Adapted Physical Education Exam 1
Administrative areas related to program organization & management
(a) Identify students who should receive adapted PE programs (b) Plan for selecting most appropriate for instruction (c)Develop procedures for organizing and implementing an adapted PE program to meet the needs of the students. - Promoting inclusion - Appropriate class size & type - Schedules - Mandated time requirement - Sport opportunities are provided - Programs are funded and conducted
Section 504
"qualified individual with a disability" *Individual must have a physical or mental impairment that limits one or more major life activities. *applies to extracurricular activities and nonacademic services (and, of course, physical education). * *504 plan is not the same as an IEP. ex: HIV, asthma, alcohol, attention deficit hyperactivity disorder or selected physical impairment
(IPEP): individualized physical education program
"student without a disability* *no legislation, but state law relative to PE may apply Ex: poor motor ability or fitness, illnesses, injuries)
How is the Need for APE Determined?
(1) The IEP Team determines a student's need for APE. (2) The IEP team should include an APE specialist, if available, & the general PE teacher. (3) To determine eligibility, an APE evaluation must take place in accordance with NC policy
If a child with a disability can't participate in the regular PE program, individualized instruction in PE designed to meet the unique needs of the child shall be provided of:
(1)Modified physical education (GPE), (2) Adapted/special physical education, (3) Movement education, and (4) Motor development.
Children with disabilities shall have equal access to the provision of physical education. Physical education includes the development of:
(1)Physical and motor fitness; (2) Fundamental motor skills and patterns; and (3) Skills in individual and group games, sports, and activities (including intramural and life-time sports).
Meeting State- or District-Wide Testing Requirements
*All students, including those with disabilities should be incorporated in any state or district-wide testing requirements
When testing and assessing in APE, how to determine of unique need
*Delayed motor development *Low motor skill performance *Poor health-related physical fitness *Behavior *Communication *Need for adapted physical education *Need for safe participation *Medical condition or disability *Potential for intramural and interscholastic athletic experiences
Standardized Versus Alternative
*Generally use both approaches in APE. *Give preference to standardized for unique need questions. *IDEA requires valid, reliable, objective, and nondiscriminatory testing. *Give preference to alternatives when devising instructional strategies. *Assessment is curriculum embedded.
IPEP: Recommended components mirror the IEP:
*Goals *PLP *Short-term objectives *Placement *Schedule of services *Schedule for review
Laws
*IDEA *Section 504 of the Rehabilitation *Act *Olympic and Amateur Sports Act *Americans with Disabilities Act
important points about inclusion
*Inclusion: is a powerful education movement rather than a legal mandate. *Inclusion: is based on the belief that a separate education is not an equal education *Total inclusion differs from the least restrictive environment (LRE) approach in that the LRE concept allows placements that are not in a general educational environment. *Both LRE and inclusion recognizes the importance of support services for successful implementation in general education settings.
Limitation of Inclusion
*Less attention than their classmates *Not all teachers are all prepared to follow throw with inclusion *Students without disabilities can be held back from reaching their physical potential. *Too much compared to other needs of schools *Damage self esteem
Benefits of inclusion
*Offers a more stimulating and motivating environment. *Enhances the development of social and play skills. *Promotes friendships among students with and without disabilities. *Provides skilled role models.
Individualized Education Program (IEP): Components
*Present levels of academic achievement and functional performance *statements of present performance annual goals (shorter-term obj & benchmark) *specific educational services needed & related services & supplementary aids and services *Statement of participation in general education settings and activities *Statement of measuring & reporting toward annual goals for the parent *Statement of alternative assessment accommodations *transition services
Program Organization and management
*Program and curriculum planning *Administrative areas related to program organization and management *Human resources *General program evaluation
Brockport Physical Fitness Test
*Purpose: to assess the health-related fitness of young people (aged 10-17) with certain disabilities *Description: typically 4 to 6 test items selected from 27 possibilities based on a personalized approach *Scoring: test scores compared with criterion-referenced standards based on gender, age, & in some cases disability &Comment: closely related to Fitness gram and supported by computer software (Fitness Challenge)
Inclusionary Curricular Options
*Same curriculum *Multilevel curriculum *Modified curriculum *Different curriculum
When to use standardized Testing
*Specific directions and conditions for test administration *Usually known validity and reliability *to make judgments about student test performance(skill & fitness development) *May be appropriate for GPE population those with weal psychometric --> conducted in natural environment
Measurable Annual Goals:
*These goals state what a student is expected to achieve in a given year. *Measurability requires specificity. *States can require districts to include short-term objectives or benchmarks with annual IEP goals. *Short-term objectives are used when a child takes alternative assessments for alternative achievement standards. *Two types of goals are traditional and multi-element annual IEP goals.
