Current Course Title & Author:
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Introduction to Adapted Physical Education, Dr. Leah
Holland Fiorentino, |
Topic Focus of Activity:
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Identify Accessibility for Differently-abled Individuals |
Student Learning Objectives:
Ý |
National Standard Connections:
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NASPE/NCATE ñ 2.1; 3.2 |
Description of Idea:
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After the lectures on accessibility issues for the physically challenged, students are assigned the following task: Take a walk around the college campus and take note of facility entrances, curb cuts, dangerous surfaces, etc. Make arrangements to schedule the use of a wheelchair and a digital video camera and return to the campus sites that you thought might be good examples of ìExcellentî and ìPoorî accessibility.Ý On the taping day, test the video camera to be sure you have it set correctly to collect footage. Bring along an extra video tape and a battery. Be sure to pick up the wheelchair early so you and your partner can practice and get to the buildings you need to tape at while the sunlight conditions are good.Ý You can sign out a departmental digital video camera or use your own equipment, but remember that the cameras must be able to connect to the MAC computers so you can use the iMovie software.Ý You will need a minimum of 30 minutes of footage to successfully complete this project so keep the camera running as long as possible. Use the play back feature on the video camera to be sure you collected correct footage before you leave.Ý If for some reason you need more footage, collect it before you leave the school site on that day. Ý Once you return home, review the video tape on a large screen once through to see "what you really captured" on tape. On the second run through with your footage, identify your interactions in the following situations: a. Excellent access site b. Poor access site c. Excellent ground surface access points d. Poor ground surface access points e. Additional challenges that were encountered You are now going to create a project to share with the
class that demonstrates your ability to analyze the accessibility issues that
confront physically challenged students on campus relative to the content
covered in class lectures and related readings. Connect your video camera to
the MAC computer and launch the iMovie
software. Follow the directions from the technology instruction manual.
Organize the clips to follow the list above.Ý
If there are several examples of each item, then group all the similar
items together (i.e. excellent access sites together, poor access sites together,
etc); set a title slide to start off each new item. Each file should
contain 2.5-3 minutes of professional interactions.Ý Within each file, segments should span
15-20 seconds ONLY.Ý A title slide
should introduce each new professional interaction, and a voice over should
be provided to explain why this episode was chosen.Ý Save the project and submit it on-time. |
Assessment Technique:
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Students are assessed on the quality of the submitted DV file with attention given to appropriate identification of the strengths and weaknesses of campus accessibility for physically challenged students on campus and the accompanying assessment of those examples with the appropriate voice over rationale for that identification. |
Approximate time required:
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Student time out of class includes, (in addition to planning) approximately 30 of video capture at the assigned pre-school site; 30 minute initial review of footage; 45 minute second review of footage and identification of the required items; 45 minutes of iMovie creation. In-class time for project review is determined by class size, each file is 3 minutes long and small group discussion should last 5 minutes per project. Plan for a final summary of projects before dismissing class. |