Utilizing a Critical Service-learning Approach in an Adapted Physical Education Course

Abstract

Adapted physical education (APE) is offered as a course in most physical education teacher education (PETE) programs to better prepare preservice teachers (PST) in giving instruction to students with disabilities. As a growing pedagogical approach, service-learning (SL) continues to be integrated into the APE course, as a supplement to PSTs' learning. Traditionally, SL activities focus on changing one's own actions, attitudes or beliefs rather than challenging social problems that may exist in physical education for students with disabilities (e.g., power, privilege, social equality). Preservice teachers should be given an opportunity to develop the knowledge and skills necessary to teach students with disabilities from multiple dimensions (e.g., classroom, school, society). Likewise, they should also be prepared to become active agents in creating unbiased programs for students with disabilities. Therefore, this article introduces the concept of a critical SL approach as an effective pedagogy within an introductory APE course. Specifically, it is a method that focuses on a social-justice orientation which can be utilized to empower PSTs beyond the PETE setting.

Additional information

Notes on contributors

Jihoun An

Jihoun An ([email protected]) is an assistant professor, and James T. Decker is an associate professor, in the Department of Kinesiology at East Carolina University in Greenville, NC.