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PED 383: Adapted Physical Education Dr. Johnson.  Who needs them?  Students with Disabilities  Students with Unique needs  Individualized Education.

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Presentation on theme: "PED 383: Adapted Physical Education Dr. Johnson.  Who needs them?  Students with Disabilities  Students with Unique needs  Individualized Education."— Presentation transcript:

1 PED 383: Adapted Physical Education Dr. Johnson

2  Who needs them?  Students with Disabilities  Students with Unique needs  Individualized Education Plans (IEP)  Individualized Family Service Plan (IFSP)  Section 504 Accommodation Plan

3  “Heart of IDEA”  Comprehensive written document used to describe the process of providing services and the detail of what those services include.

4  Jobs of IEP  Describes current level of achievement and functional promise  Identifies measureable annual goals  Lists the types, frequencies and durations of educational services to be provided to meet personalized goals.  Teams provide IEP’s for those 3-21 years old.

5  Section 504 disability act accommodations  For those not eligible for special education ▪ HIV / AIDS ▪ Asthma ▪ Seizure disorder ▪ Diabetes ▪ ADHD ▪ Mild physical or learning disabilities

6  Recovering from injury  Recovery from noncommunicable diseases  Overweight / obese  Low skill levels  Deficient levels of physical fitness  May still need a PE IEP.

7  1.Statement of present level of academic achievement and functional performance.  2.Statement of measureable academic and functional annual goals.  3.Measuring and Reporting Progress to parents.  4.Statement of special Education and Related Services and Supplementary aids and services.

8  5.Statement of participation in Regular Settings and Activities  6.Statement of Alternate Assessment Accommodations.  7.Schedule of Services and Modification  8.Transition Services  9.Transfer of Rights at age of Majority

9  Where they currently are  How the disability affects their involvement and progress in general education curriculum.  Establishes baseline educational abilities.  All relevant information is included  Evaluations ▪ Determine if they have a disability ▪ Determine the educational needs  Background information  Should be …  Data based  Objective  Observable  Measureable  Should state what the student CAN do, as well as CAN NOT do.  Should not require additional information that is not included.

10  Goals for each content area  Helps them to be involved in and make progress in general curriculum  Can include short term as well as long term  Can be general, then followed by more detail  Types of goals  Traditional  Multielement

11  Start as more broad goals  Add detail later  Measureable  Objectives ▪ Specific, but no specific timetable  Specific Benchmarks ▪ Specific, with a timetable  IDEA no longer requires short term goals  May be required with alternative assessments  Parents may request them

12  1.By when  By October 1, or in 15 weeks  2.By who  3.Will do what  What will I see if the student meets the goals?  4.Under what conditions  MWSU objectives  this is the restrictions  5.At what level of proficiency  MWSU objectives  this is the how much / how many  6.As measured by whom or what

13  Since goals should be quite specific and have timeframes to them, it should be easy to track progress (or lack of progress).  This section should state when this information is passed to parents, and how this will take place.  Used in similar way as report cards  Should have similar (not necessarily exactly the same) time frames as report cards. ▪ At least as often, if not more.

14  This section must state what special services will be provided, including…  Services  Aids  Support  Modifications  Must be based on peer-reviewed research.  Special education service – instruction designed to meet the unique needs of a student with a disability that directly effects educational goals, such as physical education  Related Service – designed to help a student with a disability to benefit from special education.

15  If a child is not able to participate in regular classes (ie physical education), this is the section that explains why.  Also, this section must explain how much of the time (if any) the student will be in regular classes.

16  Statement of any individual accommodations which are necessary to measure academic achievement and functional performance of the child on state, and district – wide assessments of student achievement.  Must state why assessments are not done and why alternative assessments are appropriate.

17  Includes…  Beginning of special education and related services and modifications  Anticipated… ▪ Frequency ▪ Location ▪ Duration  Amount of time in PE should be listed.

18  No later than 1 st IEP that includes 16 years of age.  Helps student transfer from school based programs to community based no later than 22 years old.  Includes…  1.Measureable post-secondary goals based on age- appropriate transition assessments related to training, education, employment and independent living skills  2.statement on needed transition services, including courses of study, needed to assist the student in reaching those transition goals.  This is a plan for lifelong physical activity.

19  No later than 1 year before the child reaches the age of majority under state law, the IEP must include a statement that a child has been informed of his (or her) rights under IDEA that will transfer to him (or her) on reaching the age of majority (18 in most states).  Must have a process to monitor this requirement.

20  2 steps to an IEP  1.Deciding if the student is eligible for special education services  2.Developing the most appropriate program  Starts with a referral (including reasons)  IEP team decides on curriculum  Must provide services  Does not guarantee success or improvement

21  At least ▪ 1 parent, ▪ 1 classroom teacher, ▪ 1 special education teacher, ▪ 1 representative of the school qualified to supervise the provision of special education ▪ 1 person who can interpret evaluation results ▪ The child with the disability (when appropriate) ▪ Other appropriate individuals

22  Students who no longer qualify as a disability (now), but did under section 504 (much broader definitions)  No mandated sections  Must answer “Does the disability affect a major life activity?”

23  Committee on Adapter Physical Education (CAPE)  Director of Physical Education  School Nurse  Adapter Physical Educators  Seven steps to this program

24  1.Referrals  2.Notify the parents  3.Contact family Physician (if appropriate)  Determine the condition  4.Decide if adapted program is appropriate  Also decide on program  5.Notify parents of program  6.Implement program  7.At end of time frame, CAPE reviews progress and decides if they need to continue

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