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39 Cards in this Set
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NCPERID
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National Consortium of Physical Education and Recreation for Individuals with Disabilities
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Formed in 1973
1991 Action Seminar 1994 Published National Standards for A.P.E. |
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NASDSE
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National Association of State Directors of Special Education
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1991 Action Seminar
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P.L. 94-142
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Education of All Handicapped Children Act of 1975
"A free appropriate public education which emphasizes special education and related services to meet their unique needs, to assure that the rights of the handicapped children and their parents or guardians are protected, to assist States and localities to provide for the education of all handicapped children, and to assess and assure the effectiveness of efforts to educate handicapped children." Least Restrictive Environment, Free appropriate public education |
Defined:
P.E. as a Direct Service Special Education, Related Services, Individual Education Plan & Its Components |
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1991 Conference/Action Seminar
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NCPERID, NASDSE, and Special Olympics
The Conference had 2 Goals |
1.) Identify BARRIERS that were preventing FULL PROVISION of appropriate P.E. services to individuals with disabilities
2.) Establish an action AGENDA for ADDRESSING and RESOLVING these problems |
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Special Olympics
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Shrivers set up the Special Olympics with Influence from the Kennedy Family
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1991 Action Seminar
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P.L. 93-112
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Section 504 of the Rehabilitation Act (1973)
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Individuals with disabilities cannot be excluded from any program/activity receiving federal money, solely on the basis of their disability (Like Title 9)
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P.L. 101-336
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Americans with Disabilities Act (July 26th 1990)
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Prohibits discrimination and ensures equal opportunity for persons with disabilities in employment, state and local services, public accommodations, commercial facilities, and transportation.
Mandates the establishment of TDD/Telephone Relay Service |
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P.L. 101-476
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Individuals with Disabilities Education Act (IDEA 1990)
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Included students before 21 years of age
Terminology Updated: Person-First Language(Not for Deaf) Transition Services Added Autism and Traumatic Brain Injury Added |
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P.L. 108-446
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Individuals with Disabilities Education Improvement Act (IDEIA 2004)
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This act ALIGNS the educational services provided to students with disabilities with NCLB and reinforces INCLUSION and EVIDENCE-BASED education
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Individuals with Disabilities Amendment (1997)
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Emphasized education for students with disabilities in the Gen. Ed. Program.
Increased the emphasis on Parental participation in the assessment and IEP process Mandates Progress Reports |
Individuals with Disabilities Amendment (1997)
Emphasized education for students with disabilities in the Gen. Ed. Program. Increased the emphasis on Parental participation in the assessment and IEP process Mandates Progress Reports |
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What is Adapted Physical Education?
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The art and science of developing, implementing, and monitoring a carefully designed physical education program for a learner with a disability, based on comprehensive assessment, to give the learner the skills necessary for a lifetime of rich leisure, recreation, and sport experiences to enhance physical fitness and wellness.
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What are the historical aspects of A.P.E.?
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Before 1905 Medical Gymnastics
1905-1930 Transition to Sports 1930-1950 Corrective P.E.- advancements in medical and rehab services following WWI and WWII. (Can't Fix but make better) 1950- 1970 Adapted Physical Education 1970-1990 IEP Dominate Service 1975 P.L. 94-142 (EAHCA) is Passed 1991 Conference/Action Seminar by NCPERID, NASDSE, and Special Olympics 1994 NCPERID published National Standards for A.P.E. |
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Direct Service
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Professions identified by law with responsibility for providing educational services to students with disabilities
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Related Service
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Services that help a student with a disability benefit from direct service
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Benefit
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Inclusion
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taking student and placing them into a mainstream (inclusive) setting (Focus: School)
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Least Restrictive Environment (LRE)
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based on assessment, the environment that is most beneficial (Focus: Student)
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Motor Team Concept Commonalities
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Occupational Therapy often overlaps with A.P.E. in the areas of sensory integration (behavior that is in harmony with the environment) and motor PLANNING
Physical Therapy often overlaps with A.P.E. in areas of flexibility, MUSCULAR strength and endurance, and ambulation (Moving About) Recreational Therapy often overlaps with A.P.E. in the area of ACTIVE PURSUITS during leisure (free time) |
RT=AP L
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Motor Team Functions
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•Screening and Assessment
•Intervention •SUPERVISE MOTOR PROGRAM •DOCUMENT SERVICE DELIVERY •Serve as a Resource for other professionals and/or caregivers |
S&A
I SuperMProg DocServDel SR |
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Components of Assessment for the IEP Process
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o Formal Tests
o Parental Respects o Observations in the General Environment o Conversations with related service personnel, classroom teachers, and the general physical education teacher o Conversations with the student |
