Inclusive and Special Sports Education (LSPA_201)
About Study Course
Objective
To promote acquisition of such inclusive sports education study experience by future specialists, which promotes the implementation of an inclusive educational environment and prepares specialists for the achievement of individual educational objectives of students with special educational needs.
Prerequisites
Study courses mastered: Educational Psychology for Teachers, Teacher’s Professional Skills, Social-Emotional Learning, Legal Aspects of Pedagogical Process, Management of Educational Institution, Theory of Sport, Innovative Information Communication Technologies and Methods in Sport Pedagogy, Biomechanics and Ergonomics, General and Physical Activity Biochemistry, Business and Accounting, Qualitative Research in Sport and Health Education, Quantitative Research in Sport and Health Education, Nutrition, Pre-School Sport Paedagogy, General and Age-Specific Physiology, Physiology of Physical Activities, Human Anatomy and Dynamic Anatomy, Environmental Health, Health Promoting Physical Activities, Foundations and Methodology of Basketball, Foundations and Methodology of Volleyball, Foundations and Methodology of Football, Foundations and Methodology of Floorball, Foundations and Methodology of Handball, Foundations and Methodology of Badminton and Frisbee, Foundations and Methodology of Skiing, Foundations and Methodology of Track and Field Exercises, Foundations and Methodology of Swimming, Outdoor and Adventure Activities I, II, III, Foundations and Methodology of Self-Defence, Rhythmics and Rhythmic Combinations, History of Sport, Philosophy of Sport, Sport in Multicultural Environment and Olympic Education, Project Development, Health Education and Health Promotion, Psychology of Physical Activities, School Sport Paedagogy, Leading Class Work, Single Player Movement Games and Physical Activities, Sport Medicine, Professional Communication and Terminology I (English, German, Russian), Professional Communication and Terminology II (English, German, Russian), Professional Ethics, Teacher’s Placement I, II, III.
Learning outcomes
To demonstrate knowledge of the principles and strategies for adapting the content of the curriculum and the curriculum and sport-specific knowledge of planning, assessment, implementation, midterm assessment of inclusive sports classes and assessment of the need for modifications to the study process.
3. Understands special educational needs (various functional capacity, mobility, cognitive, social, behavioural, communication needs). Awareness and attitudes of pupils, teachers and other members of the interdisciplinary education team regarding the involvement of pupils with SENs in sports education. Demonstrates comprehensive critical thinking approach to APA in education; setting measurable targets for pupils with SENs; strengths and weaknesses of the school’s sports education curriculum in relation to adapted physical education. To demonstrate comprehensive and sport-specific knowledge of the holistic approach in education for theories in adapted physical activities.
To demonstrate knowledge about cooperation with other specialists implementing PE/APE.
4. Understands cooperation with health care and rehabilitation specialists (for example, physiotherapist, occupational therapist, speech therapist, psychologist).
5. Demonstrates the skills to the suitability of the curriculum for individual needs and abilities. Able to use appropriate assessment methods to determine the pupils’ functional capacity and be able to carry out an assessment for pupils corresponding to their potential and performance. Skills to develop an individual education plan (IEP) for PE.
6. To plan such an adapted physical education (APE) learning experience that promotes individual development. To prepare an individual sports education plan for pupils with special educational needs. To plan the most appropriate communication strategies for pupils with special educational needs. To take responsibility and initiative through study and practical work, individually or in a team. 7. To use the assessment of the suitability for individual needs and abilities. Uses it for effectiveness of the teaching and support strategies. To cooperate with health care and rehabilitation specialists (for example, physiotherapist, occupational therapist, speech therapist, psychologist) in the planning and implementation of IEP for pupils with SENs.
8. To cooperate with parents or guardians of pupils with SENs. To communicate and cooperate with relevant disability organisations in the neighbourhood to find out about cooperation opportunities (e.g. with the Special Olympics, local sports clubs, with non-governmental organisations).
9. Skilfully analyses the results obtained: plans inclusive sports classes to provide appropriate and safe learning methods for all pupils. Plans appropriate behaviour management strategies. Plans learning strategies for motivating students to participate in physical activities, to apply appropriate communication strategies.
10. Uses the suitability principles of teaching strategies according to individual SENs. Uses the support suitability strategy. Establishes professional cooperation to improve the quality of teaching strategies used for students with SENs in a sports class.
Study course planning
| Study programme | Study semester | Program level | Study course category | Lecturers | Schedule |
|---|---|---|---|---|---|
| Health, physical activity and security (sports and health teacher), VMSN | 9 | Bachelor’s | Limited choice | ||
| Health, physical activity and security (sports and health teacher), VMS | 7 | Bachelor’s | Required | ||
| Health, physical activity and security (sports and health teacher), VMSN | 7 | Bachelor’s | Limited choice | ||
| Health, physical activity and security (sports and health teacher), VMSNz | 8 | Bachelor’s | Limited choice | ||
| Health, physical activity and security (sports, health and national defense teacher), VAS | 7 | Bachelor’s | Required | ||
| Health, physical activity and security (sports, health and national defense teacher), VASN | 7 | Bachelor’s | Required | ||
| Health, physical activity and security (sports, health and national defense teacher), VASN | 9 | Bachelor’s | Required | ||
| Health, physical activity and security (sports, health and national defense teacher), VASNz | 8 | Bachelor’s | Required |
| Study programme | Study semester | Program level | Study course category | Lecturers | Schedule |
|---|---|---|---|---|---|
| Health, physical activity and security (sports and health teacher), VMS | 8 | Bachelor’s | Required | ||
| Health, physical activity and security (sports and health teacher), VMSN | 8 | Bachelor’s | Limited choice | ||
| Health, physical activity and security (sports and health teacher), VMSNz | 9 | Bachelor’s | Limited choice | ||
| Health, physical activity and security (sports and health teacher), VMSNz | 7 | Bachelor’s | Limited choice | ||
| Health, physical activity and security (sports, health and national defense teacher), VAS | 8 | Bachelor’s | Required | ||
| Health, physical activity and security (sports, health and national defense teacher), VASN | 8 | Bachelor’s | Required | ||
| Health, physical activity and security (sports, health and national defense teacher), VASNz | 9 | Bachelor’s | Required | ||
| Health, physical activity and security (sports, health and national defense teacher), VASNz | 7 | Bachelor’s | Required |
