ChApter 2: Program Organization and Management PED 383 Dr. Johnson

Important aspects of Adapted Physical Education Purpose Aims Goals Standards Objectives

Identifying students Procedures to identify those with unique needs. Screen … All new students Students with disabilities All students annually Referrals Students requesting exemption for physical education

Where do referrals come from Parents or guardians Professional staff members in school districts Physicians Judicial officers Representatives of agencies with responsibilities for student welfare, health or education Students themselves (must be 18)

Least Restrictive environment Educate students with disabilities in classrooms with students who are not disabled to the maximum extent appropriate. Levels of continuum

Levels Level 1 Level 2 Level 3 Level 4 Level 5 Regular class placement Regular class placement with support service assistance Level 3 Regular class placement with supplementary or resource room assistance Level 4 Part time special class placement Level 5 Full time special class

Levels Continued Level 6 Level 7 Level 8 Level 9 Part-time individualized classroom Level 7 Full-time individualized classroom Level 8 Special schools Level 9 Hospital or treatment center

Inclusion - positives More stimulating and motivating environment Increased opportunities for students with disabilities to develop social skills and age- appropriate play skills Promotes the development of friendships among students with and without disabilities Provides skilled role models – fosters development of skills in all developmental domains

Inclusion - negatives Receives less attention and time on task than classmates do. Teachers are not adequately prepared for successful inclusion and do not possess the interest and motivation to teach in inclusive settings Students without disabilities will be held back in their educational development Inclusion is too expensive when providing support services Schools use inclusion as a way to save money by reducing support services

Functions of Adapted Teachers Identify unique needs Determine appropriate instructional settings and support services Individualize instruction Adapt activities Promotes interaction and interplay Meets the needs of all students Improves or maintains self-esteem Provides physical activity Provides a safe experience for all Prepares regular physical education for inclusion Prepare support material

Additional Concerns Class size Scheduling Time requirements Normal – 30 Adapted – 6 or 12 Scheduling Same or different times Time requirements At least equal to regular physical education Sports programs Facilities Budget Grants through IDEA when using IEP

Those running the programs Director of Physical Education In charge of those factors previously discussed Adapted Physical Educator A person trained in APE to provide leadership and direct teaching in APE Regular Physical Educator Assists in several factors of APE and helps Adapted Physical Educator Nurse Physicians Coaches Paraeducators Provide assistance to teacher

General Program Evaluation Must evaluate just as other programs Recommended every 5 years Use data to support conclusions May include…. Organization and management Curriculum Instruction Attendance Personnel Facilities Administrative procedures