1. Special-Needs Populations
Chapter 17
Special-Needs Populations

2. Chapter Objectives
After completing this chapter, you should be able to
1. Define the term special-needs populations, and state what must be done in public physical education programs to meet the needs of special-needs populations.
2. Describe the role of physical performance measurement in special-needs physical education programs.
3. Justify the use of norm-referenced and criterion-referenced tests with special-needs populations.

3. Chapter Objectives
4. Describe responsibilities after the measurement of special-needs populations.
5. Select appropriate perceptual-motor performance, motor performance, and physical fitness tests, and administer them to special-needs populations.

4. Special-Needs Populations
The term special-needs populations is used when referring to disabled or impaired individuals.
Federal laws require that special-needs students be educated in least restricted environment in which their educational needs can be met.

5. Special-Needs Populations
“Least restricted environment” should not always be interpreted to mean separate physical education programs.
As teacher, you should be prepared to make adaptations or modifications in regular physical education program.

6. Special-Needs Populations
Physical educator must seek approaches to these adaptations that will emphasize what the individuals can do; accentuate the positive.
Special needs vary for persons with different disabilities; same test rarely can be used with individuals with different disabilities.

7. Why Measure Special-Needs Populations?
The Individuals with Disabilities Education Act of 1990 (Public Law and subsequent amendments) includes the most recent version and amendments of laws that have had instrumental influence on educational programs for individuals with disabilities.
This act expanded upon the previous Education for the Handicapped Act and amendments.

8. Why Measure Special-Needs Populations?
The Individuals with Disabilities Education Act of 1990 and Individuals with Disabilities Improvement Act of 2004 mandate that disabled students have the right to:
A free and appropriate education.
Physical education.
Equal opportunity in athletics and intramurals.
- An individualized education program (IEP) designed to meet unique needs.

9. Why Measure Special-Needs Populations?
The Individuals with Disabilities Education Act (IDEA) mandates that disabled students have the right to the:
Programs conducted in the least restrictive environment
Nondiscriminatory testing and objective criteria for placement
Due process
- Related services to assist in special education

10. Public Law
Through PL , Education for All Handicapped Children Act of 1975, a framework has been established in which evaluation is the key to the type of program provided.
Major points of law:
1. Every state is required to develop a plan for identifying, locating, and evaluating all disabled students.

11. Public Law
2. All disabled children and their parents are guaranteed procedural safeguards. Known as due process, this requirement means that parents and their children must be informed of their rights, and they may challenge educational decisions they feel are unfair.

12. Public Law 94-142 The law also includes the following requirements:
the parents must give written permission for their
child to be evaluated
the results of the evaluation must be explained to the parents
the parents may request that an independent evaluation be conducted outside the school
and if the parents and the school cannot agree on the evaluation findings, a special hearing must be held

13. Public Law
3. Standards for evaluation must be followed. Tests must be used that measure achievement level rather than impaired sensory, manual, or speaking skills, and more than one test procedure must be utilized to determine the student’s educational status. Since many disabled students have communication problems, tests must be administered to test ability rather than communication skills. Finally, a multidisciplinary team of qualified professionals must administer the test and interpret the results.

14. Why Measure Special-Needs Populations?
Individuals with disabilities should have the opportunity to participate in physical activity.
They gain very similar benefits from physical activity as individuals without disabilities.
Activity may lessen the negative effects of some conditions or slow the progression of others.
They also can develop stamina to make the demands of their living easier.

15. Norm-Referenced or Criterion-Referenced Tests?
Not a choice of using only one or the other.
Norm-referenced tests serve the same purposes as they do for other populations: standardized norms are useful in screening for motor problems, in comparing students with similar disabilities, in program evaluation, and in the placement of students.

16. Norm-Referenced or Criterion-Referenced Tests?
Criterion-referenced tests are especially useful in measuring student progress and for making instructional decisions about individual students.
They also can be used for screening purposes when students are asked to perform certain basic skills.

