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

2. Important aspects of Adapted Physical Education
Purpose
Aims
Goals
Standards
Objectives

3. 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

4. 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)

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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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