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TRANSCRIPT
Lindsay Simpson
Laura Baker
Lindsay Simpson, Physical Education Coordinator 802-828-1461
Laura Baker, Special Education Consultant 802-828-1285
laura. [email protected]
Today we will…
• Define adapted physical education (APE) in legal and practical terms
• Describe roles and responsibilities of school staff and community partners in IEP process
• Share resources and supports for APE
Poll #1: Which is the preferred term?
a. Adapted physical education
b. Adaptive physical education
PE in Vermont - SQS
• Grades K-8: “at least twice weekly”
• Grades 9-12: 1.5 credits to graduate, but offered all four years of high school
PE in Vermont - SQS
• Grade expectations drive curriculum
• Knowledge, skill and attitudes for lifetime physical activity
• Assessment for learning
• Licensed PE teacher
PE Best Practice
• Early development of motor and sport skills
• Maximum inclusion in modified games
• Cooperative challenges
• 50% moderate to vigorous physical activity
• Lifetime physical activities
What is APE?
Adapted Physical Education (APE) is physical education which has been adapted or modified, so that it is as appropriate for the person with a disability as it is for a person without a disability.
IDEA Definition of Physical Education: Minimal Components of a Quality Program
300.39 (2) Physical education means:
(i) The development of – (A) Physical and motor fitness (B) Fundamental motor skills and patterns; and (C) Skills in aquatics, dance, and individual and group games and sports (including intramural and lifetime sports); and
(ii) includes special physical education, adapted physical education, movement education, and motor development.
Physical Education Specifics in IDEA 2004
300.108 Physical education
The State must ensure that public agencies in the State comply with the following:
(a) 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.
Specific Physical Education Regulations in IDEA 2004
(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 on the child’s IEP.
Physical Education Specifics in IDEA 2004
(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.
Physical Education Specifics in IDEA 2004
(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.
What does the Vermont Sp. Ed. Guide Say?
• 2360.3.1 Special Education Services
(2) Instruction in physical education which is the development of physical and motor fitness; fundamental motor skills and patterns; and skills in aquatics, dance and individual and group games and sports (including intramural and lifetime sports); and includes special physical education, adapted physical education, movement education, and motor development.
Poll #2: Is this new information to you?
a. Yes
b. No
Poll #3: Have you worked on an IEP team that has included
APE goals in the IEP?
a. Yes
b. No
Continuum of APE Services
Full Inclusion in general PE Class no modifications One-on-one APE
Full inclusion in general PE class with some modifications
Separate APE group classes
Push-in PT or OT services Pull out PT or OT services, plus APE group class
Cameron - Profile
• A boy, grade 4, age 10
• Qualifies for special education due to other health impairment/ADHD
• 6 months ago bicycle crash resulted in severe leg break, several surgeries
• Ambulation still limited, uses crutches
• Very active participant in PE and out of school sports (e.g. soccer and baseball)
• Is well-liked by peers, but struggles in cooperative learning tasks
Cameron – APE Plan
• Plan developed by IEP team, including PE teacher and PT
• Attend PE 2 times per week (40 minute class)
• Current unit of instruction requires working with 3-4 other students to create a new game (PE GE1a&b, grades 3-4)
• PE teacher accommodates Cameron’s needs by guiding choice of manipulatives and skills
Cameron – Related Service
• PT session 1 time per week (30 minutes with follow-up exercises at home or in school)
– Working on strength and coordination to improve ambulation
– PT communicates with PE teacher re: therapeutic goals and strategies for improving ambulation
IEP Team Approach to APE Professional Role(s)
PE teacher Curriculum design, instruction, universal assessment for all students, referral, individual evaluation.
Special educator Helps select appropriate, multiple evaluation instruments, informs program design, assists with designing accommodations for PE class
OT or PT Evaluation, related service in addition to APE or PE, consult with PE teacher on therapeutic and academic goals
Para-educator Support instruction and/or assessment under supervision of licensed PE teacher
Parent Referral, work with IEP team, support skill development outside of school
Importance of APE and Academics
• It’s the law!
• Relate APE program goals to other academic goals – (e.g. sequencing motor movement in PE relates to numeracy and literacy patterns)
• Cross-content scaffolding of skill development across APE and other academic areas
• Opportunity for learning kinesthetically
• Physical activity improves cognition
Vermont Special Education Process
Support for APE
• Professional development in 2012-2013
• Curriculum and assessment resources purchased
• Teaching resources for loan
• Long term: cadre of APE specialists
Sample Evaluation or Assessment Tools
•Test of Gross Motor Development 2 (TGMD-2) • APEAS II •Brockport Physical Fitness Test
APE Resources
• www.pecentral.org
(see Adapted Physical Education page)
• www.APENS.org
• www.ncperid.org
• www.wrightslaw.com
• www.vermontadaptive.org
• www.specialolympicsvermont.org
Questions?
Lindsay Simpson, Physical Education Coordinator 802-828-1461
Laura Baker, Special Education Consultant 802-828-1285
laura. [email protected]