HEPPS: Rethinking Adapted Pedagogy: Solving the Curricular Disservice to Preservice Teachers

SHAPE America’s guidelines argue for every child to become physically literate, no matter their ability. However, research is clear that seldom does this occur for children with physical disabilities. In many states, pre-service teachers are required to enroll in only one class of adapted physical education. Preservice teachers are then expected to create an environment where students of all abilities should thrive. With only one class, how does the preservice teacher become prepared in assessment, measurement, curriculum, and pedagogy? What if there were a different approach by combining the adapted physical educational material into all preservice classes? The purpose of this presentation is twofold: 1) to discuss the results of a case study where university preservice teachers were immersed in total curriculum building; and 2) to offer a pedagogical framework and solutions for developing a total curriculum where physical disabilities are addressed in every class not just one class.