KIN 360 Observation Project

1. KIN 360Observation Project Karen Schappert, Eloisa Rodrigueze,jon Lanter, jay McGowen, Steve priest, & Colton Leake

2. Champaign Centennial High School • Who – The students are eligible for participation by staff recommendation or IEP placement only. The majority of students enrolled in this physical education class are autistic. There are a few with down syndrome as well. • What – The class goals are to overall make the students feel comfortable in a gym setting and participate regularly in physical education. The normal lessons included kickball, soccer, and field hockey. The students not participating the normal activity are allowed to walk around the gym wearing pedometers. Overall all the students interact well with each other and are very encouraging.

3. Champaign CentennialHigh School • Where - There are 20 students in the class, 1 teacher, and 5 aids. The class takes place in a normal gym setting during the same period of 2 other physical education classes. Only major modifications during the lessons observed were the use of soft balls rather than a normal soccer ball. • When – The class period is 50 minutes, which is the longest adapted physical education class period observed.

4. Champaign Centennial High school • How – The students began to make progress after each lesson. They enjoyed being active in the gym and participating in physical activities. The instructor has been teaching adapted physical education class for 12 years and he said this was one of his most well behaved classes. Teacher: Justin T. Barnhart barnhaju@champaignschools.org\ Phone: (217) 351- 3951

5. Edison Middle School Who • The students in the special physical education class at Edison Middle School consisted of students with down syndrome, autism, and some with milder degrees of mental retardation. • There were no students recovering from injuries but there was one student limited to her wheel chair due to her condition.

6. Edison Middle School Environment • The class takes place in the north gym of the school which includes a basketball court in the gym, leaving plenty of room for activities and lessons. • The equipment that was available included everything: basketballs, volleyballs, Frisbees, soccer balls, and even scooters. • There were foam balls in many sizes to account for students who were not ready to use a full size ball. • The one thing they used that all of the students loved was an overly large blow-up ball that would roll around the room; which I have never seen used with a non adapted physical education class before with my experience.

7. Edison Middle School Time • There was an allotted time of 40 minutes Monday through Friday for the adapted physical education class. • Despite the fact that they get to have class everyday, the teacher inferred that their physical education class was the first one to get replaced or trumped by an event or necessary reason to remove a student from class.

8. Edison Middle School Activities • The activities that took place were a range of games from kickball to volleyball to riding around on the scooters, just simply staying active. • The amount of time that they spend on individual and team activities varies due to necessary adaptations needed each day.

9. Edison Middle School Adaptations • The biggest obstacle that the teacher felt was not being able to avoid certain outbreaks of students or uncomfortable situations they may experience on a day to day basis. • There was also one aid that had the responsibility to watch over one student specifically but still, an adaptation necessary for her IEP.

10. Edison Middle School Teacher: Kay Wells wellskay@champaignschools.org Phone: (217) 351-3771

11. Mahomet-Seymour Junior High School • Resources Room (Room 133) • Place for students with learning disabilities to learn basic essentials of living and self care • Feed Self, Basic Grooming, Dressing, Cooking, Counting, Social Skills, Speech, Academic Goals • OT-PT Room • 3 school therapists for students • Provide equipment to allow students to get out of wheelchairs and walkers to allow walking • Fine Motor Control, Large Motor Control, Hand-Eye Coordination • Bought by school with donations and state funding • Students interact with disabled students • Bulldog Buddies (7th and 8th Grade Students) • Screened, interviewed, and trained mentors

12. Mahomet-Seymour Junior High School • Observed Classes-504 • ADHD • Asthma • Learning Disabilities • Observed Classes-IDEA • Downs Syndrome • Fluctuating Hearing Loss • Hearing Loss • Autism • Learning Disabilities • Orthopedic Impairment • Wheelchair confined

13. Mahomet-Seymour Junior High School • Class 1 10/14/11-2:37 – 3:188th Grade • Aerobics • Injured Students: Lighter Weights, One Arm Lifts • Class 2 10/17/11-10:26 – 11:046th Grade • Free Day • “Austin”-Autism played by self • Class 3 10/21/11-2:37 – 3:188th Grade • 1 Mile Run Walk (as hard as you can “comfortably”) • Asthma - inhalers with them • Rheumatoid Arthritis in ankles – run and walk if need to • “Ashley”-Scoliosis – back brace to attempt to prevent surgery (20 hrs in 4 hrs out)- walk 3 laps • “Weak” knees – knee braces • Class 4 10/24/11-10:26 – 11:046th Grade • Roller Skating • “Robert”-Anxiety, Bipolar, Schizophrenic – skate with an aid with entire class • Less Experience – skate in inner circle • Adaptations: rails along walls, aids, carpet for inexperienced, push cone for stability, Chairs for Rest

