Jo Taylor 2011 Adapted Physical Education & Physical Activity
MANSEF CONFERENCE 2011 Adapted Physical Education in Maryland.
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Transcript of MANSEF CONFERENCE 2011 Adapted Physical Education in Maryland.
MANSEF CONFERENCE 2011
Adapted Physical Education in Maryland
Presenters
Baltimore County Public Schools Linda Webbert [email protected] Cyndi Naylor [email protected] Jenny Melnick [email protected] Beth Marchione [email protected]
Frederick County Public Schools (Carroll County Public Schools) John Perna [email protected]
Prince George’s County Public Schools Scott Geist [email protected]
What is Adapted Physical Education?
The IDEA regulation on physical education, 34 C.F.R. §300.108,
states, “The State must ensure that public agencies in the State comply with the following:
General. Physical education services, specially designed if
necessary, must be made available to every child with a disability receiving FAPE, unless the public agency enrolls children without disabilities and does not provide physical education to children without disabilities in the same grades.
(b) Regular physical education. Each child with a disability must
be afforded the opportunity to participate in the regular physical education program available to nondisabled children unless—
(1) The child is enrolled full time in a separate facility; or (2) The child needs specially designed physical education, as
prescribed in the child’s IEP.
Continued
(c) Special physical education. If specially designed physical education is prescribed in a child’s IEP, the public agency responsible for the education of that child must provide the services directly or make arrangements for those services to be provided through other public or private programs.
(d) Education in separate facilities. The public agency
responsible for the education of a child with a disability who is enrolled in a separate facility must ensure that the child receives appropriate physical education services in compliance with this section.”
I.D.E.A. Definition of Physical Education
Physical and motor fitness;Fundamental motor skills and patterns; andSkills in aquatics, dance, individual and
group games, and sports (including intramural and lifetime sports).
Code of Maryland
COMAR 13A.04.13, Program in Physical Education, specifies the requirement for physical education instruction of children and youth, in grades K – 12.
National Standards for physical education and the Maryland State Curriculum for physical education provide the guidelines for the development of physical education programs in Maryland.
Maryland State Curriculum for Physical Education
State Standards include: Skillfulness Biomechanical Principles Motor Learning Principles Exercise Physiology Physical Activity Social Psychological Principles http://mdk12.org/instruction/curriculum/physical_educ
ation/index.html
State requirements
Maryland does not allow a local school system to waive a student’s required participation in physical education. “ALL students” includes students with disabilities.
HS Graduation No Waiver Letter No Waiver Letter K-8
Who is Qualified?
A teacher certified in physical education in the state of Maryland is certified to teach adapted physical education.
Additional educational training
Graduate level programs in adapted physical education http://www.ncperid.org/directory.htm
Adapted Physical Education National Standards - National Certification Certified Adapted Physical Educator (CAPE) http://apens.org
Planning for instruction in adapted physical education
Assessment Determine level of performance
Developmental level Skills Physical fitness Adapted PE goals and objectives
Maryland State CurriculumSpecific school curriculum
Types of disabilities your school serves Facilities available Equipment
Assessment
Identify students with significant gross motor delays.
Plan an instructional program in gross motor skill development.
Assess individual progress.Evaluate the success of the adapted physical
education program.
Formal Assessment Tools
Battelle Developmental Inventory (BDI)
Test of Gross Motor Development 2nd Edition (TGMD-2)
Adapted Physical Education Assessment Scale (APEAS)
Battelle Developmental Inventory
Type: early developmental milestones, fundamental movement skills (Infant/Toddler and Early Childhood programs)
Age: birth through 8 years
Time: gross motor section, takes 20 minutes
Scoring: norm-referenced
TGMD-2
Locomotor - measures the following gross motor skills: run, gallop, hop, leap, horizontal jump, slide
Object Control - measures the following gross motor skills: throwing, striking, catching, kicking dribbling, rolling
APEAS
Type: Test includes: motor development, perceptual motor function, motor achievement, posture, fitness
Age: 5 through 18 years
Time: 20 minutes to 30 minutes
Scoring: norm-referenced
Performance-based Assessment
Experienced assessors, either teachers or other trained staff, assess the
quality to determine the students need for successful participation in
physical education.
Informal Assessments
Block Functional Assessment of Children with Severe Disabilities http://www.thefreelibrary.com/Functional+assessment+o
f+students+with+severe+disabilities.-a0157193198
Inventories based on curriculum standards
Other assessments: teacher made checklists, tests, rubrics and peer assessments
Collaboration on Assessment
Collaboration with additional personnel can be helpful in the assessment process.
physician special educators or classroom teachers physical education teacher or consultant physical therapist psychologist
Who Qualifies for Adapted Physical Education?
Students who are unable to demonstrate the acquisition of grade level standards and objectives as identified in the Maryland State Curriculum for Physical Education.
Students who score 1.5 standard deviation
below the mean on norm-criterion referenced assessment tools and/or 2 years below chronological age on criterion referenced assessment tools (NASPE, 2010)
Current Fitness Trends and Assessments
Fitnessgram is a complete battery of health-related fitness items
that are scored using criterion-referenced standards. Aerobic capacity Flexibility Muscular strength and endurance Body composition
standards are age and gender specific and are established based on how fit children need to be for good health.
Fitness Test for Children with Disabilities
Brockport Physical Fitness Test is a health-related , criterion-referenced test of fitness. Population targeted:
Intellectual disability Spinal cord injury Cerebral Palsy Blindness Congenital Anomalies Amputations
Brockport
assesses the same health-related components as Fitnessgram using a modified or different test.
