloguing in Publication data are available from the British Library.
Version 1.0
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Contents
About the Author
About the Downloadable Materials
About the Contributors
Acknowledgments
I Foundations
1 What Is Physical Education?
Steven Elliott, Amanda Stanec, and Martin E. Block
2 What Is Inclusion?
Martin E. Block and Iva Obrusnikova
3 A Team Approach to Inclusion in Physical Education
Martin E. Block, Cathy MacDonald, and John Foley
II Inclusive Practices and Planning
4 Program Planning and Assessment
Martin E. Block and Luke E. Kelly
5 Instructional Modifications
Martin E. Block, Aija Klavina, and Ron Davis
6 Curricular Modifications
Martin E. Block
7 Game and Sport Modifications
Martin E. Block and Ron Davis
III Understanding Specific Needs
8 Intellectual Disabilities
Katie Stanton-Nichols and Martin E. Block
9 Learning Disabilities
Jason Bishop and Martin E. Block
10 Attention-Deficit/Hyperactivity Disorder
Jason Bishop and Martin E. Block
11 Autism Spectrum Disorder
Sean Healy and Martin E. Block
12 Emotional Disturbance
Jason C. Bishop and Martin E. Block
13 Deafness or Hard of Hearing
M. Kathleen Ellis and Lauren J. Lieberman
14 Visual Impairments and Deafblindness
Lauren J. Lieberman and Marla Runyan
15 Physical Disabilities
Luke E. Kelly
16 Other Health Impairments
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Simon Driver and Alicia Dixon-Ibarra
IV Supporting Across Contexts
17 Facilitating Social Acceptance and Inclusion
Martin E. Block, Aija Klavina, and Cathy McKay
18 Making Inclusive Physical Education Safe
Martin E. Block and Mel Horton
19 Positive Behavior Support of Children with Challenging Behaviors
Martin E. Block, Hester Henderson, and Barry Lavay
20 Including Students with Disabilities in Community-Based Recreation
Martin E. Block, Andrea Taliaferro, and Thomas E. Moran
21 Multicultural Education and Diversity Issues
Ana Palla-Kane and Martin E. Block
References
Index
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About the Author
Martin E. Block, Ph.D., is a professor with the Department of Kinesiology in the Curry School of Education
at the University of Virginia. Dr. Block has been the director of the master’s program in adapted physical
education at the University of Virginia since 1993. During that time, he has supervised and graduated more
than 120 master’s students. Prior to returning to college to earn his Ph.D., Dr. Block served as an adapted
physical education specialist in Virginia and Maryland, working with children with severe disabilities and
learning and behavior problems. Dr. Block has been a consultant to Special Olympics, Inc., helping to create
the Motor Activities Training Program, a sports program for athletes with severe disabilities. He has authored
or coauthored 5 books, 20 chapters in books, and more than 75 peer-reviewed articles and has conducted
more than 100 international and national presentations on various topics in adapted physical education. Dr.
Block is the president of the International Federation of Adapted Physical Activity (2015–2019) and has
served as president of the National Consortium for Physical Education and Recreation for Individuals with
Disabilities and as chair of the Adapted Physical Activity Council within the American Alliance for Health,
Physical Education, Recreation, and Dance. He also was named the Virginia College Professor of the Year in
2004 by the Virginia Association of Health, Physical Education, Recreation, and Dance.
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About the Downloadable Materials
Purchasers of this book may download, print, and/or photocopy Figures 3.2, 18.1–3, 19.2–4, 20.2, 20.6, and
the Appendix for Chapter 5 for educational use. These materials are included with the print book and are also
available at www.brookespublishing.com/block/materials.
Also, for instructors, PowerPoints are available to help you teach a course using A Teacher’s Guide to
Adapted Physical Education, Fourth Edition. Please visit www.brookespublishing.com/block to access
customizable PowerPoint presentations for every chapter.
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About the Contributors
Jason C. Bishop, Ph.D., CAPE, is an assistant professor with a joint appointment with the College of
Physical Activity and Sport Sciences and the Davis College of Agriculture, Natural Resources and Design at
West Virginia University in the area of adapted physical activity and health disparities. Dr. Bishop’s research
interests include the motor development of children with attention-deficit/hyperactivity disorder and
increasing physical activity participation of people with disabilities.
Ron Davis, Ph.D., is a professor in the kinesiology department in the area of adapted physical education at
Texas Woman’s University. His research interests focus on performance and training for athletes/individuals
with disabilities.
Alicia Dixon-Ibarra, Ph.D., MPH, is a postdoctoral scholar with the College of Public Health and Human
Sciences at Oregon State University. Her research focuses on improving the health behaviors of individuals
with a disability, including developing and implementing physical activity health promotion programs for
people with disabilities and utilizing her epidemiology degree to analyze national surveillance system data to
describe the health status of people with disabilities.
Simon Driver, Ph.D., is director of rehabilitation research at Baylor Institute for Rehabilitation in Dallas,
Texas. Dr. Driver’s research focuses on improving the health behaviors of individuals with a disability.
Steven Elliott, Ph.D., is an associate professor and the associate director in the School of Health and Applied
Human Sciences at University of North Carolina, Wilmington (UNCW). The recipient of the 2012
Chancellor’s Teaching Excellence Award at UNCW, his research agenda has two major foci: issues
surrounding the inclusion of children with special needs into regular physical education classes and the
application of instructional strategies, models, and theories to enhance student learning and assessment.
