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92 Cards in this Set
- Front
- Back
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Adapted Physical Education
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is an individualized program involving physical and motor fitness, FMS, and patterns, skills in aquatics and dance, and individual and group games and sports designed to MEET THE UNIQUE NEEDS OF INDIVIDUALS.
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Who oversees APE Programs?
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-School district sp. ed. director
-School building principal -APE director -APE -Regional service center adapted specialist |
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Goals of APE
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should be consistent with those established by the state education agency for every learner who participates in PE and integrete state standards and curricular objectives.
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Whose is eligible for APE
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**Tremendous variance by state and district
-Areas to consider include: --Gross motor delay age related performance --standardized evaluation scores (TGMS-2; 3 to 10 yrs old) (Brockport test; 10-17 yrs old) ***Every school district is different and interprets the laws differently -At any time, parents can say no |
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Motor Team Functions
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**Every motor team's form should look different
-Screening and assessment -Intervention -Supervise motor programs -Document service delivery -Serve as resources for other professionals and/or caregivers |
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APE Scheduling
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-Students in APE supposed receive same amount of time as general population
-Athletic activities & PT services NEVER substitute for physical eudcation -Facilities should be accessible (minimum of 48 in. for doorways; water fountains with hand and food peddles; bathrooms; pool facilities) -Don't assume you will have a gym (hallways and classrooms) |
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APE Staff
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-APE Coordinator (maybe)
-PE teacher -Nurse (maybe) -Related Services personnel |
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Child find
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--Every school district must have one
--How the school districts are going out and looking for students or potential stduents with disabilities --Birth til 21 years old (APCAR score, reflex score) --written procedures in place --creates public awareness of special ed. programs --ongiong training of staff to ensure child find |
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Screening
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very quick eyeballing of student, generates list of red flags, which lead to referrals for assessment
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Written procedures in IL include:
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-Annual screening of children under 5 who need early intervention/sp. ed. related services
-Ongoing review of all children -Ongoing coordination with early intervention programs |
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Referrals for assessment
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Who can make referrals?
-Parents -Teachers -School personnal-principals, school psychologists -Child find -Child's doctor (usually comes from someone in school) -Referrals must be in writing -Referals are sent to the administrator (Ex: Sp. Ed. Coordinator) ***60 school days to complete all evaluations, ONCE parents give WRITTEN permission. |
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Who are part of the multifactored evaluation?
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-Parents
-Speech -APE -Coginitive -Class room teacher |
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Who qualifies for APE?
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Placement is determined through ASSESSMENT
-Assessment outcomes determines need for an IEP. |
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Trained personnel...
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should complete a comprehensive exam
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Basis for the instructional program?
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results of the testing and other information gathered.
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IEP
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the formal plan for moving the student from the PRESENT level of performance to the IMPROVED performance
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Placement in physical education
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-Based on assessment outcomes
-Assessment outcomes determine LRE -Age difference requirements ----Cannot be more than a 3 yr age difference!!! |
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Difference bwn Inclusion and LRE?
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Inclusion: placement into classroom with students without disabilities
LRE: least restrictive environment, what is best for the students |
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Service delivery models
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-APE teacher as direct service provider
-Collaboration btwn APE and school staff (APE and others are teachers) -Consultation is assistance given by the APE teacher to general P.E who are providing direct services |
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Factors influencing service delivery
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-The caseload
-# of trained APE teachers -# of students -Location and size of district -Parent interest -Student body size |
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Teacher Accountability
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-Annual IEP's (Annual meetings with parents and committee members)
-Provide lesson plans -Documentation of performance outcomes (videoclips, digital pictures portfolios) |
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Motor Team Concept
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-APE working with OT, PT, RT, GPE, and Speech Therapy
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Physical Therapy
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Gross motor development
wheelchair skills gait training functional mobility muscle strengthening muscle endurance posture and positioning |
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APE
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-physical fitness
-gross motor skills -special sports programs -integration of the child into regular programs |
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Occupational therapy
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-fine motor development
-sensory integretion -prevocational/vocational skills -feeding and equipment -activties of daily living -functional equipment |
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Therapeutic recreation
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-leisure functioning
-outdoor recreation -social recreation activities -Integration of the child into community-based programs |
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Public Law 94-142
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purpose is to assure all students with disabilities a free appropriate education which emphasizes Sp. Ed. and related services designed to meet their unique needs, to assure that the parents are protected, to assess and assure the effectiveness of efforts to educate.
