Running Head: SIGNATURE ASSIGNMENT

Alyssa Frank
Arizona State University
PPE 310: Health Literacy For Schools
Dr. Miller
Signature Assignment
April 11, 2016

Running Head: SIGNATURE ASSIGNMENT

Introduction
Physical Education is often a content area that is stressed as crucial, yet often cut out and
deemed not as important as other subject areas. What does that look like for special needs
students? What are the affects of these cutbacks?
It is often said that physical activity maximizes student learning. If this is so, why do we
often take it away or feel burdened when incorporating into other subject areas? It is also said
that incorporating physical education into a special needs classroom is a difficult endeavor, but
what they fail to tell you is how fundamental it is for special needs students; physically,
emotionally, and socially.
Within this assignment, many of these issues will be addressed. We will discuss what is
being done currently in our education system for special needs students and their inclusion
within physical education. We will also be discussing the advances that need to be made in order
for a positive change to occur. Lastly and most importantly, what can we do to improve the
implementation of physical education in a special needs classroom?
This assignment will be informative, yet motivating. Physical education is crucial to the
growth and development of special needs students.
Literature Review
Collaboration Between Special and Physical Education states that including physical
activity into the special education program supports the development of three critical learning
areas: cognitive, psychomotor, and affective. Many special education teachers have stated that
they feel unable to provide appropriate physical activity to their students due to the lack of
support from administration and the school district. An important statement made says, No
longer can a teacher in a classroom with diverse learners meet all the educational, social, and

Running Head: SIGNATURE ASSIGNMENT

emotional needs of his or her students. It takes collaboration among all professionals in a school
system to educate all students. This means that it takes collaboration amongst staff and district
members in order to achieve meaningful outcomes. Lastly, the journal provides strategies for
incorporating and instructing physical activity amongst special needs students (Klein &
Hollingshead, 2015).
Let the Children Have Their Say is a research article that investigates the opinions
students with special educational needs have on their experiences with Physical Education. After
conducting the study, researchers found six key themes: experiences of PE, experiences of PE
teachers, discrimination by others, feelings of self-doubt, barriers to inclusion, and empowerment
and consultation. Students with special needs stated that they enjoyed physical education when
they were fully included and felt a sense of belonging amongst their peers. However, there were
times where special need students disliked the program. These dislikes usually stemmed from
feelings of social isolation, restrictions, and when their competence was questioned. On the
teachers side of physical education, they often feel unprepared to teach students with special
needs due to a lack of professional training and program development. Key themes such as,
discrimination, self-doubt, barriers and empowerment are serious matters that contribute to a
progressive physical education program (Coates & Vickerman, 2008).
Survey of Best Physical Education Practices for Children with Autistic Behaviors states
that properly implementing physical education programs in special education classroom require
the development and implementation of best practices. The elements of a positive
implementation are teacher behavior, student behavior, feedback and skill analysis, planning,
task structure, classroom content and content development. The article also states that a key
component to aid the learning development for students with special needs is to use

Running Head: SIGNATURE ASSIGNMENT

individualized instruction. It was shown that students with disabilities, autism in particular,
benefit the most from one-on-one instruction and the strategy specifically increases the students
motor skills. There are few necessary strategies noted to best implement physical activity, some
being: devoting your focus on the student-teacher relationship, and minimizing criticisms are
beneficial tactics for teachers to be aware of. Physical education and classroom teachers also
need to identify clear learning goals and objectives, provide strategies for motivation, cultivate
strategies to augment student participation, and provide a lesson summary or closure (Lisboa,
2000).
Effects of Physical Exercise on Autism Spectrum Disorders studies the effects physical
activity has on autistic students specifically. Students with Autism Spectrum Disorder often show
difficulties with social interactions due to a lack of understanding the behaviors of others. One
way physical activity assists students with autism is by the social advantages it provides.
Physical activity is not only physically beneficial for autistic students, but it also affects the
students communication skills, academic engagement, and sensory skills. This research article
specifically digs deeper into the benefits of group-based exercise programs versus individual
intervention. The results of the assignment varied depending on the definition of group. How
many people have to interact to be considered a group (Sowa & Meylenbroek, 2010)?
Integrating Children With Special Needs in Physical Education is an older research
journal that explores the integration of special needs students in physical education classes. It
was concluded that many teachers require further assistance in adapting methods of instruction to
meet the needs of the individual student. The journal goes further into researching strategies to
address these needs amongst physical education teachers. The first strategy is the attitude of the
teachers. It was found that since physical education teachers educate at least six to seven classes,

