Copyright © 2010 Pearson Education, Inc. PowerPoint ® Lecture Slide Presentation prepared by Mary J. Sariscsany, California State University Northridge DYNAMIC PHYSICAL EDUCATION FOR ELEMENTARY SCHOOL CHILDREN R O B E R T P A N G R A Z I S I X T E E N T H E D I T I O N Chapter 7 Children with Disabilities

Copyright © 2010 Pearson Education, Inc. Quality Physical Education for ALL Students Public Law  All Handicapped Children Act (1975)  Introduced new requirements, vocabulary, concepts  IEP’s  Mainstreaming  Least restrictive environment  Zero reject  Progressive inclusion

Copyright © 2010 Pearson Education, Inc. Quality Physical Education for ALL Students PL (continued)  All youth, 3–21, receive a free and appropriate education in the least restrictive environment  Physical education only specific area mentioned IDEA (1997) Individuals with Disabilities Act  “Physical Education services, specifically designed … providing handicapped individuals with the least restrictive environment …”

Copyright © 2010 Pearson Education, Inc. Quality Physical Education for ALL Students  Schools must locate, identify and evaluate all students who might have a disability  Screening followed by formal assessment  IEP developed

Copyright © 2010 Pearson Education, Inc. Least Restrictive Environment Determines the best placement arrangement of students with disabilities  Entitles everyone of school age to some aspect of the school program  Must have access to physical education  Place students into setting that offer the best opportunity for educational advancement  Varies depending on the unit of instruction

Copyright © 2010 Pearson Education, Inc. Least Restrictive Environment

Copyright © 2010 Pearson Education, Inc. Mainstreaming/Inclusion Students with disabilities must have opportunities to integrate with other students in public school  Categories of placement for physical education  Full mainstreaming  Mainstreaming for PE only  Partial mainstreaming  Special developmental classes  Reverse mainstreaming

Copyright © 2010 Pearson Education, Inc. Screening and Assessment Involves all students in a school setting and is part of the “child find” process  Conducted by the PE teacher  Used to identify students who may need special services  Assessment is conducted after screening process  Team of experts

Copyright © 2010 Pearson Education, Inc. Due Process Guidelines  Written permission  Interpretation of assessment  External evaluation  Negotiation and hearings  Confidentiality

Copyright © 2010 Pearson Education, Inc. Screening and Assessment Selection of test instruments  Valid examinations  Formal and informal assessment techniques  Administration procedures  Team evaluation

Copyright © 2010 Pearson Education, Inc. Developing an IEP  Developed by a committee  Identifies the child’s unique qualities  Determines educationally relevant strengths and weaknesses

Copyright © 2010 Pearson Education, Inc. Components of an IEP Individualized Education Program  Current level of educational performance  Long-term goals  Short-term instructional objectives  A statement of special education and related services provided to the youngster  Initiation and duration dates  Criteria for determining if the short-term objectives are being reached

Copyright © 2010 Pearson Education, Inc. Systematic Approach to Successful Mainstreaming

Copyright © 2010 Pearson Education, Inc. Systematic Approach to Successful Mainstreaming  Determine how to teach  Analyze and diagnose motor behavior of students with disabilities  Provide appropriate experiences for remediation  Register data  Understand specific impairments  Know how to assess motor and fitness needs  Find activities where students can excel

Copyright © 2010 Pearson Education, Inc. Systematic Approach to Successful Mainstreaming  Determine what to teach  Determine how the existing curriculum affects students with differing needs  Individualize activities as much as possible  Find ways to modify instruction and activities  Avoid degrading methods for choosing teams  Analyze participants roles

Copyright © 2010 Pearson Education, Inc. Systematic Approach to Successful Mainstreaming Reflection Check  Ask the following:  Do the changes allow students with differing needs to participate successfully?  Does the modification make the setting unsafe?  Does the change negatively affect the quality of the educational experience?  Does the change cause an undo burden on the teacher?

Copyright © 2010 Pearson Education, Inc. Modifying Activities  All students have differing needs  Teacher’s responsibility to make the environment better  Use the STEPS (space, task, equipment, people, safety)

Copyright © 2010 Pearson Education, Inc. Modifying Activities

Copyright © 2010 Pearson Education, Inc. Modifying Activities Lack of strength and endurance  Lower or enlarge goal size  Modify game tempo  Reduce projectile weight and/or size  Reduce throwing distance  Reduce points necessary to win game

Copyright © 2010 Pearson Education, Inc. Modifying Activities Lack of strength and endurance (continued)  Modify striking implements  Slow down ball by decreasing air pressure  Play games/activities at different positions  Provide matching or substitution  Youngsters can substitute skills

Copyright © 2010 Pearson Education, Inc. Modifying Activities Lack of coordination  Increase target or goal size  Offer protection from injury  Throwing—allow student to throw at maximum velocity  Striking—begin striking a stationary object  Catching—use soft, lightweight, and slow moving objects  Place student in an environment where they will not have to chase equipment

Copyright © 2010 Pearson Education, Inc. Modifying Activities Lack of balance and agility  Increase width of rails, lines, beams  Increase width of base of support  Increase number of balancing body parts  Increase surface area contacting floor

Copyright © 2010 Pearson Education, Inc. Modifying Activities Lack of balance and agility (continued)  Lower center of gravity  Ensure surfaces offer good friction  Some children require balance assistance  Teach students to fall correctly

Copyright © 2010 Pearson Education, Inc. Modifying Activities

Copyright © 2010 Pearson Education, Inc. Teach Tolerance to all Students  Recognize the similarities among all people  Understand human differences  Teach the acceptance of all students as worthwhile to all individuals

Copyright © 2010 Pearson Education, Inc. Teach Tolerance to all Students

Copyright © 2010 Pearson Education, Inc. Integrate Students with Differing Needs  Meet goals specified in the IEP  Build ego strength; stress abilities  Foster peer acceptance  Concentrate on student’s PE needs, not disability  Provide continual monitoring and assess periodically  Be constantly aware of students’ feelings and anxiety