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IDEA: Individuals with disabilities education act
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-Amendment of PL 94-142 signed by President Bush on Oct. 30, 1990
-Changes handicapped children to children with disabilities -Early referral for infants and toddlers -Special education means specially designed instudction, at no cost to aprents or guiardian,s to meet the unique needs of a child with a disability including instruction conducted in the classroom in the home in hispitals and institutions, and in other settings and unstuction on PE. |
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What is a disability?
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-A chronic condition
-Categorized by IDEA to refer to 13 specific activity-limiting conditions -A disability has an adverse effect on the student's educational performance requiring SP. ED. and/or relating services |
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Types of disabilities (13 Total, 10 listed)
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-Mental retardation
-Pervasive development disorders (P.D.D) Includes autism, ausbergers, REHS -Multiple disabilities -Orthopedic impairment -Other health impairment -deaf impairment -visual impairment -speech impairment -Learning disabilities -Tramatic brain injury |
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What is special education?
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specially designed instruction at no cost, to meet the needs of the individual with the disability
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What is APE?
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developing, implementing, and monitoring a carefully designed PE in physical and motor fitness, fundamental motor skills and patterns, skills in aquatics, dance, and individual and group games and sports.
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APE is a _______ service. What does that mean?
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Direct. It means professions identified BY LAW with responsibility for providing educational services to students with disabilities.
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P.T/O.T are _________ services.
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Related. These are services that help a student with a disability benefit from direct services. Don't work in school because it is much less $$.
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Role of motor development in APE
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Task, Individual, and the environment.
*Motor development is age related, not age Dependant. *Hourglass flips around at age 20 for average students, NOT for students in APE *95% of all students with disabilities are in a general P.E class. |
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See the person FIRST except for what disability?
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Deaf community
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APE teacher requirements
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*Should have highly specialized training in assessment and evaluation of motor competency.
*Is responsible for developing IEP (based on valid and reliable motor assessment) *Is an in-service educator *School districts will vary on how they interpret the laws- Unit 5 examples used in class. |
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What can APE provide to those who qualify?
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*Promotion of physical activity
*Provision of equal opportunities *Remediation of secondary disabling conditions *Improvement of quality of life *Individualization of services to meet specialized needs *Generation of accessibility to the curriculum, facilities, and community |
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Historical Perspectives
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*Medical Gymnastics (Before 1905); PE teachers were medical doctors
*Transition to Sports (1905-1930) *Corrective Physical Education (1930-1950); WWII/Korea, vets needing PE for fighting *Adapted Physical Education (1950-1970) Putting students into gen ed. classrooms *IEP Dominated Service (1970-1990) *Inclusive Physical Activity (1990's-Present) |
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Adapted vs Adaptive
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Adaptive: (adj).=describing student behaviors, communication skills
Adapted (VERB-modifying tasks) or (ADJ-referring to a program) =process of modifying a task, motor skills |
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P.L. 93-112 *What does the 93 mean?
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session of congress that enacted it
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P.L. 93-112 *What does the 112 mean?
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law passed in that session
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P.L 93-112 Section 504 of the Rehabilitation Act (1973). What does this law entail?
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*Mandated that individuals with disabilities cannot be excluded from any program.activity receiving federal money, solely on the basis of their disability
*1st act that allowed ppl with disabilities to get an education |
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P.L 94-142 Education of all Handicapped Children Act (1975)
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*Free appropriate public education
*LRE: best educational placement 4 that student based on assessment *Physical education is a DIRECT SERVICE, schools MUST provide it. |
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Americans with disabilities act
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July 1990- Prohibits discrimination and ensures = opportunity for persons with disabilities in employment, states and local government services, public accommodations, commercial facilities, and transportation.