Running Head: SIGNATURE ASSIGNMENT

each with a different set of students, they may have a more difficult time being informed on each
individual student in comparison to classroom teachers. Overall, it was found that physical
education programs would benefit from smaller student-staff ratios, classroom teacher, parent
and nurse cooperation, and an increase in paraprofessionals. It was also noted that the barriers
identified were: the teachers negative attitudes, large class sizes, parents negative attitudes,
perceived lack of competence, pupils negative attitudes, and insufficient multidisciplinary
cooperation (Heikinaro-Johansson & Sherrill, 1994).
Synthesis of Information
A common theme found amongst the five journals was that an effective program
promoting physical activity for special education students requires collaboration and inclusion.
Almost every journal mentioned that physical education teachers feel uneducated and
overwhelmed. Providing a successful implementation requires staff and parent involvement. The
journal Integrating Children With Special Needs in Physical Education states that physical
education teachers often have six to seven classes filled with students with a variety of different
needs. It is incredibly difficult to modify seven different physical education classes without the
collaboration of the classroom teachers, nurses, and even paraprofessionals (HeikinaroJohansson & Sherrill, 1994).
The journals often mentioned that physical activity should to be conducted with complete
inclusion. The journal, Let the Children Have Their Say found that students with special needs
often liked physical education; however it was when they felt a sense of social isolation and
discrimination that those feelings changed. Students with special needs often dislike P.E. classes
when they are restricted from certain activities and their competence is questioned (Coates &
Vickerman, 2008).

Running Head: SIGNATURE ASSIGNMENT

There were many common themes among the five journals, but there were also some
differences. The differences included the different modifications necessary for different students
of different disabilities. For example, students with autism benefit from the social advantages
physical education offers. Autistic students require clear directions and objectives as well as
value substantial relationships. Physical education teachers need to devote time to creating those
relationships with their students. Along with creating relationships, autistic students work best
when little criticism is given and when doing so it is provided in a constructive, positive manner.
Students with autism flourish through interaction with other students, which supports our claim
of inclusion. At the same time, big groups can be overwhelming. Finding a happy medium
through small groups of mixed students will help autistic students communication skills,
academic engagement, and sensory skills (Sowa & Meylenbroek, 2010).
Practical Implications
In order to increase the level of physical activity within the special education classroom,
a few practical implications will be necessary to implement into Sonoran Trails Middle School.
Some of the many positive improvements that will be made are a Special Stingers Sports Day,
posters displayed around the school campus, and an inclusive physical education program.
Special Stingers Sports Day will be a field day for the special education students
organized and ran by the students of Sonoran Trails Middle School. The schools student
government will organize a day full of fun physical activities designed for students with special
needs. The schools sports programs will each hold a station during the sports day where they will
modify the sport to meet the needs of the participants. Some of the activities will include catch,
using a ball that makes sound to aide visually impaired students, as well as a ball that lights up
for hearing impaired students. There will be balancing activities, hopscotch, beanbag tosses,