M. Kathleen Ellis, Ph.D., is a professor of kinesiology at West Chester University of Pennsylvania. Dr. Ellis
is the director of the Deaf studies program, focusing on deafness-specific areas of research, including the
impact of deafness and cochlear implants on physical activity and fitness.
John Foley, Ph.D., is a professor in the Department of Physical Education at the State University of New
York (SUNY) at Cortland and director of the SUNY Cortland Physical Activity Laboratory. Over the past 25
years, he has worked extensively with individuals with disabilities in various sports, recreation, and fitness
environments. He is an active member of the SUNY Cortland Institute for Disability Studies and focuses his
research on ways to increase physical activity and reduce the sedentary behaviors of individuals with
disabilities. His work has been published in peer-reviewed journals in the fields of public health, exercise
science, and adapted physical activity.
Sean Healy, Ph.D., is an assistant professor of adapted physical education/pedagogy, Department of
Kinesiology and Recreation Administration, Humboldt State University, Arcata, California. His research
focuses on physical education for children with autism and online education programming.
Hester Henderson, Ph.D., is an associate professor with the Department of Exercise and Sport Sciences at
the University of Utah. Her research interests are in the area of behavior management and individuals with
disabilities as well as measuring motor skill performance and fitness of individuals with disabilities and
determining the effectiveness of interventions to improve motor skills and fitness.
Mel Horton, Ed.D., CAPE, is Assistant Dean of Assessment & School/Community Partnerships at Central
Connecticut State University in New Britain, Connecticut. Her research focuses on general and adapted
physical education teacher education.
Aija Klavina, Ph.D., is a professor with the Latvian Academy of Sport Education in the areas of adapted
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physical activity and physiotherapy. Her research focuses on exploring the collaboration and directed learning
strategies (e.g., peer tutoring) to improve interaction behaviors between students with and without disabilities
in inclusive physical education.
Luke E. Kelly, Ph.D., CAPE, is the Virgil S. Ward Professor of Education in the Department of Kinesiology
at the University of Virginia. Dr. Kelly’s research focuses on developing functional physical education
curricula, based on the achievement-based curriculum model, to accommodate the needs of all students and
on developing functional physical and motor skill assessments and training physical educators to competently
use these instruments.
Barry Lavay, Ph.D., is a professor in the kinesiology department and the adapted physical education
coordinator at California State University, Long Beach. Dr. Lavay’s scholarship interests are in the area of
physical education pedagogy for children with disabilities and more specifically applied behavior analysis and
effective instructional practices.
Lauren J. Lieberman, Ph.D., is the Distinguished Service Professor with the Department of Kinesiology,
Sport Studies, and Physical Education at the State University of New York, College at Brockport. She teaches
in the area of adapted physical education. She is the founder and director of Camp Abilities, a sports camp for
children with visual impairments, and conducts her research in the areas of inclusion in physical education and
physical activity for children with sensory impairments.
Cathy MacDonald, Ph.D., is an assistant professor in the Department of Physical Education at the State
University of New York at Cortland. Dr. MacDonald’s research has addressed evidence-based practices in
physical education and the promotion of self-determination for individuals with a disability.
Cathy McKay, Ed.D., CAPE, is on the faculty in the Department of Kinesiology at James Madison
University, Harrisonburg, Virginia. Dr. McKay’s research focuses on Paralympic Sport education, relational
leadership and values-based leadership, and changing attitudes and perceptions toward inclusion through
contact.
Thomas E. Moran, Ph.D., CAPE, is an associate professor of the physical health education teacher education
program within the Department of Kinesiology at James Madison University in Harrisonburg, Virginia. He is
founder and project director of Overcoming Barriers and executive director of Empowerment3—Center for
Physical Activity & Wellness for Underserved Youth.
Iva Obrusnikova, Ph.D., is an associate professor with the Department of Behavioral Health and Nutrition at
the University of Delaware. She is the director and founder of the Delaware Center on Health and Disability.
Her research focuses on exploring different instructional strategies to promote physical activity and the
inclusion of children with developmental disabilities in general physical activity settings.
Ana Palla-Kane, Ph.D., is a faculty member in the Department of Kinesiology at the University of Maryland.
She works in the area of adapted physical activity and in the development of strategies that increase the
accessibility of adapted physical activity programs for individuals with disabilities. She has studied the impact
of diversity in the delivery of quality physical education and physical education teachers’ perceptions and
attitudes toward teaching students with disabilities. She is interested in studying pregnancy in women with
disabilities, especially aspects of prenatal care related to accessibility and participation in physical activity prior
to and during pregnancy.
Marla Runyan is a teacher of students with visual impairments at Perkins School for the Blind in Watertown,
Massachusetts. She is one of only a handful of athletes who has competed in both the Olympics and
Paralympics. She won multiple gold medals at the Paralympics, and she was a two-time Olympian, finishing
eighth in the 1,500-meter in the 2000 Sydney Olympics, making Marla the first legally blind athlete to
compete in the Olympics.
Amanda Stanec, Ph.D., is founder and owner of Move Live Learn. Amanda’s research focuses on social
justices issues in sports and physical activity. In her work, Amanda takes a comprehensive approach to
supporting physical and health literacy for all.
Katie Stanton-Nichols, Ph.D., is an associate professor and director of the Motor Activity and Ability Fitness
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