Adapted physical education
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Adapted physical education (APE) is a program designed to meet the unique needs of students with disabilities through physical education. It aims to teach skills for lifelong participation in physical activities. Federal law requires that physical education, including adapted physical education if needed, be provided to all students with disabilities. The IEP team determines if a student requires adapted physical education or can participate in a general physical education program, possibly with modifications. Adapted physical education programs individualize activities and may occur in general physical education classes or self-contained settings. The goal is to provide opportunities for students to be physically active and develop motor skills through inclusive and community-based activities.
Adapted physical education
- 1. ADAPTEDPHYSICAL EDUCATION AnaLuz A. Fuentebella MAED MASPED MASE 402A Submitted to: Professor: DR. LOLITA DIONISIO- SERRANO University of Perpetual Help System DALTA (Las Piñas City)
- 2. What is Adapted physical education Adapted physicaleducation (APE)is the art and science of developing,implementing, and monitoring a carefully designed physical education instructional program for a learner with a disability, based on a comprehensive assessment,to give the learner the skills necessary for a lifetime of rich leisure, recreation, and sport experiences to enhance physical fitness and wellness. Principles and Methods of Adapted Physical Education and RecreationAdapted physical education generally refers to school-based programs for students ages 3–21. Federal law mandates that physical education be provided to students with disabilities. Physical Education is defined as the development of physical and motor skills, fundamental motorskills and patterns, skills in aquatics, dance and individual and group games and sports; including intramural and lifetime sports Adapted Physical Education National Standards What is inclusion and should all students with disabilities be included in PE Inclusion is not about getting students with disabilities out of separate adapted physical education classes; any more than it is about getting students with disabilities into general physical education classes. Rather, it is about students being members of a learning community where they have the choice of the most appropriate instructional setting, equal access, dignity and the opportunity to participate in meaningful physical activity. In education “inclusion” has become the term used to describe the right of parents and children to access mainstream education alongside their peers, where parents want it and children’s needs can be met. Integration, where the focus was on the child’s ability to adapt has been replaced by Inclusion. The focus for Inclusion is on the setting’s ability to adapt to the needs of the child, altering where necessary the way it works. An inclusive setting works towards providing effective planning and different activities (differentiation) in order to meet individual needs.
- 3. To comply with LRE, must students with unique learning needs always be included in the regular PE setting IDEA defined specialeducation as "specially designed instruction, at no costto parents or guardians, to meet the unique needs of a child with a disability, including–(A) instruction conducted in the classroom,in the home, in hospitals, and institutions, and in other settings; and (B) instruction in physical education." The inclusion of physical education in the definition of special education is significant for two reasons. First, it identified physicaleducationas a directservice that must be provided to all students who qualify for special education services as opposed to related services, such as physical or occupationaltherapy, that are required onlywhen they are needed forachild to benefit from a special education service. Second, it highlighted the importance of physical education for students with disabilities. Finally, IDEA mandated that qualified personnel deliver specialeducation instruction. In this context,"qualified" meantthat a personhas "metState educationalagencyapproved or recognized certification, licensing, registration, or other comparable requirements which apply to the area in which he or she is providing special education or related services." In summary, the legal basis for adapted physical education results from the mandates that require that all students who qualify for special education must receive physical education. If speciallydesigned physicaleducationis required,then these services must be stated in the IEP, delivered in the LRE, and provided by a qualified teacher. With respect to LRE, IDEA stated the following: "To the maximum extent appropriate, children with disabilities, including those in public or private institutions or other care facilities, are educated with children whodo not have disabilities; and … special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature and severity of the disability is such that education in regular classes cannot be achieved satisfactorily." Who should receive adapted physical education services The IEP team determines whether a student requires adapted physical education or is able to participate in regular physical education. Federal Regulations under IDEA (300.108)states:“Physicaleducationservices,speciallydesigned if necessary,mustbe 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