Running Head: SIGNATURE ASSIGNMENT

parachute games and much more, each having their own modifications depending on the special
needs student participating (Appendix A). Each special needs student participating will also have
their own student aide with them during the event, along with parents and paraprofessionals. This
student aide is there for sensory support to inform the student of what they are going to be doing,
social support, participation and encouragement and of course safety. Parents will also be
required to attend the event with their child, but it is our hope that the special needs students
interact with other students and that they require parental assistance only when necessary.
Another implication that would be a beneficial addition to the Sonoran Trails campus is
to create an inclusive physical education program (Appendix C). This program would consist of
both regular and special education students. The physical activity that would take place during
this class would meet the needs of all students and have opportunity for off campus travel. All
students would benefit from this type of classroom for various reasons and the class would serve
as an alternative option to the standard physical education class that regular education students
participate in. Regular education students may have to apply to be apart of the program due to a
limited amount of classes and the possible popularity of the class. Since there are limited spaces
available students will be required to write a short essay stating why they would like to be a part
of the program and the attributes they would bring.
Overall, this program would serve as a physical education class where special and regular
education students would be able to interact with one another. The activities would be slightly
different and modified from the standard physical education activities and there would be
numerous opportunities for physical activity field trips.
The last implication that would be valuable to Sonoran Trails would be by creating
awareness and support for the Special Stingers Sports Day and physical education inclusion

Running Head: SIGNATURE ASSIGNMENT

class. At Sonoran Trails Middle School students are encouraged to wear Sonoran Trails spirit
gear on Fridays. By creating a school t-shirt that promotes the school special education programs
would advertise the different programs offered as well as show school diversity and acceptance
(Appendix B). Other ways to promote awareness and support would be by creating posters and
flyers advertising the Special Stingers Sports Day and encouraging students to sign up/apply for
the physical education inclusion program. The students would create the posters to display
around the school, as well as surrounding schools. The brochures could be passed around the
community or in community sanctioned areas.
Conclusion
The implementation of physical activity into a special education classroom is vital for so
many reasons. It seems like an obvious choice but doing so has proven to be a feet. With
different student needs and inexperienced teachers, the proper execution of activity requires
collaboration and inclusion.
With special education classrooms being made up of a variety of different disabilities,
many modifications need to be made to produce successful programs. These modifications need
to be met and addressed by a collaboration of administration. When the physical education
teacher receives the support and assistance from classroom teachers, the school nurse and even
parents, all parties begin to benefit.
There are more benefits then simply the physical end of the activity; there are social
benefits as well. Physical activity and education positively affect the students communication
skills, academic engagement, and sensory skills. However, these advantages are only apparent
when there is a sense of inclusion. If students with special needs feel excluded or that their

Running Head: SIGNATURE ASSIGNMENT

competence is being questioned, there can be serious negative drawbacks to the constructive
activity.
Special Stingers Sports Day will be a beneficial program that will include the entire
student body, as well as the community. Students will construct and participate in the event,
along with extend the invitation to surrounding schools special education programs. This
program is a great opportunity for community engagement and student inclusion.
Lastly, creating a physical education program that includes both regular education
students and special education students will be a great implementation to Sonoran Trails Middle
School and the school district. This opportunity will require staff support, but the benefits are
endless. The special education students are receiving exposure to physical education and student
interaction, and the regular education students are learning modifications, flexibility,
compassion, diversity and other character building personality traits.
Overall when implementing physical activity into a special education classroom, there are
two key components; collaboration and inclusion. The physical education instructor is not the
sole provider for physical activity; it needs to be a collaborative effort amongst the classroom
teachers, administration, and parents. Physical activity also needs to be integrated in an inclusive
manner, where the students feel accepted and comfortable. This required modifications and
communication amongst administration, as well as peer support. The task seems like an obvious
one, wouldnt we all benefit from added physical activity into our lives? It truly can be, if done
so effectively, students with special needs could benefit in an infinite amount of ways.

Running Head: SIGNATURE ASSIGNMENT

Appendix A (Specials Stingers Sports Day)

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Appendix B (T-Shirt Design)

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Appendix C (Poster)

12

Ask for an
applicatio
n at the
front
office!
APPLY
TODAY!

STINGERS INCLUSION
P.E. PROGRAM
FUN FIELD TRIPS.LEADERSHIP.UNITY
Stingers Inclusion P.E. Program is a P.E. class for special and regular
education students. Special education students benefit physically and
socially, while regular education students benefit physically and
mentally. This class offers the opportunity for you to build quality and
beneficial life skills, plus it will look great on your college applications.
You will be able to participate in fun activities and field trips. Students
may apply by completing a 1,000 word essay. Please refer all
questions to the front office.

