1. Mental Retardation
Mental retardation encompasses a variety of conditions and disorders. Some have genetic links related to fetal or newborn development. Fragile X syndrome and chromosomal disorders such as Down's Syndrome are more common causes of mental retardation. These disorders are more likely to effect males than females. More than 300 genetic disorders have been identified which cause mental retardation. Phenylketonuria (PKU), Tay-Sachs disease, galactosemia, homocystinuria, maple syrup urine disease, and biotinidase deficiency are a few of those identified. Hypothyroidism is another common cause of mental retardation and stunted growth. Mental retardation can also have external causes, which occur during fetal development and/or during birth. Maternal drug use, malnutrition, and viral infections, as well as maternal disease such as diabetes can cause mental retardation in the infant. There are varying degrees of mental retardation. Mild, moderate, severe and profound are the levels of retardation determined by tests of adaptive behavior and IQ testing. The majority of the mentally retarded fall into the range of mild with an IQ range of 50-70. All but those with the most profound degrees of mental retardation can develop their full potential as integrated members of society. Intellectual advancement is an achievable goal for people with mental retardation. Statistically, the child with mental retardation has poor physical fitness. This may be due to the lack of physical fitness activities available for the student with MR. Recent studies point to an improvement in maladjustive behavior for children with developmental disabilities who participate in a regular exercise program.

2. Autism
Autism is a disorder denoted by an inability to communicate as a result of neurological disorders that affect the functioning of the brain. There are problems with speech and language. Associated with this disorder is also an inability to react to people, events and environments. In the early years of life the autistic child has difficulties with development. There may be some areas of development, which are good, but the inconsistencies are apparent. Autism is more common in males than females. The cause of Autism is unknown. There are areas of research, which point to viral or genetic causes, although no conclusive evidence is available currently. Children with autism can grow and learn to lead productive lives with appropriate care and understanding of the disorder. Jogging has been shown to decrease self-stimulatory behavior, often seen in children with autism. Immediately after jogging, "out-of-seat behavior also declines." Some medications used to treat both autism and mental retardation commonly causes weight gain. To adjust for this increased weight gain, as well as overall fitness level, exercise therapy programs emphasizing aerobic and resistance training are recommended.

3. Learning Disorders
The term learning disability encompasses a wide variety of learning disorders. The Individuals with Disabilities in Education Act (IDEA) of 1990, a federally mandate, requires that schools provide special education for students with learning disabilities. Despite these efforts, difficulties exist in defining learning disabilities. Some commonly accepted learning disabilities include; language disorders, attention deficits, memory disorders, motor weaknesses, spatial or sequencing difficulties, and higher order thinking deficiencies. Each learning disability has a unique set of problems, as well as a unique set of guidelines for helping the student to accomplish educational and social goals. For children with learning disabilities, a thoughtfully designed exercise therapy program including instruction in motor skills, sport skills, and physical fitness, with emphases on the learning of appropriate social skills, is recommended. As these children learn that they can improve in such areas, their self-esteem improves, and has a positive impact on their overall success at school and at home.

4. Language Disorders and Academic Skills Disorders
Language and speech disorders for students who have difficulties in understanding expressing ideas in language this presents a special set of problems with a variety of skills. Reading, writing, interpreting language sounds, and self-expression are a few associated challenges the language disabled child must overcome. Developmental reading, writing and arithmetic disorders are a few academic skills disorders. Dyslexia is a common reading disorder that effect 2-8% of elementary school children. Dyslexia causes problems with the ability to distinguish or separate the sounds in spoken words, as well as reversal and other errors involving letter position. Dyscalculia is a similar problem with numbers and symbols or memorizing facts. Any disability that hinders the ability to understand language may also interfere with the development of speech, and this will in turn may hinder the development of reading and writing skills.

Cont'd in the next column

APENS! The due date for the AAHPERD test date and in April (15th) for the June 1st test date. APPLY TODAY AND BECOME A CAPE! To assist you in this process, a review of the latest information (published in our October 1, 2001 newsletter) is located in the column to the right.

Also beginning this year, there are two additional options for individuals who want a non-examination option to become a Certified Adapted Physical Educator (CAPE) or do not meet our current examination and certification criteria.

-- One of these options is for General Physical Educators and the other;
-- Professionals in Higher Education, Agencies, and/or Organizations.

These individuals can apply to become a Certified Adapted Physical Educator (CAPE) without taking the examination IF they meet the alternative criteria described in Section #2 of each of the applications. Both of these options will only be available from 2001-2005.

If you have any questions concerning the various applications or eligibility criteria, please contact the APENS toll free message phone at 1-888-APENS-EXam (1-888-273-6739) or email us at aspens@twu.edu. Be sure to leave a detailed message, which includes a phone number and the best time to return your call.

Chris Stopka, Ph.D.
Texas Woman's University
Adapted Section Editor

Chaiwanichsiri, D. (2000). Poor physical fitness of adolescents with mental retardation. Journal of Medical Association of Thailand. 83(11): 1387-92

Dykens, EM et al. (1998). Exercise and sports in children and adolescents with developmental disabilities. Child Adolescent Psychiatry Clinical North America. 7(4) : 757-71.

AUTISM

Celiberti, DA. (1997). The differential and temporal effects of antecedent exercise on the self-stimulatory behavior of a child with autism. Res Dev Disability 18(2) :139-50.

Hellings, JA, et al. (2001). Weight gain in a controlled study of risperidone in children, adolescents and adults with mental retardation and autism. Journal Child Adolescent Psychopharmacology. 11(3) : 229-38

LEARNING DISORDERS

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Byl, N. et al. (1989). Interaction of special perception, vestibular function, and exercise in young school age boys with learning disabilities. Perceptual Motor Skills. 68 (3 pt 1): 727-38.

APENS! What is it? What's the purpose? How can I be certified? New certification options you won't want to miss!

1. "APENS" refers to the Adapted Physical Education National Standards.
2. The purpose of the Adapted Physical Education National Standards (APENS) Project is to ensure that physical education instruction for students with disabilities is provided by qualified physical education instructors. To achieve this end, the project has developed national standards for the profession and a national certification examination to measure knowledge of these standards.
3. New information, beginning this year, the examination and certification application has been divided into a 2-part process. Part One (Examination Application) is now a shorter application requesting the basic information necessary to sit for the examination. Part Two (Certification Application) consists of the remainder of the application process, which is necessary in order to receive certification after passing the examination. Dividing the application process makes it both easier and quicker for individuals to complete the process necessary to take the examination. Individuals may wait until receiving their examination results before submitting Part Two, or submit both Part One and Part Two together, prior to the examination, if desired. Application materials for the June 1, 2002 examination must be received prior to April 15, 2002 to be processed for that year. Applications received after the April 15th deadline will only be processed for the following year's examination. For additional examination opportunities and deadlines visit the Common Questions Page of the website www.twu.edu/apens.