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The Assessment Process
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1 Referral for Assessment
2 Parent/Guardian Permission to Asses 3 MULTI-FACTORED EVALUATION by trained personnel within 90 days 4 Placement decisions based on assessment results |
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Normative-Referenced
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An individual’s PERFORMANCE can be compared to others of the same age and gender
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Criterion Referenced
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Designed to provide info about a person’s mastery of a specific skill or behavior
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Content Referenced
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The ability of an individual to demonstrate all of the content of a skill or pattern is what is observed
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Ecological Inventories
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Developed to identify behavioral contents (demands) of an environment. Particularly helpful when designing a transition program for students 16 and older
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4 prevalent measures to assess the health of youth in Special Education
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1.) Body Mass Index
2.) Physical Examinations to Assess Readiness for Participation in Activity 3.) Health Related Fitness 4.) Health Screenings |
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Factors considered in test selection
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1.) Need for utilizing a standardized test
2.) The adequacy of test standardization 3.) Administrative Feasibility 4.) Student’s type of disability |
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Construct
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The degree to which a test does what the author claims it will do
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Vineland Adaptive Motor Scales
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An interview for teachers, parents, and service providers that is designed to measure the level of adaptive functioning of persons from birth to 90 years old in 5 domains:
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1.) Communication
2.) Daily Living Skills 3.) Socialization 4.) Motor Skills 5.) Maladaptive Behaviors *** Teachers Edition 3-22 Years Old*** |
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Needs Assessment
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Determine what supports and services are needed by each student to fully benefit from participation. They Gather:
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1.) Student Data
2.) Student Support Needs 3.) Services needed to Generalize skills learned in the P.E. program to the community |
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Six Types of Involvement
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• Type 1: Parenting!
o Help all families establish home environments to support children as students • Type 2: Communicating! o Design effective forms of school-to-home communications about school programs and children’s progress • Type 3: Volunteering! o Recruit and organize parent help and support • Type 4: Learning at Home! o Provide information and ideas to families about how to help students at home with homework and other curriculum-related activities, decisions, and planning • Type 5: Decision Making! o Include parents in school decisions, developing parent leaders and representatives • Type 6: Collaborating with the Community! o Identify and integrate resources and services from the community to strengthen school programs, family practices, and student learning and development |
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Seven Assessment Purposes
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1.) Identify those who might be experiencing developmental delays
2.) To diagnose the nature of the students problem or delay 3.) To provide information to use to develop the IEP and determine appropriate placement 4.) Develop instruction specific to student’s special needs 5.) Evaluate student progress 6.) Determine support services needed 7.) To determine which skills need to be developed to enable the individual to access programs available in the community |
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Site-Based Management
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A strategy to increase school effectiveness by allowing major players more control over policies and procedures that affect their school
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Referral Process
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1.) Accumulation of Information about the student
2.) Screening and, with parent consent, a comprehensive assessment 3.) Development of a program to meet the student’s individual needs as part of the IEP/Multidisciplinary Team 4.) Determination of the instructional MODIFICATIONS necessary to meet the learner’s educational needs 5.) Consideration of Placement 6.) Implementation of the Program 7.) Monitoring of Progress |
Seven Parts
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Physical Education- the term means the development of:
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1.) Physical and Motor Fitness
2.) Fundamental Motor Skills 3.) Skills in aquatics, dance, individual and group games & sports |
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Special Education
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Specially designed instruction, at no cost to parents, to meet the unique needs of an individual with a disability including:
1.) Instruction conducted in the classroom, home, hospitals and institutions, and other settings 2.) Instruction in Physical Education |
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Adapted P.E.
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The art and science of developing, implementing, and monitoring a carefully designed physical education instructional program for a learner with a disability, based on a comprehensive assessment, to give the learner the skills necessary for a lifetime of rich leisure, recreation, and sport experiences to enhance physical fitness and wellness
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Test Feasibility
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• Cost
• Equipment • PURPOSE of Test • Time • Do you have the expertise? o To administer o Interpret Results • Individual or Group Administration |
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Reporting Results to Parents
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• Accentuate the positive about the student
• Describe strengths and areas for improvement • Report Sub-Scores • Use General Terms (Mandated) • Include information from informal testing and conversations with the student, parent, general physical educator, or service related personnel • Include conclusions and recommendations |
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Uses of TGMD-2
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o Identification of children with motor delays
o Program planning o Assess individual student progress o Evaluate P.E. Program o Research |
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