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IDEA 1990 (P.L. 101-476)
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*Includes birth-21 years old
*Terminology update ***Person first concept ***Transition services added ***Autism and TBI added |
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IDEA Amendment 1997/P.L. 105-17
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*Emphasized education for students with disabilities in the general education program
*Increased the emphasis on parental participation in the assessment and IEP process *Mandates progress reports |
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NCLB (2001)
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*Emphasis reading and mathematics at the expense of other critical curricular areas, including physical education, history, music, art, etc.
*Center of controversy with regards to testing procedures, consequences of poor test scores *Recent investigation into including physical education test scores *Included students with disabilities *If you don't meet yearly requirements, the gov' can come in and close down the school |
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IDEIA (2004)
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Individuals with disabilities education and improvement act
*More than just a standardized test *Educational services with NCLB *Reinforces inclusion and evidence based education |
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Current Trends
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*An increase in initiatives to improve the health of ALL students
*Physical Ed. progress Act *Steps to a healthier USA "I can do it you can do it" **An increase in media attention and development of disability sport *An inscrease in the number of school districts offering special sport programs for students with disabilities *An emphasis on quality P.E for all students |
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What is assessment?
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The process of motor assessment aids in monitoring, developmental changes, identifying developmental delays and providing insights into instructional strategies.
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Purposes of assessment
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*Identify developmental delays
*Diagnose nature of the delay *Determine placement decision *Develop IEP *Develop instruction * Determine support services *Determine skills for community participation NOT IN BOOK *Evaluate student progress *Grade determination *Teacher performance *Grouping of students |
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What is due process?
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*MUST BE FOLLOWED
*Fair and impartial treatment *Parents understand what is going on *First part is that you must get parents written permission or else you cannot treat that student differently |
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Formal Assessment
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-Standardized test, Gross motor development tests, skill and motor proficiency tests, physical fitness tests
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Informal Assessment
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Checklists, rubrics, activities, observation
**Used to support formal testing |
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Components of Assessment for the IEP Process
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*Formal Tests
*Parental Reports *Observations in general environment *conversations with related service personnel, classroom teachers, and general physical educator * Conversations with the student |
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The assessment process
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*Screening
*Referral *Parental permission to assess * formal assessment-age of student, what is being taught *determine strengths and weaknesses *Make conclusions and recommendations *Determine IEP goals with the IEP team, based on evaluation process *Determine placement based on IEP goals *Implement and monitor IEP, report regularly *Revisit IEP yearly *Reevaluate every 3 years |
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Authentic Assessment
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Testing in the natural environment in which skills will be used
*Provide a picture of skill performance under the influence of constraints |
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Normative-reference
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compared performance to that of others of the same age and gender
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Criterion-Referenced
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evaluates performance on the parts of the skill
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Content-Referenced
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Evaluates performance on the parts of a skill
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Test Selection Considerations
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*Need for standardized test
*Adequacy of test standardization *Administrative feasibility *Student type of disability |
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Test Standardization
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Given to a large group of persons under the same conditions
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Tests should be...
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*valid- measuring what it says it measures
*reliable *objective |
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Test Feasibility
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*Cost
*Equipment *Purpose of the test *Time *Do you have the expertise? *Individual or group? |
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Testing Guidelines
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*Become familiar with the test
*Use 'crib notes' *Well lighted, comfortable environment *Carefully planned placement of equipment (Efficient use of time) *Midmorning or midafternoon (if possible) *Establish rapport with the student (students native language) *Follow protocol of test *Allow repeat trials if needed *Limited time period |
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Organizing Results
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*Make comments immediately after
*Interpret the results shortly after testing *Chart data to assist with locating strengths and weaknesses *Analyze data to identify themes and possible underlying causes of motor deficits *How did the students do? |
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Reporting Results
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*Accentuate the positive
*Describe strengths and areas for improvement *Report subtest scores and include a narrative describing how the student executed test items *Include information from informal testing and conversations with the student parent general physical educator, and/or related service personnel *Include conclusions and recommendations |
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Qualifying Criteria
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*When determining placements, age related results are required by law. EX: Age Equivants
*Varies by school districts *Beyond one standardization below the mean, below the 25th percentile, or below one year for the age of the student are common guidelines *Must also consider performance in the affective domain |
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TGMD-2 (Ulrich, 2000)
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*Ages 3-10
*Purpose- have a test that is suppose to be taught at Ele. P.E *Description- 2 Subtests- loco and mani skills(can separate and combine information), 12 gross motor skills, Children 3-10 |
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Positives of TGMD
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*Used norm and criterion referenced standards
*Can be used for research *Could be used by a variety of professionals *Most widely used in the country |
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Uses of TGMD
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-ID of children who are behind
-Program planning -Assess individual St. progress -Evaluate PE Program -Research |
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Examiner Conpetency: What specific skills does the examiner need to possess to successfully administer this test?
