Presentation on theme: "Special Education and Adapted Physical Education Alberto Friedmann, MS Southern Illinois University Edwardsville,"— Presentation transcript:
Special Education and Adapted Physical Education Alberto Friedmann, MS Southern Illinois University Edwardsville,
Qualifying Disabilities Under Individuals With Disabilities Act (IDEA) Mental Retardation Hearing Impairments (including deafness) Speech or Language Impairments Visual Impairments (including blindness) Serious Emotional Disturbance Orthopedic Impairments Autism Traumatic Brain Injury Other Health Impairment Specific Learning Disability Any student who, by reason thereof, needs special education and related services
Special Education Not your parents’ SPED Under IDEA, Special Education is defined as: “Specifically designed instruction, at no cost to parents, to meet the unique needs of a child with a disability including: Instruction conducted in the classroom, the home, in hospitals and institutions, and in other settings; and Instruction in Physical Education.”
Adapted: To adjust To change to fit To make suitable to or fit for a specific use or situation Physical Of or relating to the body Involving or characterized by vigorous bodily activity Of or relating to our physical environment Education A program of instruction of a specified kind An instructive or enlightening experience The gradual process of acquiring knowledge Adapted Physical Education
Important Terms and Ideas: Person-First Wording Least-Restrictive Environment Educating not Labeling Quality of Life Handicapped: From the term hand-in-cap, actually derived from a game of chance but sometimes mistakenly believed to involve the image of a beggar.
IDEA Individuals with Disabilities Education Act All children with disabilities have The right to a free and appropriate public education The right to physical education Equal opportunity for nonacademic and extracurricular activities An Individualized Education Program (IEP) designed to meet their unique needs A program that is conducted in the least-restrictive environment Nondiscriminatory testing and objective criteria for placement The right to due process Access to related services to assist in special education
Purpose of Adapted Physical Education Self Actualization To develop or achieve one's full potential Optimal Personal Development Optimal Self Awareness
Some Questions - Problems and Solutions about PE and School Legal Obligation. PE is defined by the federal government as a very important component (major curricular area) & PE must participate completely in IEP & instructional process.
Question 1 - Must children with disability always be placed in regular PE? 1.No, If needs are better served elsewhere. 2. However, push for "inclusion" makes it difficult to separate children.
Question 2 - If a child with a disability is participating normally in regular PE class, does the child need an IEP? No. Question 3 - If a child with a disability is so disruptive that others can't learn effectively, must child be kept? No.
Question 4 - Can recess, physical therapy, free play, field trips satisfy PE requirement? No. Question 5 - Do obese, malnourished, awkward/clumsy, etc. students qualify as children with disability? No. However, the child may still need, and may take adapted PE
Question 6 - What if a child is excused from PE because no adapted PE exists? No child may be summarily excused of PE. If the school gets federal funding, adapted PE options must exist. It is the law.
Identification of A.P.E. Students Screenings: Done on a regular basis Must include all students Range from simple to complex Often performed annually within a school district Testing: Usually referred via screening Can be specifically requested by teacher, parent, doctor, physician, judge, student Multiple tools available (B.O., BPFT, Fitnessgram, TGMD, etc.) Need must exceed 30 consecutive calendar days Placement: Determined by a team of professionals Trend over last 20 years is towards Inclusion Separate is NOT Equal Requires an aware, creative, intelligent, and smart instructor
Level 9 Hospitals and Treatment Centers Level 8 Special Schools Level 7 Full-Time Individualized Classes Level 6 Part-Time Individual Classes Level 5 Full-Time Special Classes Level 4 Part-Time Special Classes Level 3 Regular Placement with Supplements Level 2 Regular Placement with Support Services Level 1 Regular Class Placement Move Only If Necessary Move As Soon As Possible Most Restrictive Least Restrictive Placement Continuum
Assessment Assessments have specific legal responsibilities. They must be: 1.In native tongue or other mode of communication (e.g., sign, Braille) 2.Administered by Trained Professionals 3.Reflect ability, not disability 4.Reliable and viable 5.More than a single procedure 6.reflective of all domains (social, cognitive, physical, etc.) 7.Must include MEASUREMENTS as well as ASSESSMENTS
Individualized Education Plan (IEP) According to P.L , all children receiving special education must have IEP!
IEP IEP conferences are to be held at beginning of each school year and are a multidisciplinary event Done within 30 days after school starts Scheduled and reevaluated yearly
IEP Conference Must Include: Member of teaching staff other than the teacher responsible for special education, e.g., coordinator or director All teachers for that child At least one parent The child, when appropriate Other individuals such at parent or lawyers discretion, e.g., independent evaluator/related services (TR, OT, PT)
IEP Must Include Statement of child's present level of performance Statement of annual goals and objectives Statement of extent to which child can participate in regular programs Projected dates of initiation of services Appropriate evaluation procedures to determine if goals and objectives are being met Statement of specific special education and related services
IEP There are yearly and daily goals and objectives Three (3) components Behavior - Desired actions or response Criterion - How many times, what's it look like Conditions - Under what conditions done Sample Yearly Goal: “To have Ray achieve fundamental skill patterns at a developmental level appropriate for a 6 year old, in daily APE.” Behavior- Achieving fundamental skill patterns Criterion - At a developmental level appropriate for a 6 year old Conditions - in daily adapted PE
IEP Daily goals should reflect the yearly goals and should also be definable, achievable, and measurable. Often these are not done because of the amount of work required, but you can insist. Otherwise, work for at least short-term goals so you know what is happening and can adjust the program as necessary.
Special Considerations Not all adaptations are difficult to implement Extra set of books to avoid scoliosis Pencil grips Use of computers instead of handwriting Special seat cushions
Dangers Modifications which change the difficulty of the work These can result in grades marked “WM” meaning the grade was earned “with modifications,” often interpreted as “changed so the stupid kid can get it.” Stigma among children Least Restrictive Environment also includes social environment. No child should be embarrassed if avoidable. Unrealistic or unachievable goals There are limits to what you can ask a school to do.