- 4. without disabilities in the same grades. Each child with a disability must be affordedthe 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 2. the child needs speciallydesignedphysicaleducation,as prescribed inthe child’s IEP. When developing an IEP, regular PE would be the first consideration. If necessary, the team would next consider regular PE with accommodations or modifications to the curriculum and/or performance expectations. If these two models are not appropriate, the team may determine that adapted PE services are necessary in the child’s IEP to assist the student in a parallel physical education curriculum. Adapted physical education is not a related service. Related services, such as OT and PT cannot be considered a substitute for physical education. What types of activities are required in adapted physical education IDEA, defines physical education as the development of: Physical and motor fitness, Fundamental motor skills and patterns Skills in aquatics, dance, and individual and group games and sports (including intramurals and lifetime sports). Thus, physical education can include some or all components of the definition. Adapted physical education is referred to within the IDEA as physical education, special physical education, movement education, and motordevelopment.Basically, APE encompasses the same activities as general physical education. However, APE activities are individually prescribed for students with disabilities while the regular PE curriculum is assumed to be appropriate for all typically developing students. For example, all fourth- grade students might take the Connecticut Physical Fitness Assessment and then work on physical fitness components.A child with a disability might need alternative ways to determine and practice functional physical fitness (e.g., demonstrating enough upper bodystrength to shoot a basketball at an 8-foot-high basket; enough aerobic endurance to play a modified soccer game for 10 minutes without stopping and sitting down). For physical education curriculum guidance, refer to Connecticut's Healthy and Balanced Living Curriculum Framework for Physical Education
- 5. How can regular physical education activities be adapted to include students with disabilities Making developmentally appropriate adaptations and modifications to physical education activities such as exercises, games, rhythms and sports in order to provide the opportunity for students to be successful is the purpose of adapted physical education. Adapted physical education can happen in classes ranging from regular physical education (for mainstreamed students, for example) to self-contained classrooms.Individualized PE can be provided in a group setting. Instruction, skills and activities should be geared to each student's unique abilities to the greatest extent possible. Wherever appropriate, students receiving adapted physical education should be included in the regular physical education class. Too often students with disabilities have been made to sit out of physical education, or to assume sedentary roles such as scorekeeper and timekeeper, reinforcing that people with disabilities had to be passive in areas of physical pursuit, thus contributing to a pattern of obesity and shortened lifespans. Adapted physical education shares the physical education goal of achieving 50%MVPA (more than 50 per cent moderate to vigorous physical activity), and sedentary alternative programs should be minimized or avoided. To develop active adapted physical education programs,educators work with parents, students, teachers, administrators, other professionals and the community. Is it acceptable to place a student in general PE and occasionally have the student go to APE to work on particular skills Yes. The service-delivery model is determined based on the evaluation and recommendation of the IEP committee. It is acceptable practice for a student to leave the general PE class to work one on one with an APE specialist to refine a skill. This is one of the original philosophies supporting inclusion. “Based in, not confined to” means a student attends generalPE but may temporarilyleave that environment if it is beneficial for the student to do so. Besides one-on-one work with an APE specialist, alternatives might include traveling into the natural environment, where opportunities for incidental learning abound. An example would be for students to leave a high school golf class once a week to go to a golf course in the community, where they must coordinate transportation and other skills that pertain to the natural environment. What is community-based programming Recreation is typically addressed in the physical education curriculum as lifetime physical activity skills or similar. However, helping students to make connections with physical activity opportunities in the community outside of school is , in part, the responsibility of the physical education teacher. The PE specialist plays a major role in