Writing Traditional Annual short-term objectives Goals consist of
*a SPECIFIC statement related to the annual goal and PLP. *Typically includes: action, condition, and criterion. ex: "Given verbal directions and visual demonstration by the teacher, Juanita will complete 25 laps of the 16 m PACER test."
IDEA: rules and regulation require
*a right to a free and appropriate education, *an individualized program designed to meet the unique needs of children with disabilities, *programs conducted in the least restrictive environment, *related services to assist in special education.
Present Level of Performance (PLP) includes:
*are the foundation of the IEP *Component of IEP that tells how student is performing currently *statements of how disability affects the child's progress in general curriculum. *a unique need and includes classroom-based information/observations. *Uses standardized and alternative assessments. *PLP places child on a continuum of achievement *consists primarily of test results
Alternative Testing
*gathering of data through a variety of testing means and environmental conditions *Checklist to identify presence or absence of behavior or skill *Are helpful when using task-analytic or ecological approaches Examples: checklists, rubrics, task analyses, and portfolios
Peabody Development Motor Scales
- assesses motor - most common - separate gross and fine motor scores - 6 subtests: reflexes, stationary, locomotion, object manip, grasping, visual motor integration - used by OTs, PTs, specialists, PE teachers, psychologists, dx's - up to 5 yrs old
Plans Associated with APE
1.Individualized Education Program/Plan (IEP) 2.Individualized Family Service Program/Plan (IFSP) 3. Section 504 Program/Plan 4. Individualized Physical Education Program/Plan (IPEP)
What is Adapted Physical Education (APE)?
Adapted PE is Special Education, NOT a related service. Adapted PE is a program, not a placement.
Adapted Physical Education (APE)
Adapted physical education is an individualized program of physical and motor fitness, fundamental motor skills and patterns, and skills in aquatics, dance, individual and group games; and sports that are designed to meet the unique needs of individuals.
Free Appropriate Public Education (FAPE)
An important construct of the federal special education law (IDEA) which says that all children with disabilities will be educated free of cost to parents, in other words at public expense, and in a manner that is appropriate for each individual child.
Writing Traditional Annual IEP Goals consist of
BROAD statement related to the information presented in PLP ex: "Juanita will improve her aerobic functioning."
Six elements ensure specific, meaningful, and measureable annual IEP goals
By when? Who? Will do what? Under what conditions? At what level of proficiency? As measured by whom or what?
program and curriculum planning
Developing/Evaluating Program Guidelines (a) Identify -Purpose - Aims - Goals - Standards - Objectives (b) Similarities/differences between regular and adapted PE or Activity should be addressed.
Diseases or conditions that might not be covered in or result in ineligibility under IDEA include
HIV and AIDS, alcohol abuse, substance abuse, asthma, diabetes, and ADHD.
there are students who do not have disabilities but who have unique needs in physical education, and these needs might be addressed in an
IPEP
Chapter 5
Individualized Education Programs
IFSP
Individualized Family Service Plan- early intervention services and planning for an infant/toddler to three years old and their family: *Cognitive development *Physical development *Communication development *Social and emotional development *Adaptive development
Chapter 4
Measurement Assessment & program Eva
Least Restrictive Environment
a legal requirement that children with special needs be assigned to the most general educational context in which they can be expected to learn
Special Education
an educational setting that provides adapted programs; extra staff; and specialized equipment, learning environments, or materials to help at no cost to parents or guardians to meet the unique needs of a child with a disability.
Under IDEA, and at the state's discretion, infants and toddlers with disabilities (aged 0-2) must have
an individualized family service program (IFSP) that outlines the child's early intervention services.
Students with disabilities not covered by IDEA could qualify for
benefits under section 504
Physical education is only one part of
comprehensive IEP document
Under IDEA, all students with disabilities (aged 3-21) must have an
individualized education program (IEP) that outlines the child's special education & related services.
Inclusion
refers to educating students with and without disabilities within the same environment.
Authentic Testing
refers to real-life assessments that are relevant and meaningful in a student's life strength and weakness --> selected accordance to purposes of assessment based on an accurate picture of students level of performance (PF, MD, & ability)
By age 16, list annual measurable transition goals necessary for child to move from
school-based to community-based programs when he or she ages out of required special education. Transition includes preparation for lifelong PA participation in the community.
States can require districts to include
short term objectives or benchmarks with annual IEP goals.
Annual IEP goals
simultaneously teach academic and transition related skills
Alternative Assessment Modifications Assumption is made that child will take
the same state- and district-wide assessments as students without disabilities.
What is the purpose of APE assessments
•Establish a Present Level of Performance •Identify Strengths and Needs •Program Development •Placement within the Least Restrictive Environment •Measure Achievement