Aerobic capacity Flexibility Muscular strength and endurance Body composition
can be used for children with other disabilities, as well as those in the general population.
For Children with Severe Disabilities
When formal assessments are not appropriate, alternative methods can be utilized to evaluate fitness levels.
Consideration should be given to functional tasks students should be able to perform in daily living as well as participation in recreational activities.
More than the traditional push up and curl-up ….
Push-up and Curl-up FunModifications and extension from elementary and middle and high school Physical Best Activity Guide Books.
Resources: The Physical Best Teachers Guide Physical Education for Lifelong
Fitness, Third edition, Human Kinetics, 2011 Physical Best Activity Guide Elementary Level , Third Edition, Human
Kinetics, 2011 Physical Best Activity Guide Middle and High School Levels, Third
Edition, Human Kinetics, 2011 http://www.acefitness.org/exerciselibrary http://www.pecentral.org http://www.coreperformance.com http://www.ncpad.org
Push-ups
Partner Push-up – stand facing partner Chin Juggling - ball under chin alternate hands Tower Stacking – stack pucks in the shortest time Line Drill – over and back # of times in a minute High Five/Low Five - # of times in minute Over your shoulder toss -# of times in a minute Ball Tap Push-ups – touch the ball alternating hands Push-up Tag – plank position facing partner, touch shoulders Push-up Hockey – score between your partners hands Push-up Frenzy – teams try to score between hands The Burn – hold a push-up in the down position for time Bucket Bean Bag Fun – shoot the bean bags into the bucket Steal the Bacon – on a signal grab the bean bag/ball first
Curl-ups
Toss and Catch/Volley – with partnerSteal the Bacon – on a signal grab the bean
bag/ball firstTeam Curl-up Relay Race - sit up and move to
the end of the stick or ropeBall Exchange- hand ball to your partner after
the curl-upPass It On Relay – sit up and pass the ball on to
the next personElevated Knee Touch – partner holds feet, touch
your knees
APE for Early Childhood Programs
If the Pre-K program in a school has a physical education program, the ADA requires that students with disabilities have an equal opportunity to participate.
If the Pre-K program in a school offers no physical. education, the ADA does not require the school system to establish an adapted physical education program for Pre-K students with disabilities.
APE for Early Childhood Programs
Infant and Toddler Program (IFSP)For children under the age of 3, individual
developmental play activities should be infused into the daily or weekly curriculum or activities in the home or school.
APE support services may include collaboration and consultation to parents, staff, and other service providers.
Assessment and/or recommendations for transition into a curriculum based preschool program maybe appropriate.
APE for Early Childhood Programs
Curriculum Based Preschool Programs(IFSP extension or IEP)
Adapted physical education must be offered to those preschool students who possess an identified motor deficit and whose need is documented through the evaluation process. The frequency (days per week) and duration (minutes per session) is based on individual need and determined by the IEP Team.
APE for Early Childhood Programs
Early Childhood Programs
School based and community based 3 year old programs
School based and community based 4 year old programs
Inclusive Pre-K programs
Services can be collaborative/consultative or direct depending on the needs of the student
Adapted PE in the Nonpublic Special Education Facilities…
Incoming students from LSS’s Continue APE as documented on the IEP. Revise goals as needed to meet with
changes in program. Adapted physical education should not be
considered “Programatic”. It is a special education service and should be addressed as other academic content areas (reading, math etc).
What can be “adapted” in physical education?
Environment
Instruction
Rules (without changing the original structure of the game)
Equipment
Environment
Designated individual space
Limit spaceAdd spaceLimit distraction Alter lighting Limit sound
distractions
Provide stationsUse color codingMusic No musicSuspend objectsProvide visual cues
Instruction
Group instructionDemonstration Guided discovery Physical assistanceVisual aidsAuditory cues
Consistent structureAdditional adult
supportPeer tutorCooperative learning
groups Additional practice
time
Rules
IndividualizedStudent createdNon competitive No elimination Safe areas in team
sportsPoints for
participation and effort
Modified scoringDecrease playing
areaUse “Rock, Paper,
Scissors” to resolve conflict or determine order of turns
Everyone gets up to bat
Allow double dribble
Equipment
Size and weight“Soft” ballsTexturesAttached or
suspendedSlow movingAuditory or visual
Specialized equipment
Adapted tricyclesJettmobile scootersAquaticsSensoryTechnology
Equipment resources
http://www.schoolspecialty.com/special-needshttp://www.gophersport.comhttp://www.flaghouse.com/default.asp?Category=Special%20Populations&srccode=901629
National Resources
National Association for Sport and Physical Education http://www.aahperd.org/naspe/
American Association for Physical Activity and Recreation http://www.aahperd.org/aapar/
National Consortium for Physical Education and Recreation for Individuals with Disabilities http://www.ncperid.org/
State Resources
Maryland State Department of Education (physical education) http://www.msde.maryland.gov/MSDE/divisions/instruction/physical education.htm 3 Online adapted physical education courses
MSDE A guide for Serving Students with Disabilities in Physical Education http://marylandpublicschools.org/NR/rdonlyres/84C4C717-B8FF-486B-8659-79F297DF5B38/19715/Servingstudents2.pdf
Maryland Association for Health, Physical Education, Recreation and Dance Maryland Adapted Physical Education Consortium
