Karla's+Technology+Assignment

Kristi Menear and Shannon Smith
 * Article Title: Physical Education for Students with Autism**

Students with autism often get left out of the general physical education (PE) classes. Often times, they are accompanied by a helper or a paraprofessional and left to do their own thing during the general education class. It is important to understand that students with autism have needs during physical education that resemble the needs they have throughout the day. A great way to meet the needs of student with autism is to work with a structured, consistent routine. If there is a student with autism in the PE class, some items of the normal curriculum might have to be changed in order to make a teachable environment for the student with autism.

• //Content Knowledge Question//: Describe what you learned about diagnostic and assessment strategies that fit your target population. (Write a minimum of 50 words for this question.)

-When assessing students with autism, it is important that they are familiar with the equipment, or activity they are being tested on. Students with autism do not work well when they are thrown into situations that are unfamiliar. Often times being in these types of setting can upset them, therefore, it is important to create an environment that they are comfortable in. For example, if the student is being tested on their overhand throwing of a baseball, make sure they have practiced recently and are familiar with the person they are throwing the ball to. If the student is being tested on the use of a piece of equipment, it is advised that the student be tested on the same exact apparatus they had been using that week in class.

• //Pedagogical Knowledge Question//: Describe in what way/s assessment data would determine how you planned your curriculum and lessons for the specific special needs population? (Write a minimum of 50 words for this question.)

-When planning curriculum for students with autism, I would try and choose activities that are not going to be boring for the other students in class if they have to be repeated more times than in a class without students with autism. I would also make sure that I start off every day the same, including assessment days. If the students are running the mile for time, I would start off the class with the same stretches and warm ups that we do everyday, and then lead off into the assessment for the unit. I would also do my best to plan curriculum that diminished extensive periods of waiting. For instance, if the unit was some sort of circuit training, I would make sure that the rest period was no longer that 25 seconds in order to avoid distractions.

URL Link:

http://0-web.ebscohost.com.patris.apu.edu/ehost/pdfviewer/pdfviewer?vid=18&hid=19&sid=7eeec20a-9c91-4625-b8b9-d1770812188a%40sessionmgr110