1. Assessment and Children with Disabilities

2. 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

3. 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

4. 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

5. 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?
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6. 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

7. 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?
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8. 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

9. 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.
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10. 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?
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11. 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
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12. 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)
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13. 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
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14. 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?
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