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13

Work Cited
Coates, J., & Vickerman, P. (2008). Let the children have their say: children with
special educational needs and their experiences of Physical Education a review. Support
For Learning, 23(4), 168-175. doi:10.1111/j.1467-9604.2008.00390.x

Heikinaro-Johansson, P., & Sherrill, C. (1994). Integrating Children With Special

Needs in Physical Education: A School District Assessment Model From Finland.
Adapted Physical Activity Quarterly, 11(1), 44-56.

Klein, E., & Hollingshead, A. (2015). Collaboration Between Special and

Physical Education: The Benefits of a Healthy Lifestyle for All Students. Teaching
Exceptional Children, 47(3), 163-171. doi:10.1177/0040059914558945

Lisboa, F. L. F. (2000). Survey of Best Physical Education Practices for Children

with Autistic Behaviors (Order No. 9962426). Available from ProQuest Dissertations &
Theses Global. (304637088). Retrieved from http://login.ezproxy1.lib.asu.edu/login?
url=http://search.proquest.com/docview/304637088?accountid=4485

Sowa, M., & Meulenbroek, R. (2010). Effects of physical exercise on Autism

Spectrum Disorders: A meta-analysis. Research in Autism Spectrum Disorders, 4(4), 565576.

Criteria with
Professional Standards

5
Exemplary

4
Highly Proficient

3
Proficient

2
Approaching

1
Unsatisfactory

Running Head: SIGNATURE ASSIGNMENT

Referenced
Outline
Outline Turned
In(Already submitted
for points)

Introduction
Introduction to the
topic and overview (In
your purpose
statement also
introduce all
subtopics)
InTASC 1c,k; 5k; 9f;
10h
NAEYC 6b
NETS-T 3a,d; 4a,c
CEC EC2S1; CC7K1;
EC7K1;CC9K4;CC9S
8
Literature Review
Adequacy of
Knowledge
(includes 5 peer
reviewed original
research articles
references)
InTASC 1c,k; 5k; 9f;
10h
NAEYC 6b
NETS-T 3a,d; 4a,c
CEC EC2S1; CC7K1;
EC7K1;CC9K4;CC9S
8

(97 100%)
10 Points
Logical, detailed
outline with at least 5
original peer reviewed
references written in
APA format is
submitted with a
technology choice
selected to embed the
assignment.
5 x 2=10 points
10 Points
Introduction is fully
developed, well
organized, introduces
all topics, created a
plan for the paper and
invites the reader to
read further.

(93 96%)

(83 92%)

Proficient
(73 82%)

(72%
and below)

Brief outline with

at least 5 original
peer reviewed
references written
in APA format is
submitted.

Brief outline with

some references but
not 5 original peer
reviewed references
written in APA
format are submitted.

Brief outline with

one or no references
submitted.

No outline was
submitted.

Introduction is
fully developed
with all topics
introduced.

Introduction is
addressed well,
somewhat organized
and created a plan for
the paper

Introduction is
addressed adequately.

Introduction is
omitted or was
disorganized and did
not create a plan for
the paper.

1. Literature
review addresses
major issues in the
area.
2. Thorough use of
a range of
references to
support key issues.

1. Literature review
may address major
issues, but issues
may not be supported
with expert
knowledge.

1. Literature review
does not address the
major issues in the
area; the level of
support for the issues
is not adequate.

1. Literature review
does not have the
depth of knowledge
appropriate to this
upper level course.

5 x 2=10 points

15 Points
1. Literature review
highlights major issues
in the area.
2. Through use of a
range of references to
support key issues.
3. Description of
important studies
establishes context for
the reader.
4. Includes more than
5 informative
references.
5 x 3=15 points

Synthesis of
Information
Synthesis of
Information (what did
the articles collectively
say about the topic?
Which authors had
similar and different
findings?)
InTASC 1c,k; 5k; 9f;
10h
NAEYC 6b
NETS-T 3a,d; 4a,c
CEC EC2S1; CC7K1;
EC7K1;CC9K4;CC9S
8

14

3. Includes
descriptions of
important studies
to provide context
for the reader.
4. Includes 5 or
more references.

2. Good use of
references, but
additional references
may have
strengthened the
paper.

2. Includes 3
references.

2. Includes less than

2 references.

