KIN 386 Adapted Physical Education: Chapter 1

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KIN 386 Adapted Physical Education Chapter 1

• Public Law 94-142 , PL 101-476, IDEA, and IDEA 97

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IDEA 97 Conditions for Disabilities

• Autism
• Other health impairments
• Deaf-blindness
• Serious emotional disturbance
• Deafness
• Hearing Impairment
• Mental Retardation

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Conditions-continued

• Multiple disabilities
• Orthopedic impairment
• Specific learning disability
• Speech or language impairment
• Traumatic brain injury
• Visual impairment, including blindness

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Possible Causes of Disabilities

• Congenital- found in the infant at birth.
• Example Genetic abnormalities such as down
  syndrome, Phenylketonuria, etc.
• Maternal infections during pregnancy Rubella
  may result in cerebral palsy
• Maternal addictions FAS from mother
  drinking during pregnancy.

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Possible Causes-Continued

• Acquired Disabilities result from many causes,
  such as illness, injury, or unknown causes.
• Example rheumatic fever may result in heart
  condition
• Spinal cord injury may result from accident
• Asthma from unknown cause

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IDEA 97

• Each child with a disability is entitled to a
  free appropriate education in the least
  restrictive environment.

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Special Education

• Defined as specially designed instruction in
  the classroom, the home, the hospitals,
  institutions, and instruction in physical
  education.

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Who Can Make A Referral?

• Anyone in the education setting
• Regular teachers, special education teachers,
  principal or other administrators,

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Process

• Once a child is referred, they are then assessed,
  IDEA designates who will take part in determining
  special needs and placement They may include
• Regular teacher
• Special education teacher
• School administrator
• Parent or guardian
• Child
• Any other professional mutually agreed upon by
  the above parties

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Meeting the Needs of the Child

• Some children with special needs that are
  different than the regular curriculum an IEP
  (Individualized Education Plan)is developed,
  which gives you special direction in meeting the
  childs special needs.

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Sources of Information when developing the IEP

• Parental reports
• Informal testing procedures (checklist,
  observation, etc.)
• Formal testing procedures (physical fitness
  tests, motor skills development tests)

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Definitions

• Adapted- when there is a need to change or modify
  the normal physical education setting, equipment,
  or instructional technique.
• Developmental- approach that addresses the needs
  of the child at their level of functioning and
  brings them to age-expected standards.

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Definitions-continued

• Rehabilitation- assisting the child in restoring
  function after an accident, illness, or injury.
• Functional Skills- skills that the child can use
  in home and community settings.

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IDEA Revisions

• Evaluation requirements
• May not discriminate on a cultural or racial
  basis.
• Are provided and administered in the childs
  native language.
• A variety of tools and strategies are used to
  gather functional and development information.
• The standardized tests used in the process must
  have been validated for the specific purpose for
  which they are used and must be administered by
  trained personnel.

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IDEA Revisions

• All variations from standard conditions must be
  described
• Child is assessed in all areas related to the
  suspected disability, including, if appropriate,
  health, vision, motor abilities, etc.
• Assessment tools and strategies are used that
  provide relevant information that directly
  assists persons in determining the needs of the
  child.
• Assessment tools, required in the general
  education program must be administered to student
  with disabilities with modification, if needed.

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Assessing the Student

• Five Purposes of Assessment
• 1. To identify those who might be experiencing
  developmental delays.
• 2. To diagnose the nature of the students
  problem or delay.
• 3. To provide information to used to develop the
  IEP and determine appropriate placement.
• 4. To develop instruction specific to the
  students needs.
• 5. To evaluate student progress

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Assessment

• Physical education teachers may use formal and
  informal tests to determine if a student is
  experiencing a delay.
• Informal Tests checklists, observation of
  student, etc.
• Formal physical fitness tests, gross motor
  development tests, skills tests, etc.
• Parental approval is not required for informal
  testing, however it is required for more in-depth
  testing.

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Adapted Physical Education Pre-referral
Checklist Form

• Refer to example

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Adapted Physical Education Evaluation

• Refer to handout