Adapt - PowerPoint Presentation

Slide1

Adapt

ed

Physical Education (APE)

Ann Hughes,

New Hanover Schools

Barbara Meleney,

Durham Public SchoolsSlide2

Special Education: Common Core Curriculum

North Carolina State Board Policy requires physical education for all students, as a part of the Healthful Living Curriculum.

The Individuals with Disabilities Education Act (IDEA), requires Adapted Physical Education for those students with disabilities who require specially designed instructions in order to receive Physical Education. North Carolina Adapted Physical Education Advisory Council (N-CAPE-AC) and Laurie Ray (NC DPI APE liaison) can assist with questions

Adapted PE : Healthful Living/PE CurriculumSlide3

AdaptED Physical Education… IS Special Education

What are the areas of need for this student?Does s/he qualify under one of the fourteen educational categories for special education?

Does s/he require APE as specially designed instruction for the Healthful Living/PE curriculum?For any students that demonstrate a need, APE is required by IDEA, it is not a local option or decisionAPE is NOT a related service. It is Special Education with identified need in the area of instruction for physical educationSlide4

Eligibility for Special Education and Related Services: Three Prongs

The student is a ‘student with a

disability

’ that meets the criteria under one of the fourteen eligibility categories under IDEA.

The

disability

adversely affects educational (academic and/or functional) performance

at school.

The performance deficits related to the disability are such that

the student requires specially designed instruction

in order to ensure access to the general curriculum. Slide5

APE INSTRUCTION: GUIDING QUESTIONS

Can this student participate in PE with non-disabled peers?

Can PE instruction be differentiated so s/he can participate? Provide written instructions in advance

Deliberate small group assignmentSmall ratio (teachers : students) or small groups

Modify tasks or skills Slide6

What are this student’s strengths in PE?

What are this student’s needs in PE?

In order for this student to participate in and learn the PE curriculum, do we have to design PE instruction just for him/her?What does the general education physical educator report about this student’s participation, abilities and needs in PE class?

APE INSTRUCTION: GUIDING QUESTIONS, con’dSlide7

Special Education

& Need for APE Instruction

EC students must be provided physical education Whether a student receives APE is an IEP team decision, driven by dataInput is needed from the general education PE teacher as a part of the evaluation or re-evaluation process regarding APEIf a need for APE is determined, a Present Level of Academic and Functional Performance and student Goals are developed by the IEP team with input from someone knowledgeable about the PE curriculumSlide8

If APE services are being considered…

The IEP team, including someone with firsthand knowledge about the child’s abilities, should review existing data to determine any need for additional data to meet all areas of student need, including APE

If data are needed, “Other” should be checked on the DEC 2 and “Adapted Physical Education Evaluation” should be written inSlide9

HEALTHFUL LIVING CURRICULUM

General physical educators and adapted physical educators in NC follow the state Healthful Living Curriculum and use the new Essential Standards and the National Association for Sport and Physical Education (NASPE) StandardsPE and APE must be taught by a teacher with current PE licensure

All students must access physical education in his/her least restrictive environmentSlide10

Continuum of Possibilities

for APE services

Separate

PE class

Home, Residential Home or Hospital

Regular

PE class

Regular

PE class with

Accomodations

/ Modifications

Regular

PE class with

Additional Staff

Separate

PE class

with

Additional Staff

Separate

Public SchoolSlide11

Documenting APE Services on the IEP

“Does this student require Adapted Physical Education?” (on DEC/4)...Checking yes means:

An evaluation has provided the IEP team with sufficient data to determine whether the student requires APE The IEP team has determined the student requires adapted physical education The student’s present level of academic and functional performance has been developed There are goals developed by the IEP team including someone knowledgeable in the PE curriculum The IEP indicates how student progress on the goal will be reportedSlide12

APE Goals/Objectives/Outcomes

Written by someone with knowledge of the PE curriculumFunctional (What do we want to see the student doing?)

MeasurableBehavior, conditions, criteriaStudent-centeredMeaningful; minimal important changeRealistic; attainable within time frameAge & developmentally appropriateClear - no jargonSlide13

Areas to Consider for APE GOALS: Fitness, Motor Skills, Participation

To develop and improve cardio- enduranceTo develop eye-hand; eye-foot coordinationTo increase time on task in Physical EducationTo develop functional competence in locomotor and object control skills

To improve social interaction with peersSlide14

Who Can Provide APE:All teachers licensed in physical education are qualified to provide adapted physical education—this does not mean they feel prepared to do so!!

Best practice is to employ a physical educator with CAPE certification for your APE program to plan and implementSlide15

Who Provides Adapted PE Service?Adapted PE Specialist

PE Teacher with specialized training in:Assessment and evaluationDeveloping an individualized PE program for students with disabilitiesKnowledge and understanding of a variety of physical and cognitive disabilities

General PE TeacherPE Teacher with training in:Motor skills and physical developmentFitness skillsGames and sportsLifetime activitiesLimited training in working with students with disabilitiesSlide16

No APE Specialist???

Providing Adapted PE when your county does not have an APE Specialist can be challenging.Encourage PE staff to update knowledge of disabilities and teaching strategies

Collaborate with other service providers (NC State Adapted PE Council, OT, PT, EC Teachers, Parents, Administrators)Explore and use community resources (colleges, universities, recreation programs, sports programs for the disabled).Slide17

Providing APEWithout a APE specialist, APE services still must be delivered…

Collaboration between general education PE teachers and related service providers (especially PTs and/or OTs) can be very effectiveContact Laurie Ray or North Carolina Adapted Physical Education Advisory CouncilSlide18

Monitoring Progress and Documenting APE ServicesEach session must be documented

What was done?How did the student respond?Student progress towards the goal(s) must be provided:By someone knowledgeable about the PE curriculum

By someone present in the APE/PE class on a consistent basisOn schedule with report cardsSlide19

Exiting APE

Exiting APE requires the IEP team to review the student’s existing data to determine if additional data is needed to make a decision regarding the need for Special Education in the area of APE. The re-evaluation process (DEC 7) must be completed.

Evaluations may or may not be required to make this decision but the re-evaluation process is mandated to exit Special Education/APE.Slide20

Exiting APE if it was the sole special education service…Requires a review of the student’s special education program (re-evaluation process/ DEC 7)

Requires the IEP team to determine if it has sufficient (formal and/or informal) data or if additional data is neededPotential types of data:

standardized assessment observations of studentobjective measuresparent inputsummary of student performance in physical educationSlide21

Thank you for your kind attention!

Contact information:N-CAPE-AC=please see map

Laurie Ray, APE Liaison for NC DPI919)636-1827laurie_ray@med.unc.eduhttp://ec.ncpublicschools.gov/instructional-resources/adapted-physical-education