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Reviews of Books, Software, and Multimedia |
The purpose of this text is to provide an updated version of the third edition, with an emphasis on new legislative definitions of special education terms, new advances in assistive technologies, and current research developments. This fourth edition is edited by Joseph P Winnick and has 19 contributing authors with have impressive credentials. A variety of specialties are represented in this group, including involvement in the Special Olympics, Paralympics, adapted aquatics, visual/hearing impairment programs, childhood fitness, and exercise therapy. None of the authors is a physical therapist.
The book is divided into 4 parts. Part I introduces the reader to general concepts and principles of adapted physical education and sport (APES). There are several specific features worth highlighting in Part 1. For instance, chapter 4 introduces the reader to tests and measurements, including the Brockport Physical Fitness Test. The author of this chapter gives the basic information regarding not only reliability and validity but also how to acquire the tools (publisher, address, and Web site, if available). Chapter 5 has a great example of a full individualized exercise program (IEP) developed for a student. Each of the 8 components required for an IEP by the Individuals with Disabilities Education Act (IDEA) is discussed thoroughly, which enhances the reader’s understanding of the procedure for developing an IEP. Chapter 6 looks at behavioral management approaches and strategies to help design a behavioral intervention plan for children with behavioral issues. Chapter 7 gives examples of educational strategies for use in the adapted physical education curriculum. This information is also valuable to the educator, in general, including the physical therapist who is educating clients about exercise programs.
Part II, "Individuals With Unique Needs," includes 10 chapters discussing the various special categories in accordance with IDEA: intellectual disorders (chapter 8); behavioral disabilities (chapter 9); pervasive developmental disorders (chapter 10); specific learning disabilities (chapter 11); visual impairments (chapter 12); deafness and deaf-blindness (chapter 13); cerebral palsy, traumatic brain injury, and stroke (chapter 14); amputations, dwarfism, and "les autres" (chapter 15); spinal cord disabilities, including spinal column deviations (chapter 16); and "other health-impaired students" (chapters 17 and 18). Each of these chapters includes information on the nature of the disorder, physical and motor characteristics, and implications for the adapted physical education instructor.
Part III, "Developmental Considerations," focuses on early childhood development and services for those with developmental disabilities: motor development (chapter 19), perceptual-motor development (chapter 20), infant and toddlers (0-3 years of age) (chapter 21), and early childhood adapted physical education (3-9 years of age) (chapter 22).
The activities covered in part IV, titled "Activities for Individuals With Unique Needs," include: physical fitness; rhythmic movement and dance; aquatics; team sports; individual, dual, and adventure sports; winter sports; and the enhancement of wheelchair sport performance. These chapters identify skills needed, modifications, and variations associated with the activities presented. Specific sport organizations for individuals with disabilities are also mentioned.
Each chapter begins with a real-life case scenario and questions for the reader to ponder while reading the chapter. The text within each chapter refers back to the initial scenario for clarification of a specific concept. At the end of most of the chapters, an application example is given, using a consistent format and organization of "setting," "child," "issue," and "application." One of the best features is the presentation of written, audiovisual, and electronic resources related to the concepts of each chapter.
The appendixes include a very short form of definitions associated with IDEA; a resource listing of various adapted physical education and sport addresses; a brief description of the test items included in the Brockport Physical Fitness Test (most test items are demonstrated on the DVD that accompanies the textbook); and a rating scale for adapted physical education programs for the purpose of improving those services.
Discrepancies are evident in a few of the chapters. For instance, in the chapter on spinal cord disabilities, the author states: "Orthotic devices are prescribed by physicians and fitted by occupational therapists, who also instruct users in wearing and caring for the devices." The figure to which it refers includes drawings of hip-knee-ankle-foot orthoses (HKAFOs), knee-ankle-foot orthoses (KAFOs), and ankle-foot orthoses (AFOs). The involvement of physical therapists is not mentioned.
Another inaccuracy was found in one of the tables in chapter 19, "Motor Development." It describes the stimulus for the Moro reflex as "supine position- sudden loud noise causes rapid or sudden movement of infant’s head."
Interestingly, in chapter 21, "Infants and Toddlers," the multidisciplinary team for the early intervention program would include "parents, a service coordinator, advocates, professionals from at least two disciplines (eg, a speech and language specialist, an occupational therapist, or a teacher of adapted physical education)—." There is no mention of a physical therapist. Also, this chapter promotes goals of "increasing muscle tone and strength, decreasing muscle tone, and enhancing reflex integration, stimulating the sensory motor system—." A variety of suggested activities actually promotes the use of therapeutic balls and so on, without discussion of precautions for using these strategies with any child. There was no mention of consultation with the physical therapist before implementing an "early childhood adapted physical education" program.
If the text is adopted by a university program, the online instructor manual and test bank can be activated to help the instructor plan activities and supplement lecture materials. Respondus software must be downloaded to use the test bank, but is easy to do so. The online manual has suggested objectives for each chapter. A PowerPoint presentation is also available for download, or by requesting a CD. The online materials are helpful for those who are new to teaching this material or are using this text for the first time.
Overall, the text is well organized and meets its objective of providing introductory information to the adapted physical education student. Adapted Physical Education and Sport is easy to read, has many vignettes available for interactive discussions, and has a variety of illustrations and tables to assist with understanding and learning the presented concepts. The text utilizes up-to-date research as a foundation for most of the material. This text is not a book that would be used in a physical therapy curriculum; however, it does have value as a resource for the physical therapist working closely with adapted physical education teachers in the school system.
Armstrong Atlantic State University
Savannah, Ga
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