3. Includes 4
references.

15 Points
1. Studies covering the
same topic synthesize
related research.
2. Described similar or
differing and detailed
themes throughout the
articles
3. Demonstrate
thoroughly how your
research and the data
collected supports
your stance on why
your healthy and

Studies covering
the same topic are
summarized and
integrated
level work.

Information is
presented study-bystudy rather than
summarized by topic.
2. Described similar
or differing themes
throughout the
articles which were
not detailed
3. Somewhat
emonstrated how
your research and the
data collected

The literature review

is a mixed set of
ideas without a
particular focus.

The literature review

does not demonstrate
a particular focus and
lacks ideas based on
the subject chosen.
2. Described similar
or differing themes
throughout the
articles, however
they were not
detailed
3. Did not
demonstrate how

Running Head: SIGNATURE ASSIGNMENT

active school plan is
not only important for
hope and engagement
at your school and in
your community, but
ties to academic
success in your
classroom as well.

supports your stance

on why your healthy
and active school
plan is not only
important for hope
and engagement at
your school and in
your community, but
ties to academic
success in your
classroom as well.

5 x 3=15 points
Practical Implications
and Technology
infusion
Practical Implications
(Discuss how the
findings can or will
later be applied to
your teaching setting)
InTASC 1c,k; 5k; 9f;
10h
NAEYC 6b
NETS-T 3a,d; 4a,c
CEC EC2S1; CC7K1;
EC7K1;CC9K4;CC9S
8

15
your research and the
data collected
supports your stance
on why your healthy
and active school
plan is not only
important for hope
and engagement at
your school and in
your community, but
ties to academic
success in your
classroom as well.

30 Points
1. Practical
implications of your
event details including
your teaching level
and in a particular
setting are discussed
thoroughly. A
minimum of 6 topics
are applied.
2. Contains thorough
discussion on how
each of the 6
program/components
that are in place are
organized, conducted,
and overseen or a
detailed plan about
how each component
can be added.
3. All
programs/components
implemented include
discussion on
modifications for those
with disabilities.
4. Contained a detailed
description of a special
event that promotes a
healthy and active
school environment
5. Contained
discussion on a
specific health
behavior highlighted
by the special event
6. Specific target
grade level was
identified and was
appropriate for
students of that age
7. Contained
discussion on how to
involve the entire
school in the event
8. An approved
technology platform

1. Pratical
implications are
discussed but not
related to a
particular teaching
setting or topic or
certain details are
missing.

1. Pratical
implications are
discussed but not at a
particularly level or
in a particular setting
and many details of
your event are
missing.
2. Contained at least
4-5 components of a
comprehensive
school program;
however, some of the
needed detail is
missing.
3. Contains thorough
discussion on how
most of the
program/component
that are in place are
organized,
conducted, and
overseen or a detailed
plan about how the
components can be
added.
4. Most
programs/component
s implemented
include discussion on
modifications for
those with
disabilities.
5. Contained a
somewhat detailed
description of a
special event that
promotes a healthy
and active school
environment
6. Contained some
discussion on a
specific health
behavior highlighted
by the event
7. Specific target
grade level was
somewhat identified

