Including Students with Special Needs in General Physical E - PowerPoint Presentation

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Including Students with Special Needs in General Physical Education

March 2011Slide2

First and Foremost - The Lingo

Terminology/Acronyms

ID Severe = Intellectually Disabled – Severe

ID Mod = Intellectually Disabled – Moderate

ID Mild = Intellectually Disabled – Mild

AU = Autism

EC = Exceptional Children

SED = Serious Emotional Disturbance

OCS = Occupational Course of Study

OHI = Other Health Impairment

IEP = Individualized Education Plan

IDEA = Individuals with Disabilities Education Act

LEA = Local Education Agency

LRE = Least Restrictive Environment

NCLB = No Child Left Behind

BIP = Behavior Intervention Plan

ABA = Applied Behavior Analysis (Autism)

VBA = Verbal Behavior Approach (Autism)Slide3

Person First Language“Students with special needs.”Not “Special needs students.”

“Students with disabilities.”Not “Disabled students.”“Students with Autism.”Not “Autistic students.”

First and Foremost - The Lingo

Appropriate:

Special needs, exceptional needs, disabilities

Not Appropriate:

Handicap, retarded

Gettin’ picky…“Student uses a wheelchair.” Not “Student is in a wheelchair.”

Subject toChangeSlide4

The Law

The Individuals with Disabilities Education Act (IDEA), Public Law 108-466 (2004), states that

physical education is a required service

for children and youth between the ages of 3-21 who qualify for special education services because of a

specific disability or developmental delay.

The federal law (PL 94-142, PL 101-476, PL 105-17, PL 108-446) mandates the following in regards to

physical education and students with disabilities:

General. (1) As used in this part, the term special education means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability, including- (i) Instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings; and (ii) Instruction in physical education. Slide5

The Law

(2) The term includes each of the following, if it meets the requirements of paragraph (a)(1) of this section:

Physical education-

(

i

) Means 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. (3) Specially-designed instructionMeans adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction- (i) To address the unique needs of the child that result from the child's disability

; and (ii) To ensure access of the child to the general curriculum, so that he or she can meet the educational standards within the jurisdiction of the public agency that apply to all children. General.

Physical education services, specially designed if necessary, must be made available to every child with a disability receiving FAPE.Slide6

The Law

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.

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 shall provide the services directly or make arrangements for those services to be provided through other public or private programs.

Education in separate facilities.The public agency responsible for the education of a child with a disability who is enrolled in a separate facility shall ensure that the child receives appropriate physical education services in compliance with paragraphs (a) and (c) of this section.Slide7

APE/PE Continuum

LEVEL 1

Regular Physical Education Class

LEVEL 2

Regular Physical Education with consultation from Adapted Physical Education

LEVEL 3

Adapted Physical Education for only specific skills or areas of weakness

LEVEL 4

Part-time Regular PE and part-time Adapted PE

LEVEL 5

Full time Adapted Physical Education

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Placement

Numerous Factors Determine Placement

The Disability

Scheduling

Support Services

Age Appropriateness

AssessmentsEC Teacher

General PE Teacher“What is the best educational scenario for THIS student?”Least Restrictive Environment (LRE) – Varies from school to school, student to student

Regular education students have a right to learn too.Slide9

Helpful PaperworkSlide10

Helpful PaperworkSlide11

Helpful PaperworkSlide12

Specific Adaptations by Disability

Cerebral PalsyUse balloons or beach balls

Modify rules or games

End activity before student gets frustrated

Enlarge targets

Use extension for tag games (Foam Noodle)Use large scooters, create “boat” on scooters

Focus on reaching, grasping, pushingUse slower locomotor patterns for regular education students.Bear crawl, crab walk, hopping, etc.

Down SyndromePositive, positive, positiveAvoid stress to neck areaHighly structured environmentBrief instructionVisual instruction - demonstrationsSet-up for successBe consistent with motivationSlide13

Specific Adaptations by Disability

AutismVisuals – station signs, picture stories, etc

Predictable/structured routine

Warm-up, activity, closure

Smooth transitions

StationsAllow for extra timeEliminate excessive stimulation

Vigorous exercise – reduce stimmingDuplicate teaching strategies of teacherApplied Behavior Analysis

Verbal Behavior ApproachToken SystemReinforcers – touch, food, candyWheelchairsAsk the student!Get them out of their chairsSafety firstStationary, slower moving ballsVary distancesUse longer, lighter equipment

Lower goalsUse slower locomotor patternsBear crawl, crab walk, hopping, etc.Slide14

