1. KIN 579: Inclusion Practices in Adapted Physical Education
A Team Approach To Inclusion In Physical Education Chapter 3 You Tube Video Link:
KIN 579: Inclusion Practices in Adapted Physical Education
By: Jenna M. Filipone

2. OBJECTIVES Define what a collaborative team is
Identify the key professionals who are members of a collaborative team
Explain what each team members job entails
Understand the importance of communication in a collaborative teaming
Explain how team members can help support inclusion in Physical Education

3. BACKGROUND INFORMATION
IEP – Individualize Education Plan
IDEA 2004
Stated that…an IEP should be created by a “team” of people which should include the student, the parent, the classroom teacher, the special education teacher, therapists, and a representative from a local agency
Before IDEA 2004 “Pull out Method.”
“TEAM” Approach
Allows for shared resources, experiences and knowledge
There is no “I” in TEAM.

4. WHAT IS A COLLABORATIVE TEAM?
It is when two or more people work together to share information and responsibilities to achieve a common goal
Created by combining two models
Trans-dicipinary Model: Parents and teachers share techniques with out any limitations, allows for the child to be more independent when participating in age appropriate activities and routines
*Problem: Students taught in Isolation
Integrated Therapy Model: Therapy is conducted within a functional manner

5. CHARACTERISTICS OF A COLLABORATIVE MODEL
Equal participation, shared responsibility, inter-dependence and utilization of functional settings
Equal participation by family members and educational service providers
Equal participation of all school disciplines to create efficient IEP goals
Decision made on the priority of accomplishing goals set at home, school and community
Attention of all team member in monitoring and communicating the needs and skills of the child
Combination of all team members to activity develop confidence and competence needed to help students achieve the IEP goal
Collaboration of problem solving techniques and responsibility for students learning across all spectrums of the education plan
***Reference Table 3.1 page 31

6. P.E.I.T Physical Education Inclusion Team
It is made up of team members who can successfully plan and implement the physical education aspects of an IEP
Special education teacher and the general physical educator
Plan alternative activity for disable child to participate in during PE class which are targeted toward one of their IEP goals

7. MEETING WITH PHYSICAL EDUCATION INTEGRATION TEAM
Combination of GPE and APE views
ROLE RELEASE
Role Extension where members of the team share their role in the education plan
Role Enrichment where team members share their teaching practices with others
Role Expansion where team members describe how to utilize their teaching practices into other disciplines
Release  Enrichment  Expansion
Communication is KEY to success
***Reference Figure 3.2

8. COLLABORATIVE TEAM MEMBERS
These members include…
Adapted Physical Educator
General Physical Educator
Building Principle
School Nurse
Physical Therapist
Occupational Therapist
Recreational Therapist
Speech therapist
Audiologist
Vision Therapist
Orientation and Special Mobility
Para Professional
Parent
Student with Disability

9. TEAM MEMBERS: APE & GPE ADAPTED PHYSICAL EDUCATOR
Critical team member who provides info on motor performance
Assist in assessment, program planning, writing individualized PE plans, participating in IEP meetings, and implementing programs for students with disabilities, consulting with GPE, parents, fitness consular and advocating for the child in PE and sport activities
GENERAL PHYSICAL EDUCATOR
Shares critical information pertaining to PE that no one else can provide
Keep an open mind about inclusion, attend as many IEP meetings as possible, provide input about Physical Education program for the child with disabilities

10. TEAM MEMBERS: SPECIAL EDU, BUIDLING PRINCIPLE, & SCHOOL NURSE
SPECIAL EDUCATOR
Primary advocate, planner, supporter and organizer for a student with disabilities
Develop and assist in the implementation of IEP, coordinates all support and related services a teacher needs, communicates important information to other team members, and assists in training peer tutors and Para-professional
BUILDING PRINCIPLE
Responsible for everything that place in his or her school.
NOT directly involved with programming
Can provide important resources
SCHOOL NURSE
Involvement varies occurring to the level and extent of the disability
Give medication, monitor health, and carry out medical procedures
Act as a consultant to the team

11. TEAM MEMBERS: PT, OT, & RECREATIONAL THERAPIST
PHYSICAL THERAPIST (PT):
Helps improve gross motor movements, daily living skills, utilization of assisted devices, and preventing the onset and/or slowing the progression of conditions resulting from injury, disease or other causes.
OCCUPATIONAL THERAPIST:
Helps improve, develop or restore functions impaired or lost though illness, injury or deprivation
Help individuals preform activities of daily living, self help skills, and fine motor skills
RECREATIONAL THERAPIST:
Helps assess leisure functions, therapeutic recreation services, recreation programs in schools and community agencies, and leisure education
Provides many programs for students like music, art, dance, drama, camping, sports, horticulture, and fitness
Doctor referral needed - Commonly work at children hospitals or rehab centers

12. TEAM MEMBERS: SPEECH THERAPIST, AUDIOLOGIST, VISION SPECIALIST, & ORIENTATION/SPECIAL MOBILITY
Helps diagnose specific disorders, provides speech and language services to provide communication disorder, and provides support to the student, parent, and teachers
AUDIOLOGOIST:
Help determine the degree of hearing loss, the current hearing abilities and safety precautions for the child
VISION SPECIALIST:
Help encourage movement, stimulate the use of all senses, teach rereading sills and brail reading skills

13. TEAM MEMBERS: PARAPROFESSIONAL, PARENT, & STUDENT
Most one-on-one contact with the student during the school day
Help monitor the students behavior and collect data on the child’s behavior and academic progress
NOT responsible for the initial design and development of the education plan
PARENT:
IDEA 2004 states that 1 parent/guardian must be present at each IEP meeting or at least given an opportunity to attend the meeting
Important to attend meeting because they have the most knowledge about the child
STUDENT:
Should be included in IEP meeting when appropriate
More committed and motivated to work toward achieving them
Teachers the child to be their own advocate

14. COMMUNICATION: KEY TO SUCCESS
How team members communicate is actually more important then what they are communicating.
Ways to communicate effectively
Establishing open channel to communication
Gain acceptance with team members
Create Trust with other team members
Manage conflict
Listen with intent to fully understand

15. SUMMARY
Many people are involved in the education plan for a child with disabilities
ALL team members NEED to work together sharing info to help make important decisions regarding a students educational program
General PE teacher NEEDS to gets involved to better service the child/children in their class.
COMMUNICATION IS KEY!!

16. Work Cited
Block, M. E. (2006). A teacher’s guide to including students with disabilities in general physical education. (3rd ed.) Baltimore, MD: Paul H. Brooks Publishing Co.
Lieberman, L., Houston-Wilson, C. (2009). Strategies for inclusion. (3rd ed.). Champaign, IL: Human Kinetics Publishers