In this episode of What’s New in Adapted Physical Education, we had a conversation with Ballie Ollila, a doctoral student at Old Dominion University, about her research examining Unified Physical Education and Unified Sports programs. Her systematic review, “Special Olympics’ UnifiedSports and Physical Education Programming: A Systematic Review”, recently published in Quest, found that despite the popularity of unified PE and Sports programming, there is a lack of empirical evidence supporting its effectiveness. Ms. Ollila explains that her research was motivated by the Virginia Board of Education’s decision to allow unified PE to count as a physical education credit, prompting questions about the evidence underpinning such policies. Through her systematic review, Bailey identified critical gaps in the literature and highlighted the challenges of conducting research in this area, including limited peer-reviewed studies and potential conflicts of interest in research funded by Special Olympics. The discussion explores deeper issues within unified programming, such as hierarchical labeling and role differences that can unintentionally reinforce inequality. Finally, Ms. Ollila also shares her plans to expand her research into dance and disability, addressing another underexplored area in adapted physical activity.

In this episode, we talked with Dr. Ally Keene, Assistant Professor of Kinesiology at Elizabeth City State University, about her journey into Adapted Physical Education (APE) and her dissertation on co-producing resources with blind young adults. Her dissertation centered on co-production, a collaborative research approach involving disabled individuals as equal partners. Working alongside three blind young adults, she created the website “Resources and Recommendations for PE Teachers of Blind Students,” hosted by Old Dominion University. The site includes sections on teacher attitudes, accessible fitness opportunities, and advocacy, providing practical tools to help PE teachers better support blind and visually impaired students.

In this discussion they talk both the challenges and value of co-production—highlighting how it deepens understanding, empowers participants, and improves teaching practices. Dr. Keene encourages educators to use collaborative planning tools, involve students in decision-making, and stay open to feedback and reflection. Looking ahead, she aims to evaluate the website’s impact and expand co-production work to other disability communities. Her vision is for an APE field that centers disabled voices and treats their lived experiences as essential expertise.

In this episode of What's New in APE, Dr. Lauren Lieberman joins the CSLUB scholars and professors (Dr. Lavay, Young, and Bittner) to discuss her remarkable career and lifelong dedication to promoting inclusive physical activity. From her early experiences at Perkins School for the Blind to her groundbreaking work founding Camp Abilities, Dr. Lieberman reflects on how accessible physical education can transform lives. More specifically, in these discussions, Dr. Lieberman shares her academic and professional journey from teaching to being a world renown APE scholar. In addition, she outlines the origins of Camp Abilities at SUNY Brockport and its evolution into a global network of sports camps for children who are blind or visually impaired. Finally, she shares her thoughts on how she sees the field moving forward in the future and provides advise for future graduate APE scholars about seeking diverse experiences, read widely, volunteer, and ask critical questions.

In this episode of What's New in APE, Dr. Lauren Lieberman joins the CSLUB scholars and professors (Dr. Lavay, Young, and Bittner) to discuss her remarkable career and lifelong dedication to promoting inclusive physical activity. From her early experiences at Perkins School for the Blind to her groundbreaking work founding Camp Abilities, Dr. Lieberman reflects on how accessible physical education can transform lives. More specifically, in these discussions, Dr. Lieberman shares her academic and professional journey from teaching to being a world renown APE scholar. In addition, she outlines the origins of Camp Abilities at SUNY Brockport and its evolution into a global network of sports camps for children who are blind or visually impaired. Finally, she shares her thoughts on how she sees the field moving forward in the future and provides advise for future graduate APE scholars about seeking diverse experiences, read widely, volunteer, and ask critical questions.

In this exciting episode of What's New in APE, Scott McNamara is joined by co-authors Dr. Wesley Wilson and David Woo to unpack their recent article examining the legal interpretation of adapted physical education (APE) under U.S. law. Together, they explore how the Individuals with Disabilities Education Act (IDEA) has been applied in federal court cases since 2004, revealing that parents prevailed in only two out of seven key cases. Their discussion highlights:

The central role of IEPs in defining services and outcomes for students with disabilities.

Why APE teachers must have a seat at the IEP table to ensure meaningful and legally defensible programming.

The gap between federal policies and local implementation, and how judicial philosophy may shape future cases.

The urgent need for greater legal literacy among educators, so they can advocate effectively for their students and their profession.

In their discussions, they also highlight the complexities of legal decision-making, the importance of precise documentation, and the ways in which IDEA’s promises often clash with on-the-ground realities in schools. Looking forward, they discuss their hopes for IDEA reauthorization, including clearer recognition of APE, stronger attention to social-emotional outcomes, and increased funding.

The citation of the article discussed is: McNamara, S. W., Wilson, W. J., & Woo, D. (2025). Legal Analysis of the Interpretation of Adapted Physical Education in US Law. Exceptionality, 33(2), 106-117.