14. Mahomet-Seymour Junior High School • Class 5 10/24/11-2:37 – 3:188th Grade • Skating • “Ashley”-Scoliosis-Back Brace • Adaptations: rails along walls, aids, carpet for inexperienced, push cone for stability, Chairs for Rest • Girl with Arthritis – switch skates and rest • Class 6 10/31/11-10:26 – 11:046th Grade • Monday – Omnikin-Quad Volleyball • Nets divide gym into 4 courts with 4 teams (start with 20 pts) • Ball hit on your court = -1 point • Rules: As many hits as it takes to get ball over net w/o carrying, NO THRWOING • “Andrew” – Downs Syndrome- full participation with help of aide • Adaptations: lower nets, smaller nets, more balls=more participation, strategies (gender specific balls, no back-to-back hits) • Class 7 10/31/11-2:37 – 3:188th Grade • Monday-Omnikin Quad Volleyball • Girl in Wheelchair (misses most class for therapy) – wheeled around with full participation • Class 8 11/7/11-2:37 – 3:188th Grade • Friday – Omnikin-Quad Volleyball • Enforced Adaptations: Touch once in a row, two hit ball over with two hands

15. Mahomet-Seymour Junior High School • IEP Goals • Normal participation when applicable (some games too rough for some students) • Biggest Development Concern • Getting students into games that allow them to participate at the same level as their peers • Impressions • School and teacher do good job of integrating students into P.E. when applicable for certain students • Student progression in ability once familiar with a game was noticed (Omnikin ball), otherwise students very well behaved, developed, minimal improvement seen

16. Mahomet-Seymour Junior High School • Class Length • Everyday • 38 or 39 minutes (varies from period to period) • Teacher Reaction • Wishes for longer periods but understands the restrictions do to school day length • Likes goal development and does everything she can while students are actually with her to assist in progress

17. Mahomet-Seymour Junior High School Causes for students in adapted P.E. Hours Observed 4th Hour 6th Grade Adapted P.E. Student: Downs Syndrome Cognitive/Motor Disability Autism Anxiety Behavioral Disorder 10th Hour 8th Grade Adapted P.E. Student: ADHD Hearing Loss Learning Disability Emotional Disability • Fluctuation Hearing Loss • Diabetes • Learning Disabilities • Down Syndrome • Cognitive/Motor Disability • Autism • Anxiety • Behavioral Disorder • Emotional Disorder • Immune Thrombocytopenia Purpa (ITP) • Causes platelets to drop to dangerously low levels and excessive bleeding with injury • Play by self to avoid ANY contact • ADHD • Hearing Loss • General Injuries or Illness

18. Mahomet-Seymour Junior High School Teacher: Stacey Buzicky sbuzicky@ms.k12.il.us Phone: 217-586-1714 or 217-530-2972

19. Jefferson Middle SCHOOL • The Students • Class Size: 5 Students • 3/5 of class: children with autism • 1 student mild down syndrome • 1 student multiple disabilities • All students would fall under IDEA • Wide range of physical and social abilities

20. Jefferson Middle School • The Class Period • Begins with warm up laps, walking or jogging • Student-led stretch routines. • Main Activity • Cool down laps • Total Time: 30 minutes • Setting: Main gymnasium

21. Jefferson Middle School • Goals of Adapted Program • Get students active • Improve motor skills • Build social skills such as teamwork

22. Jefferson Middle School • Units Observed • Volleyball • Modified Dodge ball

23. Jefferson Middle School Unit Details/ Modifications Volleyball • Worked on bumping, serving, setting • Modifications: Beach balls, larger softer volleyballs, lower nets, assistance from Aides • Math inclusion (addition)

24. Jefferson Middle School Unit Details/ Modifications Dodge ball • Worked on rolling, jumping and landing, throwing, dodging • Modifications: No eliminations or teams • Focus on honesty

25. Jefferson Middle School Ranges of Abilities Social • Ranged from non vocal to very personable • Non vocal student had a personal aide and hand held communication device, but would sing along to songs Physical • Ranged from close to normal skill set for age level to low range of motion and flexibility with need for assistance

26. Jefferson Middle School • Overall Impressions • Students excited to be in class • Impressed with how students interacted with each other and teachers/aides • Students abilities in Volleyball improved greatly • On good days students led stretches with little help • Non-vocal student rarely participated in activities

27. JEFFERSON MIDDLE SCHOOL Teacher: Lindsey Conner walshli@champaignschools.org Phone: (217) 351 - 3884

28. University of Illinois- Urbana ChampaignWheelchair Basketball • Types of Disabilities – The athletes have several types of disabilities. One of the male athletes is a below the knee amputee and another has cerebral palsy. The majority of the other athletes are quadriplegics due to both spinal cord injuries or congenital illnesses. • Overall Impressions – Incredible athletes who exhibit both skill and intelligence. The athletes can shoot, pass, and defend.