17. Norm-Referenced or Criterion-Referenced Tests?
Perhaps the most important use of tests will be in the comparison of individual’s current performance with past and future performances.
Will enable you to individualize your work with each student.

18. Responsibilities after Measurement
Many types and degrees of disabilities; difficult to describe specific responsibilities.
If testing identifies abilities and fitness levels that can be improved, you should seek to help students do so.
For some disabilities, you may need assistance of someone who is more familiar with the disability.

19. Perceptual-Motor Performance Tests
Perceptual-motor performance tests sample the ability of children to integrate sensory information with past experience to make decisions about movement.
Tests should not be interpreted as providing an overall measurement of motor ability.
Each test item should be used to measure a separate, specific factor.

20. Perceptual-Motor Performance Tests
Components of perceptual-motor efficiency include:
balance postural and locomotor awareness visual perception auditory perception kinesthetic perception tactile perception body awareness laterality and directionality

21. Perceptual-Motor Performance Tests
Before any formal testing of disabled students:
familiarize yourself with their basic motor behavioral patterns
determine their preferred hand and foot
conduct preliminary measurement of such skills as running, skipping, balancing, catching, throwing, striking an object, and kicking (may use rating scale)

22. Purdue Perceptual Motor Survey
Survey manual includes instructions for scoring and administering each item; illustrations for performance expectations also provided.
Age level. Six through ten.
Test Components
Balance and posture
Body image and differentiation
Perceptual-motor match
Ocular control
Form-perception

23. Ayres Southern California Perceptual-Motor Tests
Child must be able to understand simple verbal directions.
Age level. Four through eight.
Test Components
Imitation of postures Standing balance, eyes open
Crossing midline of body Standing balance, eyes closed
Bilateral motor coordination
Right-left discrimination

24. Andover Perceptual-Motor Test
Test should be used as a quick screening device, not as a diagnostic tool.
Age level. Four through seven.
Test Components
1. Balance
2. Eye-hand coordination
3. Locomotion
4. Spatial awareness
5. Rhythm

25. Motor Performance Tests
Motor performance tests are used to measure motor skills and to compare an individual’s motor performance with that of other individuals of similar age.
Also used as screening instruments to identify individuals with motor deficiencies and individuals in need of special education.
Incorrect to use motor performance tests to measure individual growth and progress over a period of time.

26. Motor Performance Tests
Do not expect change in test scores unless students practice items or skills that are very similar to test items.
Do not assume that no improvement in motor performance has taken place if test scores do not change.
General background in motor performance serves as a foundation for the development of specific motor skills.

27. The Bruininks-Oseretsky Test of Motor Proficiency
Test can be administered as a complete form or as a short form.
Complete form consists of eight subtests composed of forty-six separate items.
Short form consists of eight subtests, but only fourteen items.
Age level. 4 ¼ through 14 ¼.

28. The Bruininks-Oseretsky Test of Motor Proficiency
Test Components
Long Form
Subtest 1. Running speed and agility (one item).
Subtest 2. Balance (eight items).
Subtest 3. Bilateral coordination (eight items).
Subtest 4. Strength (three items).

29. The Bruininks-Oseretsky Test of Motor Proficiency
Test Components
Long Form
Subtest 5. Upper-limb coordination (nine items).
Subtest 6. Response speed (one item).
Subtest 7. Visual-motor control (eight items).
Subtest 8. Upper-limb speed and dexterity (eight items).

30. The Bruininks-Oseretsky Test of Motor Proficiency
Test Components
Short Form
Subtest 1. Running speed and agility.
Subtest 2. Standing on the preferred leg while making circles with fingers.
Walking forward heel-to-toe on balance beam.
Subtest 3. Tapping feet alternately while making circles with feet. Jumping up and clapping hands.

31. The Bruininks-Oseretsky Test of Motor Proficiency
Test Components
Short Form
Subtest 4. Standing broad jump.
Subtest 5. Catching a ball with both hands. Throwing a ball at a target with preferred hand.
Subtest 6. Response speed.