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Must be able to demo, observe, and know protocol
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Time Requirements for TGMD
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20 minutes for an expert, 40 for someone who is not
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Protocol for TGMD
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Demo task, practice trial, 2 score trials
*Focus on observation of criteria -1=performed correctly -0=does not perform |
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Testing scores and interpretations TGMD
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Raw scores-48 possible points for each subtest NOTE: RAW SCORES CAN BE DECEIVING
Percentile rank (Comparing to standardized sample) Subtest standard scores |
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What is the gross motor quotient? (GMQ)
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Composite of results from the 2 subtests
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GMQ very poor
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<70
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GMQ very superior
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>130
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IEP: What is it?
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-Legal document
-Only getting services they qualify for -Required by IDEA and Public Law 94-142 -Based on data: *Multifactored assessments (include authentic assessments) *Determines eligibility for services based on results of assessments and on unique needs of student *Decision is made by professional educational experts. |
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IEP Procedures
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*Referral
* Multi factored evaluation *Team meeting |
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Team members
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*Administrator (Coordinator)
*Parent *PE teacher *Adapted PE teacher *Gen Ed. teacher (should write goals and objectives) (Because its the person who teaches the child) *Special ed teacher *Related service personnel *Interpreter (hearing impaired, English is not their native lan) |
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Successful IEP Meetings
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*Include the student (when appropriate)
*Highlight positive abilities *Collaborative effort *Provide guidelines *Take notes *Listen (for themes, to the parents, etc) |
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Components of the IEP ****** What needs to be in the IEP?
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*Present level of performance
*Annual goals and short term objectives *Services *Transitional Services *Dates and duration *Evaluation (measurement) *Modifications (to assessment) (Paul Always Swears Towards Dogs Every Month) |
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PLP (Present level of performance)
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*Foundational aspect of IEP
*Therefore, the PLP must be determined correctly, otherwise ineffective *Objective, measurable, and observable, understandable *Indicates what the student is able to do *Include information from parents, gen PE, and APE *Results of formal assessment *Strengths and weaknesses |
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Annual Goals and short term objectives
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*Teacher identifies areas to be studied, based on PLP
*Short term objectives *Must be measurable *Address needs resulting from disability * Align with the general curriculum * Includes 3 components (behavior, criteria, and condition) |
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Services
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*PE/Classroom aids?
*Types of modifications: special materials/equipment *How often does the student have APE? GPE + APE? *Where is it being taught? *How long? |
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Once the parents say yes, you have ___ days to begin services with a student
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10
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Transition Services
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What kind of things do these students need to live a healthy good life?
*Begins at age 14 *14.5 years old *17 years old *School based to community based *Preparing student for active living after school and after graduation |
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Dates and Duration
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When does the program begin?
End? Dates are usually set annually IEPS are dated from the date goals were accepted by the IEP team, to one year later |
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Evaluation
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How will student progress by assessed?
How will parents be notified? Annual evaluation and report cards IEP must be review every year Every three years re-assessment by entire team How will progress on IEP goals will be measured? (Assessment, checklists, rubrics, video clips, and digital pictures) What will progress on IEP goals will be reported? (Every six weeks, quarterly every 2 weeks, weekly electronic journal?) |
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Modifications
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*Are modifications needed for district/state assessments?
*If student can't participate in assessment it must be noted as to why. |