29. University of Illinois – Urbana Champaign Wheelchair Basketball • Participation – Since the athletes were training for a tournament, we did not participate within practice. • Instruction – Coaches use both group instruction and individual instruction. They provide positive reinforcement in both general and specific feedback. The coaches are very general in terms of effort, but utilize specific feedback when referring to form on shooting or wheelchair use. • Setting – The athletes practice at the ARC in gym 1. The athletes use basketball chairs that vary in height depending on the position (forwards had taller chairs).

30. University of Illinois – Urbana ChampaignWheelchair Basketball • Workouts – The athletes have 2 hour long practices 4 days a week with individual practices after the team practice. The individual practices last for an hour. • Performance – The athletes vary in terms of mastery but all of the athletes are impressive. One of the male athletes is a Paraolympian. So he appears to be the best athlete on the floor, but both teams have athletes that seemingly do not miss shots.

31. University of Illinois – Urbana ChampaignWheelchair Basketball Head Coach: Michael Frogley Michael.frogley@gmail.com www.illinoizwheelchairathletics.com

32. UNIVERSITY OF ILLINOIS – URBANA CHAMPAIGNWHEELCHAIR RACING TEAM • Who – The athletes observed in DRES are elite racers. They were 3 female Paraolympians. The athletes were intense, determined, and physically fit. They performed during practice to the best of their ability and showed a great deal of athleticism.

33. University of Illinois –Urbana Champaign Wheelchair Racing Team • What – Each athlete has their own chair that was strapped into a treadmill type machine. It was interesting to see how fast they could move and how the activity simulated running on a treadmill. The athletes are built with a strong core and a strong upper body. They performed the “sprinting” activity circuit for around an hour before lifting. The coach outlined a circuit for the athletes to follow, and provided tips throughout the practice. There was also an assistant coach who primarily kept time for each circuit activity.

34. University of Illinois – Urbana ChampaignWheelchair racing team • Where – The facility is located in DRES. There is two rooms that are used during the practice; the rolling room and the lifting room. Most of the equipment in the lifting room is designed to strengthen the upper body. In the roller room, there are 6 treadmill like machines. Each machine is kept in place with straps. There are 3 wheels on the racing chairs. • When – The athletes participated in a 2 hour rigorous work out.

35. University of Illinois –Urbana ChampaignWheelchair Racing Team • The student athletes are very impressive. The are hard working determined individuals. Each athlete has made many accomplishments and I am sure will continue to perform highly representing the University. Head Coach: Adam Bleakney bleakney@illinois.edu

36. INTERVIEW WITH AMANDA KING • Classification:  1.0 • Hometown:  Arvada, CO • Year in school:  Sophomore • Major:  Music Education

37. INTERVIEW Background My disability is congenital. I was born with a birth defect which affected 4 of my vertebrae (T11 to L2). This blocked my spinal cord, causing paralysis.

38. Interview Early experiences with sports • My experience with physical activity when I was younger was great. I tried out different sports and learned how to swim and ski at a young age. In my school my PE program was very good. I loved all of the different sports that I tried, although I didn't like to compete in all of the different sports competitively.

39. Interview Current sport • I was introduced to wheelchair basketball when I was in 8th grade, but I didn't start playing until I was in 9th grade. I wanted to try it because I enjoyed sports, and I wanted to try and play a team sport competitively. I found that I really enjoyed the sport.

40. Interview Impact • Sports have done many things for me. They have helped me learn more about other disabilities, and even more about my own. I have been able to make friendships with a lot more people, and I have had great opportunities arise from being able to play sports. I was able to travel to many different places, and now I am here in Illinois attending school.

41. Interview Recommendations • I would recommend wheelchair athletics to a younger person. Sports have done so many things for me in life. I have made great friends, learned a lot of things, and I have had so many opportunities in my life because of sports. And playing them is so much fun.