Executive Certificate in Adapted Physical Education for Students with Disabilities [Level II] (ONLINE)
The ICF as covered in the previous modules will be reviewed in this program and learners will learn more about its application. The ICF is structured around the following broad components: (1) Body functions and structure; (2) Activities (related to tasks and actions by an individual) and participation (involvement in a life situation); and (3) Additional information on severity and environmental factors. Functioning and disability are viewed as a complex interaction between the health condition of the individual and the contextual factors of the environment as well as personal factors. The picture produced by this combination of factors and dimensions is of ‘the person in his/her world’.
The classification treats these dimensions as interactive and dynamic rather than linear or static. It allows for an assessment of the degree of disability, although it is not a measurement instrument. It is applicable to all people, whatever their health condition. The language of the ICF is neutral as to etiology, placing the emphasis on function rather than condition or disease. It also is carefully designed to be relevant across cultures as well as age groups and genders, making it highly appropriate for heterogeneous populations. In addition, participants will also cover other screeners (e.g., DSM-IV-TR GAF, ICF Checklist v.2.1a, and WHO- DAS v.2.0) and assessments (e.g., ALS-FRS-R, FARS, and WFIRS) relevant to AdpPE. Based on the ICF guiding principles, participants will learn how to apply in planning an AdpPE program that is appropriate for students with disabilities.
Learners will also be introduced to Inclusive Physical Education (IncPE) and explore the similarities and differences between IncPE and AdpPE. While Adp PE is more appropriate for students with disabilities attending special schools, IncPE is best for those students with disabilities in mainstream schools. More importantly, learners will learn how to design an individualized physical education plan (IPEP) for their students with varied disabilities, putting into practice what the knowledge they have acquired in the previous three modules. In the final unit, learners are encouraged to come up with different ideas on the types of activities best suited for students with different disabilities (e.g., mentally challenged, emotionally disturbed, physically handicapped, etc.). In this way, learners can benefit from their sharing of ideas and how they provide best practice in engaging their students with disabilities in AdpPE and/or IncPE.
- Unit 1: ICF and its Application in Adapted Physical Education
- Unit 2: Screeners & Assessments relevant to Adapted Physical Education
- Unit 3: Review of Adapted PE & Introduction to Inclusive PE
- Unit 4: Individualized Physical Education Plan: What, Why & How
- Unit 5: Activities for AdpPE and IncPE: Sharing & Exchanging of Ideas
- Assessment is based on coursework and assignments with no formal examinations
- Guided learning hours to fulfill: 60 hours
|Age||21 years and above|
|Academic requirement||Diploma graduate in any discipline|
1. Pearson Test of English (PTE) 51; or
2. IELTS 5.5; Reading and Writing must be at 5.5; or
3. Equivalent (Pearson Versant English Test). Students can attend Pearson Online English (POE) to brush up English.
(Non-refundable one-time application fee of SGD 95.00 is payable upon application)
Marking Fee (all assignments)
Stripe/ Credit card/ Alipay
Refund Terms for Course Fee only
90% – more than 28 days before course commencement
50% – less than 28 days before course commencement
10% – less than 3 days before course commencement
0% – more than 3 days after the course commencement