1. Practical
implications are not
thoroughly discussed
and only a few
details of the event
are present

1. Practical
implications are not
discussed and no
details of the event
are present.
2. Contained 3 or
fewer components of
a comprehensive
school program
3. Contains little
discussion on which
programs/component
s are currently in
place
4. Contains little
discussion on how
each
program/component
is organized,
conducted, and
overseen and little
detail about how the
components can be
added.
5. Few
programs/component
s implemented
include discussion on
modifications for
those with
disabilities.
6. Contained little
detail on a special
event that promotes a
healthy and active
school environment
7. Contained little
discussion on a
specific health
behavior highlighted
by the special event
8. Specific target
grade level was not
identified and/or not
appropriate for
students of that age

Running Head: SIGNATURE ASSIGNMENT

was used to enhance
your signature
assignment

16
and was appropriate
for students of that
age

9. Contained little
discussion on how to
involve the entire
school in the event

8. Contained some
discussion on how to
involve the entire
school in the event

5 x 6=30 points

9. Technology
infusion was not used
as a platform to
enhance your
signature assignment.

9. Technology
infusion was used but
it did not enhance
your signature
assignment
Conclusion
Conclusion
ITASC 1c,k; 5k; 9f;
10h
NAEYC 6b
NETS-T 3a,d; 4a,c
CEC EC2S1; CC7K1;
EC7K1;CC9K4;CC9S
8
Writing and
Referencing Style
First Draft of all
sections submitted
with changes made
integrating instructor
comments from the
outline

10 Points
Major issues support
and establish
conclusions.

The major issues

are summarized
under conclusions.

The conclusions are

not complete.

Provides opinions,
but not a summary of
findings.

No conclusions are
included.

Detailed draft of all

sections of the paper
with appropriate
content, headers,
writing style, a choice
of technology to
embed the assignment
and references in APA
6.0 style.

Detailed draft of
ALL sections with
some errors in
content covered,
headings, writing
style and/or
refernces in APA
6.0 style.

Detailed draft of
MOST sections with
some errors in
content covered,
headings, writing
style and/or refernces
in APA 6.0 style.

Missing sections or
paper has regular
errors across content
covered, headings,
writing style and/or
refernces in APA 6.0
style.

Incomplete (missing
half of the
requirements) or
completely missing
paper.

Integration of
instructor comments
from first draft

All comments from

instructor integrated
into final version. All
were highlighted in
yellow

Most comments
from instructor
integrated into
final version. All
were highlighted
in yellow

Some comments
from instructor
integrated into final
version. Most were
highlighted in yellow

Very few comments

from instructor
integrated into final
version. Most were
highlighted in yellow

No comments from
instructor integrated
into final version.
The changes were not
highlighted

Writing and
referencing style

1. Cover page
included, proper
spelling and grammar,
all references in APA
6.0 style. Paper was
appropriate length (at
least 5 pages)

1. Cover page
included, few
grammatical errors
and misspellings,
all references in
APA 6.0 style.

1. Cover page
included, some
grammatical errors
and misspellings,
some errors in
referencing style APA
6.0.

1. Cover page not

included, many
grammatical errors
and misspellings,
some errors in
referencing style APA
6.0.

1. Cover page not

included, major
grammatical errors
and misspellings,
many errors in
referencing style APA
6.0.

2. Paper was too

short for the topic (34 pages)

2. Paper was too

short for the topic (12 pages)

2. Paper was too

short for the topic (12 pages)

5 x 2=10 points

10 Points

2. The file document

name contains
Lastname.firstname.as
signment#.course#
3. This rubric was
added to the last page
of the document
submitted
4. All sentences are
clear and well
developed
5. Proposals and
events are appropriate
length with standard
margins, font, and size

2. Paper was
appropriate length
(at least 5 pages)

3. The file name

somewhat contains
the
Lastname.firstname.a
ssignment#.course#

3. The file document

name does not
contain the
Lastname.firstname.a
ssignment#.course#

4. This rubric was

added but not at the
end of the document
submitted

4. This rubric was not

added to the
document submitted

5. Most sentences are

clear and well
developed

5. Many sentences
are not clear and
underdeveloped

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of text

17
6. Proposals and
events are mostly
appropriate length
with standard
margins, font, and
size of text

6. Proposals and
events are not of
appropriate length
with larger than
standard margins,
font and size of text