32. The Bruininks-Oseretsky Test of Motor Proficiency
Test Components
Short Form
Subtest 7. Drawing a line through a straight path with preferred hand.
Coping a circle on paper with preferred hand.
Coping overlapping pencils with preferred hand.

33. The Bruininks-Oseretsky Test of Motor Proficiency
Test Components
Short Form
Subtest 8. Sorting shape cars with preferred hand. Drawing dots in circles with preferred hand.

34. The Basic Motor Ability Tests
A battery of eleven tests designed to evaluate the selected motor responses of small- and large-muscle control, static and dynamic balance, eye-hand coordination, and flexibility.
Age level. Four through twelve.
Test Components
Subtest 1. Bilateral eye-hand coordination and dexterity.
Subtest 2. Eye-hand coordination.

35. The Basic Motor Ability Tests
Test Components
Subtest 3. Speed of hand movement, crossing from one side of the body to the other.
Subtest 4. Flexibility of back and hamstring muscles.
Subtest 5. Strength and power in the thigh and lower-leg muscles.
Subtest 6. Speed and agility in changing from a prone to a standing position.

36. The Basic Motor Ability Tests
Test Components
Subtest 7. Static balance.
Subtest 8. Arm and shoulder girdle explosive strength.
Subtest 9. Coordination associated with striking.
Subtest 10. Eye-foot coordination.
Subtest 11. Agility.

37. The Scott, Moyes, and Henderson Test of Motor Impairment
Objective of test is to ascertain and assess motor impairment of functional or presumed neurological origin.
The test contains sets of five test items each, one set for each year, ages five through fourteen.
Age level. Five through fourteen.

38. The Scott, Moyes, and Henderson Test of Motor Impairment
Test Components
Control and balance of body while immobile.
Control and coordination of the upper limbs.
Control and coordination of the body while in motion.
Manual dexterity with emphasis on speed.
Simultaneous movement and precision.

39. Test of Gross Motor Development
Consists of two subtests. Subtest one includes seven items that measure locomotor skills. Subtest two includes five items that measure object control skills.
Age level. Three to ten.

40. Test of Gross Motor Development
Test Components
Locomotor Skills
Speed run 50 feet.
Gallop 30 feet.
Hop three times.
Leap from one foot to the other.
Horizontal jump (standing broad jump)
Skip 30 feet.
Slide 30 feet.

41. Test of Gross Motor Development
Test Components
Object Control Skills
Two-hand strike (baseball swing)
Stationary bounce. Bounce ball with one hand three times.
Catch ball with hands.
Kick stationary ball.
Overhand throw.

42. Physical Fitness Tests
Development of physical fitness is important for special populations for the same reasons it is important for other individuals.
Poor physical fitness can slow the rate of improvement in motor performance.
Health-related and skill-related physical fitness of many handicapped individuals can be measured with the same tests or test items presented in chapter 15.

43. The Brockport Physical Fitness Test
The Brockport Physical Fitness Test was developed through Project Target, a research study funded by the U. S. Department of Education.
The test is designed primarily for individuals with mental retardation, spinal cord injury, cerebral palsy, blindness, congenital anomalies, and amputations.
Can be used for young people with other disabilities and in the general population.

44. The Brockport Physical Fitness Test
27 items in the test, but generally 4 to 6 items can be used to assess the health-related physical fitness of an individual.
Age level. Ten to seventeen.

45. The Brockport Physical Fitness Test
Test Components
Aerobic functioning: Four test options are provided.
20-meter Pacer Meter Pacer Target aerobic movement test mile run or walk
Body Composition: Two items are included.
Skinfolds Body mass index

46. The Brockport Physical Fitness Test
Test Components
Musculoskeletal Functioning – Muscular Strength and Endurance: Sixteen items are provided.
Bench press Pull-up Curl-up Modified pull-up Modified curl-up Push-up Dumbbell press meter push or walk Extended arm-hang Reverse curl Flexed arm-hang Seated push-up Dominant grip-strength Trunk lift Isometric push-up Wheelchair ramp test

47. The Brockport Physical Fitness Test
Test Components
Musculoskeletal Functioning – Flexibility or Range of Motion: Five items are provided.
Modified Apley test Back saver sit and reach Shoulder stretch Modified Thomas test Target stretch test

48. Kansas Adapted/Special Physical Education Test
Age level. Five through twenty-one.
Test Components
Abdominal strength and endurance: Bent-knee sit-ups.
Flexibility of lower back and posterior thighs: Sit and reach.

