Presentation on theme: "PED 383: Adapted Physical Education Dr. Johnson. Who needs them? Students with Disabilities Students with Unique needs Individualized Education."— Presentation transcript:
PED 383: Adapted Physical Education Dr. Johnson
Who needs them? Students with Disabilities Students with Unique needs Individualized Education Plans (IEP) Individualized Family Service Plan (IFSP) Section 504 Accommodation Plan
“Heart of IDEA” Comprehensive written document used to describe the process of providing services and the detail of what those services include.
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.
Section 504 disability act accommodations For those not eligible for special education ▪ HIV / AIDS ▪ Asthma ▪ Seizure disorder ▪ Diabetes ▪ ADHD ▪ Mild physical or learning disabilities
Recovering from injury Recovery from noncommunicable diseases Overweight / obese Low skill levels Deficient levels of physical fitness May still need a PE IEP.
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.
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
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.
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
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
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
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.
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.
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.
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.
Includes… Beginning of special education and related services and modifications Anticipated… ▪ Frequency ▪ Location ▪ Duration Amount of time in PE should be listed.
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.
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.
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
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
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?”
Committee on Adapter Physical Education (CAPE) Director of Physical Education School Nurse Adapter Physical Educators Seven steps to this program
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