Overview

Principles and Methods of Adapted Physical Education, 13th Edition With HKPropel Access, continues its legacy as an evidence-based resource for undergraduate- and graduate-level students training to work with individuals with disabilities in a physical education setting. The content and strategies presented help educators dive deeply into how to build a successful program for the teaching of adapted physical education. This edition incorporates the Adapted Physical Education National Standards and addresses contemporary issues confronted by teachers today: Culturally responsive teaching strategies to help educators build learning environments where all students feel a sense of belonging Social-emotional learning and trauma-sensitive teaching, in alignment with the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework Technology use in adapted physical education to assist in daily planning, teaching, and assessment strategies Positive behavioral interventions and supports within an adapted physical education context Authored by experienced adapted physical education practitioners and teacher trainers, Principles and Methods of Adapted Physical Education emphasizes understanding teaching methods and applying those methods when teaching students with disabilities. Practical instruction is offered for completing comprehensive evaluations, developing individualized education programs (IEPs), facilitating least restrictive learning environments, incorporating universal design for learning, understanding legal requirements, understanding safety considerations for specific disabilities, and determining core elements of a successful adapted physical education program. After establishing the methodology for teaching, chapters are devoted to specific populations, including those with intellectual and developmental disabilities, autism spectrum disorder, specific learning disabilities, emotional disturbance, physically disabling conditions, deafness and hard of hearing, and visual impairments, including deafblindness. To further support student learning, related online materials include video clips of teachers and students in action to demonstrate how activities work in real adapted physical education settings. Also included are reproducible forms from the book, which can be used for online courses or in a flipped learning format, as well as audio lectures that review key concepts from each chapter of the book. Principles and Methods of Adapted Physical Education, 13th Edition, is the premier resource for anyone teaching in an adapted physical education setting or planning to do so. Note: A code for accessing HKPropel is included with this ebook.

Full Product Details

Author:   Kristi Roth ,  Melissa Bittner ,  Elizabeth Foster ,  Jean Pyfer
Publisher:   Human Kinetics Publishers
Imprint:   Human Kinetics
Edition:   13th Edition
ISBN:  

9781718221291

ISBN 10:   1718221290
Pages:   408
Publication Date:   13 October 2025
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Paperback
Publisher's Status:   Active
Availability:   Available To Order  
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Table of Contents

Chapter 1. Introduction to Adapted Physical Education Definition of Physical Education in Special Education Law Benefits of Physical Education for Learners With Disabilities Legal Rights of Students With Disabilities Oversight of Adapted Physical Education Components of a Quality Adapted Physical Education Program Adapted Physical Education Efficacy and Advocacy Summary Chapter 2. Determining Educational Needs Through Evaluation Purposes of Evaluation Legal Mandates for Evaluation and Assessment The Evaluation Process in Adapted Physical Education Types of Assessments Matching Type of Assessment to Purpose The Evaluation Process Ongoing Assessment and Grading of Students With Disabilities Summary Chapter 3. Developing the Individualized Education Program Professional Personnel Who May Be Involved in the Individualized Education Program Process Components of the Individualized Education Program Participants in the Individualized Education Program Team Meeting Agenda for the Individualized Education Program Meeting Encouraging and Maximizing Parent Participation in the Individualized Education Program Process Encouraging and Maximizing Student Participation in the Individualized Education Program Process Ongoing Requirements for the Individualized Education Program Summary Chapter 4. Teaching to Meet Learners’ Needs Ages and Stages: Understanding Typical and Atypical Development Levels of Motor Function Instructional Approaches to Skill Development Summary Chapter 5. Facilitating Universally Designed, Culturally Responsive, and Least Restrictive Environments The Least Restrictive Environment and Inclusive Education Preparing for the Least Restrictive Environment: A Proactive Approach Universal Design for Learning Strategies for Creating a Least Restrictive Environment for Learners With Disabilities Culturally Responsive Learning Environments Working Document for the Individualized Education Program Committee: The Least Restrictive Environment in Physical Education and Assessment of Inclusion Summary Chapter 6. Enhancing Student Behavior Defining Problem Behavior Positive Behavioral Interventions and Supports Trauma-Sensitive Teaching in Adapted Physical Education Summary Chapter 7. Teaching With Technology Current Research Assistive Technology Assessment Instruction Equipment Communication Administrative Tasks Behavior Management and Classroom Structure Summary Chapter 8. Transition Planning Transition Defined Framework for Transition Planning Community Sport and Recreation Summary Chapter 9. Infants, Toddlers, and Preschoolers Movement Phases Ages and Stages: Understanding Typical and Atypical Development Stages of Play Developmentally Appropriate Assessment of Infants, Toddlers, and Preschoolers Early Intervention Programs: Birth to 3 Years Individualized Family Service Plan Strategies for Teaching Infants, Toddlers, and Preschoolers Preschool Programs: Ages 3 to 5 Years Play for Children With Severe Disabilities Responsibilities of the Adapted Physical Education Teacher Social-Emotional Learning for Infants, Toddlers, and Preschoolers Summary Chapter 10. Intellectual and Developmental Disabilities Definition Incidence Causes Characteristics of Individuals With Intellectual Disabilities The Physical Education Program Teaching Strategies Students With Severe and Profound Intellectual Disabilities Summary Chapter 11. Autism Spectrum Disorder Incidence Causes Characteristics of Students With Autism Spectrum Disorder The Physical Education Program Summary Chapter 12. Specific Learning Disabilities Definition Causes Characteristics of Students With Specific Learning Disabilities The Physical Education Program Summary Chapter 13. Emotional Disturbance Definitions Incidence Continuum and Context of Behaviors Types of Mental Health Conditions Causes of Emotional Disturbance Characteristics of Students With Emotional Disturbance The Physical Education Program Evaluation and Assessment Teaching Strategies Curriculum Summary Chapter 14. Physically Disabling Conditions Definition and Scope Neurological Disorders Orthopedic Disabilities Traumatic Injuries Evaluating Students With Physical Disabilities Social-Emotional Needs of Students With Physical Disabilities Summary Chapter 15. Deafness and Hard of Hearing Educational Philosophies for Working With Students With Hearing Loss Deaf Community and Culture Definition Incidence Identifying Hearing Loss Levels of Hearing Loss Onset of Hearing Loss Anatomy of the Ear Causes and Types of Hearing Loss Characteristics of Students With Hearing Loss The Physical Education Program Placement Curriculum Design Teaching Strategies Summary Chapter 16. Visual Impairments, Blindness, and Deafblindness Definition of Visual Impairment Incidence of Visual Impairment Preventing Vision Loss Causes of Vision Loss Characteristics of Students With Vision Loss The Physical Education Program Deafblindness Summary Chapter 17. Other Health Impairments Asthma Attention-Deficit/Hyperactivity Disorder Cystic Fibrosis Diabetes Dwarfism Sickle Cell Disease Speech and Language Disorders Summary Chapter 18. Students With Significant Support Needs Definition Characteristics of Students With Significant Support Needs The Physical Education Program Teaching Strategies Summary