49. Kansas Adapted/Special Physical Education Test
3. Upper-body strength and endurance: Isometric push-up and bench press.
4. Cardiovascular endurance: Run, walk, propelling in wheelchair, stationary bicycle, or propelling on scooter board.
Table 17.1 provides scoring for this item.

50. The President’s Challenge for Students with Special Needs
The President’s Challenge is a measure of skill-related physical fitness and is described in chapter 15.
The test may be modified for students with special needs.
The guidelines for qualifying students with disabilities for the Presidential, National, Participant Physical Fitness, or the Health Fitness Award are described in text.

51. AAHPERD Motor Fitness Test for the Moderately Mentally Retarded
This test is modification of the AAHPERD Youth Test.
It is intended to be used when testing mentally retarded children who are capable of learning (IQs ranging from 50 to 70)
Test may include thirteen items, but six items are recommended as sufficient.
Age level. Six through twenty.

52. AAHPERD Motor Fitness Test for the Moderately Mentally Retarded
Test Components
Arm-and-shoulder strength endurance: Flexed- arm hang.
Abdominal strength and endurance: 30-second sit-ups.
Explosive leg power: Standing long jump.

53. AAHPERD Motor Fitness Test for the Moderately Mentally Retarded
4. Coordination: Softball throw for distance.
5. Cardiorespiratory fitness: 300-yard run or walk.
Remaining items of height, weight, sitting bob and reach, hopping, skipping, tumbling progression, and target throw may be included depending on the testing situation.

54. Special Fitness Test for Mildly Mentally Retarded Persons
This test is a modification of the AAHPERD Youth Fitness Test.
Age level. Eight through eighteen.
Test Components
Arm-and-shoulder strength and endurance: Flexed-arm hang.
Abdominal strength and endurance: 1-minute straight-leg sit-ups.

55. Special Fitness Test for Mildly Mentally Retarded Persons
Test Components
Agility: Shuttle run.
Explosive leg power: Standing long jump.
Coordination: Softball throw for distance.
Cardiorespiratory fitness: 300-yard run.

56. Fait Physical Fitness Test for Mildly and Moderately Mentally Retarded Students
This test is for use with the educable and a majority of the medium and high trainables, if they have no other disabilities that prevent safe performance of the test items.
Age level. Nine through twenty.
Test Components
Speed: 25-yard run

57. Fait Physical Fitness Test for Mildly and Moderately Mentally Retarded Students
Test Components
Static muscular endurance of the arm-and-shoulder girdle: Bent-arm hang.
Dynamic muscular endurance of the flexor muscles of the leg and of the abdominal muscles: Leg lift.

58. Fait Physical Fitness Test for Mildly and Moderately Mentally Retarded Students
4. Static balance: Balance on one leg with eyes closed
5. Agility: 20-second squat thrust.
6. Cardiorespiratory endurance: 300- yard run or walk.

59. Buell AAHPERD Youth Fitness Adaptation for the Blind
This test is an adaptation from the AAHPERD Youth Fitness Test.
Age level. Ten through seventeen.
Test Components
Arm-and-shoulder girdle strength and endurance: Pull-ups (boys) and flexed-arm hang (girls).
Abdominal strength and endurance: 1-minute bent-knee sit-ups.

60. Buell AAHPERD Youth Fitness Adaptation for the Blind
Test Components
3. Leg power: Standing long jump.
4. Speed: 50-yard dash.
5. Cardiorespiratory function: 600-yard run or walk.
6. Upper-body power: Basketball throw.