1. Francis X. Short Individualized Education Programs chapter 5

2. Individualized Education Programs Depending on the circumstances, any one of four different individualized plans might be required or recommended for students with unique needs in physical education. Under IDEA, all students with disabilities (aged 3 to 21) must have an Individualized Education Program (IEP) that outlines the child’s special education. (continued)

3. Individualized Education Programs (continued) Under IDEA, and at the state’s discretion, infants and toddlers with disabilities (aged 0 to 2) must have an Individualized Family Service Program (IFSP) that outlines the child’s “early intervention services.” Students with disabilities not covered by IDEA would still be entitled to “equally effective benefits” under section 504. (continued)

4. Individualized Education Programs (continued) Under 504, a student may have a section 504 accommodation plan that addresses his or her unique educational needs. Finally, there are students who are not disabled but who have unique needs in physical education, and these needs might be addressed in an Individualized Physical Education Program (IPEP).

5. IEPs 1.Present level of performance 2.Annual goals and short-term objectives 3.Statement of services and supplementary aids (continued) States and local districts may require additional information, but IDEA requires eight components for an IEP:

6. IEPs (continued) 4.Statement of participation in general settings 5.Assessment modifications 6.Schedule of services 7.Transition services 8.Procedures for evaluation and parental report

7. Present Level of Performance Includes statement of how disability affects child’s progress in general curriculum Is the cornerstone of the IEP Consists primarily of test results Uses standardized and alternative assessments Establishes that the child has a “unique need” and includes “classroom-based” info PLP places on a continuum of achievement

8. Annual Goals and Short-Term Objectives Annual goal –A broad statement related to the info presented in PLP –Example: “Juanita will improve her aerobic functioning.” Short-term objective –A specific statement related to AG and PLP –Typically includes action, condition, criterion –Example: “Juanita will complete 25 laps of the 16-meter PACER test.”

9. Statement of Services and Supplementary Aids List special education and related services. Placements must be in least restrictive environment. List special instructional media and materials. List any necessary adapted equipment.

10. Statement of Participation in General Settings Assumption is made that child ordinarily will be educated in the “regular” education program. List instances when child will not be in the regular setting.

11. Assessment Modifications Assumption is made that child will take the same state-wide and district-wide tests as students without disabilities. List modifications or substitutions for state- wide and district-wide assessments. Example: 16-meter PACER from Brockport Physical Fitness Test rather than PACER (20m) from FITNESSGRAM.

12. Schedule of Services Frequency, location, duration of all special education and related services must be specified. Example: “Sara will participate in the school’s adapted physical education for two hours per week for the entire school year.”

13. Transition Services By age 14, list goals and actions necessary for child to move from school-based to community-based programs when he or she “ages out.” Transition includes preparation for physical activity participation in the community. Some argue that the secondary level PE curriculum for students with disabilities should emphasize transition skills.

14. Procedures for Evaluation and Parental Report How will child be evaluated? How will parents be informed on progress? Parents must be informed of child’s progress at least as often as parents of children without disabilities are informed. IEPs must be reviewed annually and be completely re-evaluated triennially (every 3 years).

15. The IEP Team Parents At least one regular education teacher At least one special education teacher School district rep with special ed background Child (where appropriate) Others requested by school or parents

16. IFSP IDEA: “Infants and toddlers with disabilities” are children under age 3 with developmental delays in one or more functional areas. –Cognitive development –Physical development –Communication development –Social-emotional development –Adaptive development (continued)

17. IFSP (continued) IFSPs address the educational needs of these children via eight components developed by a multidisciplinary team. –PLP in five functional areas –Family’s resources, priorities, and concerns –Major outcomes to be achieved –Specific early intervention services –Natural environments (home, daycare) –Schedule of services –Identification of service coordinator –Transition steps for toddler (continued)

18. IFSP (continued) The multidisciplinary team is made up of –Parents –A service coordinator –Advocates –Professionals from at least two disciplines –Others with an interest in the child See chapter 21 for more information on IFSPs.

19. 504 Plan Students with diseases or conditions that might not be covered by IDEA: HIV and AIDS, alcohol abuse, substance abuse, asthma, diabetes, ADD. 504: individual must have a physical or mental impairment that limits one or more major life activities. No mandated components. (continued)

20. 504 Plan (continued) Committee: –2 school professionals familiar with student –504 officer Districts are required to have a 504 officer to monitor the implementation of section 504.

21. IPEPs Not required by any piece of legislation. But what to do with students who are not disabled by any definition and who have unique needs in physical education (poor motor ability or fitness; illnesses or injuries)? (continued)

22. IPEPs (continued) Recommended components mirror the IEP: –Goals –PLP –STOs –Placement –Schedule of services –Schedule for review