Assessment and Children with Disabilities

Ecological Model for Assessment Determine who qualifies (eligibility) Determine what to teach (program plan) Determine how to teach it (instruction) Determine where to teach it (placement) Determine how often to teach it (time) Determine who will teach it (support) Determine how well it was taught (evaluation) assessment

Determining Who Qualifies What assessment data would justify a child not qualifying for adapted physical education? What assessment data would justify a child requiring “special accommodations” to be successful in GPE but without IEP goals and objectives? What assessment data would justify a child qualifying for APE services including goals and objectives on his/her IEP? assessment

Who Qualifies: Areas to Assess Fitness: Areas to Assess Endurance Flexibility Strength Body composition Fitness: How do you assess it? * What level of fitness would not qualify a child, might require accommodations, or would qualify a child? assessment

Who Qualifies: Areas to Assess Motor ability: Areas to Assess Balance Speed Agility Eye-hand/eye-foot coordination Body and space awareness Motor Ability: How do you assess it? * What level of motor ability would not qualify a child, might require accommodations, or would qualify a child? assessment

Who Qualifies: Areas to Assess Motor Development: Areas to Assess Motor milestones Fundamental object control Fundamental Locomotor skills Motor Development: How do you assess it? * What level of motor development would not qualify a child, might require accommodations, or would qualify a child? assessment

Who Qualifies: Areas to Assess Sport Skills: Areas to Assess Sport skills Ability to play the game Knowledge of the game Being able to play safely Sport Skills: How do you assess it? * What level of sport skills would not qualify a child, might require accommodations, or would qualify a child? assessment

Who Qualifies: Areas to Assess Social/Behavior Skills: Areas to Assess Self control Following directions Staying on task Cope with frustration and conflict Positive attitude Safety skills Social/Behavior Skills: How do you assess it? * What level of fitness would not qualify a child, might require accommodations, or would qualify a child? assessment

Determining What to Teach Create a top-down plan (what assessment information would you need?) Define targeted skills within top-down plan. Determine student’s PLOP on targeted skills (how would you assess these skills?). Develop student’s IEP goals and objectives to match PLOP. assessment

Determine How to Teach How Do You Determine Necessary: Think about … Instructional modifications Curricular modifications Equipment modifications Think about … What is “too much” modifications? How do you know? What is “not enough” modifications? How do you know? assessment

Determine Where to Teach What assessment data would justify the following placement decisions: General physical education – no support General physical education – support Part time general part time pull-out APE Full time pull-out APE small group Full time pull-out APE one-on-one assessment

Determine Who Will Teach What assessment data would justify the following types of support decisions: Peer from same class Older peer from different class Paid teacher assistant Specialist (APE, PT, OT) assessment

Determine How Often to Teach What assessment data would justify the following amount of service: Consult (varying amounts per week/month) 30 minutes direct service 60 minutes of direct service 90 minutes of direct service assessment

Determine How Well It Went What assessment data would let you know that a student is making adequate progress towards his/her goals and objectives? What assessment data would let you know that your program is effective for the majority of students you serve? assessment