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Author Information

Kristi Roth, PhD, CAPE, is a professor in the School of Education at the University of Wisconsin (UW) at Stevens Point. She spent 10 years as a general and adapted physical education teacher in the preK-12 environment prior to moving into higher education. She has served in a combination of administrative and teaching roles at UW since 2004. She currently teaches graduate courses in resilience and self-care, equity in education, social justice, research methods, trauma-sensitive classrooms, and issues and trends in education, as well as undergraduate courses in adapted physical education. She was the lead developer of a certificate in trauma and resilience. She has written numerous publications and presentations focusing on technology and teaching students with severe disabilities. She holds the CAPE (certified adapted physical educator) credential. Melissa Bittner, PhD, CAPE, is an associate professor in the department of kinesiology at California State University, Long Beach. She is the coordinator of the adapted physical education program and of the graduate program for curriculum and instruction in physical education. Her primary responsibility is to prepare university students to teach physical education to individuals with disabilities. She directs several on-campus service learning programs designed to offer positive physical education experiences to young people with disabilities. Dr. Bittner serves on the board for the National Consortium for Physical Education for Individuals with Disabilities (NCPEID), California Association for Health, Physical Education, Recreation, and Dance (CAHPERD), and State Council on Adapted Physical Education (SCAPE). Her primary scholarly interests are evidence-based teaching practices for autistic youth and adapted physical education assessment. She has given many scholarly presentations and workshops at the international, national, and state levels. Elizabeth Foster, PhD, CAPE, is an associate professor of adapted physical activity and adapted physical education (APA/APE) at West Chester University. She is the APA/APE program coordinator, graduate coordinator of the APE graduate certificate program, program coordinator for health and physical education majors, and director of the adapted physical activity minor. Dr. Foster was named the 2012 APE Teacher of the Year by the Pennsylvania State Association for Health, Physical Education, Recreation, and Dance. She is a member of the Pennsylvania Deaf-Blind Advisory Committee, is a special advisor for the Pennsylvania Partnership for the Deafblind, and is the research chair for the National Consortium for Physical Education for Individuals With Disabilities. She is also certified in English as a secondary language. In addition, Foster has been involved with various adapted sport organizations and disability organizations promoting physical activities, fitness, adapted sports, and aquatics for all individuals with disabilities. Jean Pyfer, PNP, CAPE, is an emeritus faculty professor of Texas Woman's University and retired dean. She earned her bachelor's degree in physical education and biology from Bradley University, her master's degree in physical education from Indiana University (IU), and her doctorate in physical education and educational psychology from IU. Her professional specializations include adapted physical education, movement assessment, programming to alleviate sensory motor development delays, and motor development during growth. Lauriece Zittel, PhD, CAPE, is a professor of adapted physical activity in the kinesiology and physical education department of Northern Illinois University. Her research interests include early childhood physical activity and movement skill assessment, curriculum design, and instruction for children with disabilities and those at risk for developmental delay. She earned her doctoral degree in movement studies in disability from Oregon State University, her MSEd degree in physical education from the University of Maine, and her BS degree in physical education from Valparaiso University.

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