Using Visual Schedules during Developmental/Adaptive Physical Education (DAPE) Sessions; Analyzing On-Task Behaviors

Date of Award

Spring 5-15-2020

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Special Education


Graduate Studies

Committee Chair

Ximena Suarez-Sousa


DAPE, visual schedules, COVID-19


The purpose of this research was to report on the affects of using visual schedules during Developmental/Adaptive Physical Education (DAPE) sessions with early childhood and elementary students. The researcher was in the middle of the intervention when the schools in the state of Minnesota went to distance learning. Instead journaling of the teaching DAPE during distance learning was used.

COVID-19 changed how all teachers provided lessons for their students. Teachers had to rely on technology to communicate and teach lessons via Schoology and/or Google Meet. As a DAPE teacher what became important during COVID-19 school crisis was communication, lessons, and due process.

The result of distance learning in the education world is that teachers found new ways to teach and students had to shift into a new style of learning. In the end, teachers are making it work for each individual student and family. We will succeed and come more informed and prepared if distance learning is needed again. It shows that teachers, students, and parents are able to adapt to a new way of learning but it does not mean it’s the way students should be taught.

KEYWORDS: DAPE, visual schedules, COVID-19

Abstract only: No full text available.