Specific Adaptations by Disability

Visual ImpairmentsSafety first

Keep it clean

Avoid overprotecting

Notify of changes made to gym

Give physical assistance (only if necessary)Increase size of equipment

Use brightly colored equipmentUse beep balls, bell ballsGive physical assistanceUse guides

WallGuide wire Carpet runnerHearing ImpairmentsDetermine start/stop signalUse visual demonstrationsStand still when giving directionsMake sure student can see your lipsLearn basic signsBe aware of any balance issuesSlide15

Multiple DisabilitiesBe patientBe flexible

Use brightly colored equipmentUse visuals for boundaries Poly spots, cones, ropeBreak tasks into smaller steps

Modify equipment

Use physical and verbal prompting

Provide immediate feedback

Self paced activitiesStationsTask cards

Give lots of positive reinforcement and praiseVerbal and physical

Specific Adaptations by Disability

Learn to adapt the game to the student, not the student to the game.Slide16

Modifications by Limitation

Limited Strength

Limited Speed

Shorten distance to move or propel object

Use lighter equipment

Use shorter and lighter striking implements

Allow students to sit or lie down while playing

Allow students to monitor their own fatigueUse deflated balls or suspended ballsChange movement requirements

Shorten distance or change distances for different studentsChange locomotor patternEqualize competition among teams

Make safe areas in tag games

Limited Coordination and Accuracy

Limited Balance

Use stationary objects for kicking/striking

Decrease distance for throwing, kicking, and striking

Make targets and goals larger

Use scarves, balloons, bubbles to enhance visual tracking skills

Increase surface of striking implementsUse larger balls for kicking and strikingUse softer, slower balls for striking and catchingUse lighter, less stable pins in bowling-type games.Provide chair, bar or buddy for supportTeach balance techniques (widen base, use arms)Increase width of surfaces to be walkedUse carpeted areas rather than slick surfacesTeach student how to fallPlace student near wall for support

Lower center of gravitySlide17

Badminton

BasketballBowling

Floor Hockey

use oversized racquets

use larger birdies

use a lower net

allow students to sit

eliminate the netuse a balloon instead of a birdie

use smaller, lighter balluse a different type of ball (e.g., playground ball)

use a lower goal

use a goal with a larger circumference

modify rules

use smaller playing area

use lighter ball

use fewer number of pins

allow students to push ball while sitting

use rampallow three tries instead of twouse empty milk jugs as pinscreate lanes with conesuse oversized sticksuse lighter sticksuse larger ball or puckincrease size of the goaluse smaller playing area

modify rulesdo not use goalies

Modifications by Sport

Kickball

Soccer

Softball

Volleyball

use a lighter, larger ball

allow students to use a hockey stick to contact ball (wheelchairs)

decrease distance to base

use one base

allow student to kick ball when stationary

use lighter, larger ball

allow students to use a hockey stick instead of kicking the ball

use smaller playing area

allow students to play with a buddy

allow student to walk to ball or roll wheelchair to ball

use larger goal

use a lighter, larger ball

use a lighter bat

use shorter distance around bases

use one base

allow more than three strikes

use batting tee

allow more time to get to bases

use a beach ball or balloon

allow students to sit on the floor

use lower net

use no net at all

use smaller playing court

allow ball to bounce once before hitting

allow unlimited number of hits

allow more than one try when servingSlide18

Inclusion

BENEFITS

LIMITATIONS

Stimulating environment

Less attention from teacher

Motivating environment

Less time on task

Development of social skillsTeacher not adequately preparedFriendshipsFrustration – teachers and studentsModelingRequires more planningPositive experiences

AwarenessSense of belongingSlide19

Paraeducators

Main Focus – to assist teacher(s) in implementing a student’s IEP.

Can provide valuable information regarding student’s:

Behaviors at certain times during the day

Communication skills

Likes and dislikes

Medical issues

Other ideas for adaptations/modificationsTips for Working With ParaeducatorsBe aware of expectations set in place by classroom teacher.Start off on a good note! Make them like you. Empower them.

If para is not doing what is asked of them, always go to the classroom teacher.If possible, give them specific instructions.Keep a log.

Problems with

paraeducators

are not just a Pitt County thing.

Make it fun for them!Slide20

Tips

Be Enthusiastic!Educate Yourself

Workshops

Professional literature

Webinars

Professional organizationsObserve in the ClassroomTeaching strategies

Behavior techniquesReinforcersBuild RelationshipsStudentsParaeducators

TeachersPlan AheadAll parties will benefitEmbrace ChangeAdapt curriculumParadigm shiftAppreciate Mini-VictoriesLining up correctlyEye contactWaiting their turnSmilesAsk Questions

Learn to adapt the game to the student,

not

the

student

to

the

game.

and…………..…….….....Never Underestimate Slide21

The End