The Developmental Adapted Physical Education (DAPE) Minor provides specialized training to teach physical education to students with diverse needs while developing the capability to teach to all ability levels in general physical education classes. The DAPE Minor program at MSUM covers the content areas required to earn a PK-21 DAPE licensure in Minnesota. Students from related disciplines who plan to work within the special needs population are encouraged to obtain the DAPE Minor; however, according to MN teaching licensure requirements, only physical education majors can be permitted to earn a Minnesota DAPE license, as the DAPE licensure is an "endorsement" license to the K-12 PE teaching license.

Developmental Adapted Physical Education Minor Requirements

Developmental Adapted Physical Education (DAPE) Minor Courses

Total Credits: 21

Core Requirements (21 credits)

• ED 448 Reading Study Skills in the Content Areas (3)
• SPED 225 Individuals with Exceptionalities (3)
• SPED 471 Behavior and Environment Management (3)
• PE 452 Adaptive Physical Education (3)
• PE 453 Assessment and Programming in DAPE (3)
• PE 454 Curriculum in DAPE (3)
• PE 456L Lab Curriculum & Assessment for Severely Handicapped (1)
• PE 469 Internship in DAPE (2)

Student Learning Outcomes

Subp.3. Subject matter standard. A candidate for licensure as a teacher of special education: developmental adapted physical education must complete a preparation program under subpart 2, item D, that must include the candidate's demonstration of the knowledge and skills in items A to E.

1. Foundational knowledge. A teacher of special education: developmental adapted physical education understands the foundations of special education services for students with disabilities relating to physical and motor fitness on which to base practice.
2. Referral, evaluation, planning, and programming. A teacher of special education: developmental adapted physical education understands and applies principles of prevention and intervening early and procedures for referral, assessment, evaluation, individualized planning, programming, and placement specific to teaching students with disabilities relating to physical and motor fitness.
3. Instructional design, teaching, and ongoing evaluation. A teacher of special education: developmental adapted physical education understands how to use individualized education program plans to design, implement, monitor, and adjust instruction for students with disabilities relating to physical and motor fitness.
4. Collaboration and communication. A teacher of special education: developmental adapted physical education cultivates and maintains positive, collaborative relationships with children and youth, families, educators, other professionals, and the community to support development and educational progress.
5. Clinical experiences. A teacher of special education: developmental adapted physical education applies the standards of effective practice in teaching students who have needs in the area of physical fitness and gross motor skills in prekindergarten and primary (preK and K-grade 4), middle level (grades 5-8), and secondary (grades 9-12, including transition programs) settings across a range of service delivery models.

Questions? Contact Us