An Evaluation-Based Adaptation Model for Modifying Replicable Programs for Use with Alternate Population Groups

Abstract

I. OVERVIEWRecent legislative mandates require that eveIY student with specialleamingneeds be provided with an educational program that is appropriate to hls/her individual needs. For some student populations, however, there are no readily available instructional programs developed to fit their particular learning characteristics. The adaptationofexisting programmaterials foralternatestudent populations therefore has great potential. Successful adaptationinvolves identifying the most costeffective and efftdentmeans to meet the instructional needs of handicapped children, and would obviate the need to develop entirely new programmaterials forhandicappedpersons.The defidt in appropriateinstructional materials is mostevidentin allareas of education forthe severely handicapped. This paper addresses the area of physical and leisure education for the severely handicapped in particular. Public awareness of the importance of physical and leisure skill development forthispopulationhas increased dramatically in the lastfive years. Specialand regular education teachers are now faced with the responsibility of delivering individualized, appropriate physical and leisure education to severelyhandicapped studentsin the leastrestrictive environment They are finding few. ifany, resourcesto assist themin theirefforts.The issuesinvolved inprogramming physical education fortheseverely handicappedhavedirect implications fordesigning physical and leisure education programs forallstudents, handicapped and non-handicapped. An effortto developor adapt an instructional program mustbe preceded by the identification of the fundamental assumptions about instruction which guide the development or adaptation process. Fiveassumptions regarding programming in physical and leisure education will be developed in SectionIII of thispaper, addressing such issues as:• derivation and application of program goals • logical structure of programobjectives • sequentialobjectives formanaginginstruction • criterion-referenced assessment • comprehensive programplanning.1 The activitiesreportedhereindo not necessarily reRect thepositionor policyof theU.S. Officeof Education, and no offtclal endorsement shouldbe Inferred.2 Reprlnlsmay be obtalned from the first author.