Physical Activity for the Exceptional Child

Causes of intellectual disability?

1. Chromosomal abnormalities(downsyndrome, fragile X syndrome) 2.Genetic metabolic and neurological disorders (Tay-Sachs disease) 3.Congenital infections (rubella, herpes) 4.Prenatal drug exposure (alcohol, cocaine) 5.Perinatal factors (CNS bleeding, prematurity) 6. Postnatal factors (severe malnutrition, viral infection)

Purposes of Assessments

1. Identify those who might be experiencing developmental delays 2. Diagnose nature of student's problem or delay 3. Provide info to use to develop the IEP and determine appropriate placement 4. Develop instruction specific to the student's special needs 5. Evaluate student progress 6. Determine support services needed 7. Determine which skills need to be developed to enable the individual to access programs available in the community

Administering Tests: considerations to think about

1. Test should be administered by an individual who can communicate in the child's preferred language/form of communication 2. Watch for extraneous arm, trunk, or leg movements and unusual head positioning and record results (how child performs task is more informative than how successful it was done)

Strategies for teaching PE to persons with intellectual disabilities?

1.Use methods that are compatible with individual instructions 2.Involve students actively in activities they can do successfully 3.Facilitate participation in group activities 4.Interact appropriately with students 5.Teach for generalization to community environments

Variables that affect instruction in PE in least restrictive environment?

Accessibility, curriculum, program participation, support personnel, teaching style, management of behavior, grading, assessment, equipment

What is APENS?

Adapted Physical Education National Standards project was to ensure that PE instruction for students with disabilities was provided by qualified physical education instructors

General Teaching Strategies

Adopt a "gentle teaching" philosophy Establish and maintain a consistent class routine Use joint activity routines Use a visual schedule Use picture exchange Provide opportunities for social interaction Allow choice making to encourage participation Spend quality floor time with the learner Address the

What is programmed instruction?

An instructional strategy to promote students' abilities to direct their own learning

What is adaptive physical education?

Art and science of developing, implementing, and monitoring a carefully designed PE instructional program for a learner with a disability, based on a comprehensive assessment, to give the individual the skills necessary for a lifetime of rich leisure, recreation, and sport experiences to enhance physical fitness and wellness

Characteristics of a regular PE setting appropriate for children who are mildly autistic

Class dynamics: teacher student ratio must be less than 1:20. Class is highly structured and the routine muse be consistent Instructional Staff: PE teacher willing to create environment that will facilitate learning for those with/without autism. PE aide of special education aide must be present. PE staff willing to work closely with special ed personnel. Instructional Program: focus must be individual skills rather than group games or team sports Gym/Playground: be relatively free of distraction-fans, equipment etc. playground should be surrounded by a fence.

What is Aspergers?

Condition known as "high-level" autism that shares many of the same symptoms as classic autism but also includes motor lumpiness and a family history of Asperger traits

What are the benefits of PE for learners with disabilities?

Development of equilibrium, sensory discrimination and integration, and sensory motor function, locomotor/nonlocomotor skills, object control skills, play, leisure. recreation, sport, physical fitness skills, prevent/manage chronic health conditions

Characteristics of intellectual disability

Diverse in cognitive, social and physical functions. More difficulty learning at home, in school, and in community. Possibly unable to participate in regular sports events.

What is the Individual Translation Plan?

Foundation of the educational process for learners with disabilities. IPLAN: I=Inventory your strengths, weaknesses, goals, and choices for learning P=Provide your inventory info L=Listen and respond A=Ask questions N= Name your goals

What is the teacher's reality?

It's teachers still playing a critical role in the lives of children and youth. Those that truly love children and teaching continue to be the backbone of this society. It becomes more important as children have more needs that must be met.

What is the Criteria for eligibility?

May be established based on the extent of the learner's gross motor delay, age related performance or score on a given standardized instrument. Lack of criteria in some states makes it impossible for adapted PE consultants to serve learners with disabilities in the public schools consistently and fairly.

Selection of Reinforcers

May be intrinsic(internal) or extrinsic(external) Intrinsic= comes from within learner. Knowledge of success on task or satisfaction of participating is sufficient Extrinsic= comes from outside learner. Praise/other rewards from a person who acknowledges learner's achievement

What is Fragile X Syndrome?