- 6. recognizing opportunities in the community and identifying the skills the student needs to participate successfully. It is recommended that the PE specialist participate in the development of the ITP (individualized transition plan). Once the recreation and leisure activity possibilities in the student's community have been evaluated, and the student' interests and capabilities have been assessed,plans can be developedforthe student's participation in and pursuit of physical activities in the wider community outside of the schoolsetting. Of particular focus in the overall assessmentare activities that the family can enjoy together. Evaluate the student's skills in order to determine what must be learned to enable the student to be an active participant. By the time the student is 14, these activities should be addressed in the recreation section of the ITP. Enumerate the roles of Paraprofessionals in Assisting Adapted Physical Education Teachers As the team plans, they may decide that a student needs a paraprofessionalto support the classroom teacherand the student. Paraprofessionals,oreducationalassistants,are important members of the education team. When a paraprofessional is assigned to a teacher or classroom to assist students with special needs, it is crucial that they are viewed as a support for all students. This encourages and allows the teacher to take ownership for every student in the class.It also provides the teacher and all students an opportunity for extra instruction and support. Paraprofessionals commonly assist with tasks such as: leading small group instruction designed by the teacher, gathering materials, providing assistance for personal care and other physical needs, assisting students to complete directions given by the teacher, facilitating interactions between students, adapting lessons under the teacher’s guidance, and executing other, often unseen, but very important tasks for the classroom community. As the complexityof classroomschange, the role of the paraprofessionalalso changes. With increased information and research, we can draw from established best practices for paraprofessionals to ensure quality instruction for students. These best practices include all the activities listed above as well as an increasing role in the student-centered team. Paraprofessionals are a great asset to the educational team, but there are some constraints on the responsibilities they can and should have. By law, a paraprofessional or education assistant cannot: write programs without supervision of certified personnel, create new, alternative instruction without direction from the teacher or other certified personnel,
- 7. implement “behavior” ideas without direction of the teacher or other certified personnel, or take complete responsibility for any students. Explain how Special Education and Adapted Physical Education work in a collaborative fashion Special educators and physical educators will enhance the quality of their students’ PE if they collaborate on a regular basis. Physical educators are often left out of developing students’ IEPs, thus experiencing a “disconnect” in the IEP process. PE should be an integral part of each student’s development, and physical educators should not be excluded from the IEP process.Specialeducators should prevent this negative situation from occurring as it indirectly affects the outcomes of students. Figure 1 presents specific ideas forimproving collaboration among special and physical educators. Clear and constant communication between special and physical educators is a great way to also ensure students’ safety in PE classes. When physical educators are informed aboutmedicalchallenges students experience,they can better prepare the PE environment and curriculum. Most special educators work in schooldistricts that do not have certified adaptive physical educators.In addition most regular PE teachers do not have the necessary experience working with students who have disabilities. Therefore collaboration is the key. Figure 2 presents additional collaboration strategies for specialand physical educators. One important area forcollaboration is safetyof students with disabilities during physical activities. Establishing rules and following safe routines is critical to ensuring students’ safety, regardless of whether they participate in PE class independently or with the supportof an adapted PE teacher, a specialeducator, or a paraprofessional.It is critical to include paraprofessionals in all collaboration efforts between special and physical educators. Although the safety of students with disabilities is primarily the responsibility of the specialeducator, teacher assistants are given multiple tasks related to supporting students at risk or those with identified disabilities in inclusive settings.
- 8. Physical educator's task Integrate in literacy instruction in PE content by providing word wall displays in the GYM. use visual supports (e.g. pictures with words or a word wall) in the gym for student to refer during PE class. Co- teach PE with paraprofessional or special educator teacher if appropiate. Attend and contribute to IEP meetingss Special educator's class Be an advocate for your students physical education Include anatomy and content into curriculum for students with learning disabilities Communicate what strategies work for individual students (e.g. counting down 3,2,1 or preparing a list of what task they will complete in class) Provide informationto the physical educationteacher on students’strengthsand share ideas for appropriate adaptations. Provide guidance to the physical educationteacher on how to set appropriate expectationsbased upon students’strengthsand abilities. Include the physical educationteacher in the IEP process(Kowalski et al., 2006). Collaborate with the physical educator, physical therapist, school psychologist,and social worker to discusshow IEP goalscan be supportedthrough physical education.