The What’s New in Adapted Physical Education podcast kicks off its 10th season with a very special episode with Special Guest hosts Dr. Barry Lavay and Dr. Melissa Bittner (CSU-Long Beach), who are joined by Dr. Kristi Roth, full professor at the University of Wisconsin–Stevens Point and co-author of the widely used textbook Principles and Methods of Adapted Physical Education and Recreation. This conversation highlights Dr. Roth’s remarkable journey in the field of adapted physical education. Dr. Roth shares key insights from her career, including her research on technology and teaching students with significant support needs, her work on transition outcomes in APE, and her advocacy work focused on promoting quality APE and PE for children with disabilities. She reflects on the influence of mentors, the importance of curiosity and evidence-based practice, and the value of listening and learning from students and colleagues alike.

Listeners will also hear about impactful resources such as the GLIDE app, the Severe Notebook, and the book The Pursuit of Attention by Charles Derber, which shaped Dr. Roth’s approach to communication and teaching. Her advice for current and future APE teachers centers on curiosity, collaboration, and prioritizing student needs.

Welcome to a new episode of What's New in APE! As many listeners know, there is a nationwide shortage of highly qualified APE teachers who are prepared to meet the diverse needs of these students. This is where the importance of targeted federal funding, such as that provided by the U.S. Department of Education’s Office of Special Education Programs (OSEP), comes into sharp focus.

In this episode of the podcast, we sat down with three incredible APE scholars—Honora Carlson-Strom, Fabian Pardo, and Bobby Segal—who are will soon be graduates of the University of New Hampshire’s OSEP-funded master’s program in APE. Their stories offer a powerful reminder of how essential this funding is for building the future of the field.

The OSEP grant made it possible for these students to participate in an intensive, 1-year graduate program that combined rigorous coursework with rich, hands-on experiences in both general and specialized school settings. Through placements, conferences, and professional collaborations, these scholars were able to develop not just technical skills, but also the patience and critical thinking that quality APE teaching demands. Without OSEP’s support, programs like this would struggle to exist. By investing in high-quality teacher preparation, OSEP is shaping the future of quality physical education for disabled children and developing the next generation of APE leaders.

In this episode of What's New in Adapted Physical Education, we sit down with Dr. David Adams from Humboldt University. Dr. Adams, a graduate of Texas Woman's University, shares his journey from working at an Autism Center to leading a federally funded APE program at Humboldt. He then dives into his passion for action-based research, explaining how it empowers teachers to systematically meet the diverse needs of their students. We explore his latest publication, Implementing Action Research in Physical Education: A Guide for Physical Educators, and unpack the six critical teaching behaviors that form the foundation of action research—observation, data collection, designing and implementing interventions, analyzing data, reporting data, and reflecting on data. Dr. Adams discusses how these strategies enhance student outcomes, improve IEP meetings, and elevate the professionalism of APE teachers. In addition, he delves into barriers that can deter using action based research in their practices. Tune in to learn how evidence-based methods can bridge the gap between research and practical application in APE!

In this episode, Dr. Maria Lepore-Stevens, from Rowan University, shares how she’s expanding health education within the realm of disability. In this discussion, we explore the concept of "adapted" health education in relation to teaching health education and students with disabilities. Dr. Lepore-Stevens points out the lack of guidance in health education around teaching children with disabilities and the importance of this curriculum for children with disabilities. In addition, she discusses challenges in adapting health education curricula, the lack of inclusive sex ed, the importance of teaching consent and self-advocacy, as well as how inadequate health education fails to provide students with disabilities with a well-rounded education. Tune in for practical strategies and insights on ensuring all students receive comprehensive, evidence-based health education. This discussion was lead by the recent publication from Dr. Lepore-Stevens, entitled "Adapting a human sexuality curriculum for students with disabilities".

Welcome to the latest episode of "What's New in Adapted Physical Education," where we delve into the world of Adapted Physical Education (APE) through engaging conversations with professionals shaping the field. In this episode, Drs. Barry Lavay and Melissa Bittner (CSLUB) sit down with Dr. Terry Rizzo, a distinguished scholar from California State University- San Bernadino to explore his journey, insights, and the evolution of APE. In discussing his background, they highlight how he has focused on advancing inclusion in PE in his department, at the state level, and nationally. The discussion explores Dr. Rizzo’s research on PE teachers' attitudes toward teaching students with disabilities, the evolution of inclusion in PE, and the infusion curriculum model. This model prepares all future educators to teach diverse learners by integrating disability concepts throughout their teaching. Dr. Rizzo reflects on overcoming challenges, including resistance from faculty, and celebrates the positive impact this approach has had on his students and program. Dr. Rizzo also offers practical advice to educators and young faculty about focusing on individualizing student needs, maintaining a positive attitude, and balancing one's personal life. As the episode concludes, Dr. Rizzo underscores the importance of service, staying current with literature, and being a good friend and collaborator to others.