Most common inherited cause of intellectual disabilities and is recognized as second only to Down syndrome as a specific chromosomal cause of developmental disability. Results in an abnormally long X chromosome, which appears to have fragile ends.

Motor Development Model

Motor Output= Sports Skills:dribbling, shooting, rebounding, spiking, volleying, diving, punting, skiing, etc Functional Skills= Locomotor and Object control. L=rolling crawling, walking, running, jumping. OC=kicking, catching, throwing, striking, bouncing

What is Rett's Syndrome?

Neurological disorder characterized by normal development during the first six months of life followed by a loss of acquired fine motor skills and the development of impaired language skills, gait apraxia, and stereotypical hand movements

Federal Legislation that has an impact on physical education for individuals with disabilities

No Child Left Behind Act: federal support behind improvement of reading and math scores

What is autism?

One of 5 disorders included under the umbrella of pervasive developmental disorders. Global language disorder, abnormal (bizarre) behavior patterns, social isolation, and usually but not always intellectual disability

Other intervention strategies

Picture exchange communication systems, joint action routines, visual schedules, social stories, and video modeling

What is Top Down style teaching?

Places emphasis on the end of the skill sequence, the final motor countdown as an adult, rather than what is to be taught next

Applying good reinforcement practices

Positive reinforcement=good reinforcement Students feel safe, valued and successful, their performance improves and their misbehavior decreases. Can be peer praise, stickers, paper certificate, positive notes to parents, medals, etc.

Parent/Guardian Rights

Receive written notices before school assesses child Receive info about abilities, skills, and knowledge being assessed Give or refuse consent for that assessment Inspect/review all assessment records before IEP meeting Expect that assessment info will be considered at IEP meeting No single procedure will be used as sole basis for admission Seek 1 external assessment if parent/guardian disagrees with results Request mediation or due process hearing if agreement results can't be reached

Roles of Adaptive Physical Educators

Responsible for developing an appropriate individual PE program for the individuals with disabilities Highly specialized training in the assessment and evaluation of motor competency and the implementation of programs in physical fitness, leisure, play, recreation, sport and wellness

Characteristics of pervasive developmental disorders

Severe and pervasive impairment in several areas of development: social interaction skills, communication skills, or the presence of stereotyped behavior, interests, and activities

What is PDD disorder?

Severe impairment in several areas of development. Types include autistic disorder, aspirer syndrome, rett syndrome, childhood disintegrative disorder, and pervasive developmental disorder-not otherwise specified

What is Daily Life Therapy?

Significant emphasis on physical education as an integral, if not key, component of the education of learners with autism. Primary focus is to establish stability of emotions gained through the pursuit of independent living and the development of self-esteem

What is intellectual disability?

Significant limitations in intellectual and adaptive behavior originating before age 18 years.

What is Down Syndrome?

Small skull Slanting, almond-shaped eyes Ears slightly smaller than average Flat-bridged nose Protruding nose Palmar crease Short Stature, fingers, limbs, neck Overweight Substantial delays in reflex integrations Varied levels of intellectual disability Looseness of joints Lack of muscle tone during infancy

What is special education?

Specially designed instruction at no cost to parents, to meet the unique needs on an individual with a disability.

Activities for persons with severe intellectual disabilities

Stretch hip and knee flexors, remove from sitting position and allow them to stretch on mat Improve range of motion, encourage to reach beyond their capacity range. Place student face down on mat and pillow under upper chest. Encourage student to look up from position Place student on scooter and encourage them to propel themselves with hands and feet Praise every attempt student makes to initiate movement Use light therabands to loop around each limb one at a time and to pull against loop

Determining why the problem is occurring

Teacher must ask him/herself several questions that address instruction, curriculum, and reinforcement. Instructional questions would center on whether the student understands the task, needs additional assistance, and/or whether the demonstration of the task was sufficient for the student to replicate the skill.

Establishing Rules

Teachers that establish clear and positive rules for the learning environment honor these basic premises. These teachers are consistent, establish clear and concise rules and expectations, and have clear and concise consequences tied to the behavior

What is the Bottom Up style teaching?

When the evaluated tries to determine the lowest level of motor function and correct that problem before addressing specific skills.