Special Education and

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Special Education and Adapted Physical Education
Alberto Friedmann, MS Southern Illinois
University Edwardsville,
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Qualifying Disabilities UnderIndividuals With
Disabilities Act (IDEA)
Mental Retardation Hearing Impairments (including
deafness) Speech or Language Impairments Visual
Impairments (including blindness) Serious
Emotional Disturbance Orthopedic
Impairments Autism Traumatic Brain Injury Other
Health Impairment Specific Learning
Disability Any student who, by reason thereof,
needs special education and related services
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Special Education
Not your parents SPED

• Under IDEA, Special Education is defined as
• Specifically designed instruction, at no cost to
  parents, to meet the unique needs of a child with
  a disability including
• Instruction conducted in the classroom, the home,
  in hospitals and institutions, and in other
  settings and
• Instruction in Physical Education.

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Adapted Physical Education
Adapted To adjust To change to fit To make
suitable to or fit for a specific use or
situation Physical Of or relating to the body
Involving or characterized by vigorous bodily
activity Of or relating to our physical
environment Education A program of instruction
of a specified kind An instructive or
enlightening experience The gradual process of
acquiring knowledge
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Important Terms and Ideas Person-First
Wording Least-Restrictive Environment Educating
not Labeling Quality of Life
Handicapped
From the term hand-in-cap, actually derived from
a game of chance but sometimes mistakenly
believed to involve the image of a beggar.
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IDEA

• Individuals with Disabilities Education Act
• All children with disabilities have
• The right to a free and appropriate public
  education
• The right to physical education
• Equal opportunity for nonacademic and
  extracurricular activities
• An Individualized Education Program (IEP)
  designed to meet their unique needs
• A program that is conducted in the
  least-restrictive environment
• Nondiscriminatory testing and objective criteria
  for placement
• The right to due process
• Access to related services to assist in special
  education

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Purpose of Adapted Physical Education
Self Actualization
To develop or achieve one's full
potential Optimal Personal Development Optimal
Self Awareness
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Some Questions - Problems and Solutions about PE
and School Legal Obligation.
PE is defined by the federal government as a very
important component (major curricular area) PE
must participate completely in IEP
instructional process.
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Question 1 - Must children with disability always
be placed in regular PE?

1. No, If needs are better served elsewhere.
2. However, push for "inclusion" makes it difficult
   to separate children.

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Question 2 - If a child with a disability is
participating normally in regular PE class, does
the child need an IEP?
No.
Question 3 -If a child with a disability is so
disruptive that others can't learn effectively,
must child be kept?
No.
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Question 4 - Can recess, physical therapy, free
play, field trips satisfy PE requirement?
No.
Question 5 - Do obese, malnourished,
awkward/clumsy, etc. students qualify as children
with disability?
No. However, the child may still need, and may
take adapted PE
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Question 6 - What if a child is excused from PE
because no adapted PE exists?
No child may be summarily excused of PE. If the
school gets federal funding, adapted PE options
must exist. It is the law.
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Identification of A.P.E. Students
Screenings Done on a regular basis Must
include all students Range from simple to
complex Often performed annually within a school
district Testing Usually referred via
screening Can be specifically requested by
teacher, parent, doctor, physician, judge,
student Multiple tools available (B.O., BPFT,
Fitnessgram, TGMD, etc.) Need must exceed 30
consecutive calendar days Placement Determined
by a team of professionals Trend over last 20
years is towards Inclusion Separate is NOT
Equal Requires an aware, creative, intelligent,
and smart instructor
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Placement Continuum
Level 9 Hospitals and Treatment Centers
Most Restrictive
Level 8 Special Schools
Level 7 Full-Time Individualized Classes
Move Only If Necessary
Level 6 Part-Time Individual Classes
Level 5 Full-Time Special Classes
Least Restrictive
Level 4 Part-Time Special Classes
Level 3 Regular Placement with Supplements
Level 2 Regular Placement with Support Services
Move As Soon As Possible
Level 1 Regular Class Placement
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Assessment

• Assessments have specific legal responsibilities.
  They must be
• In native tongue or other mode of communication
  (e.g., sign, Braille)
• Administered by Trained Professionals
• Reflect ability, not disability
• Reliable and viable
• More than a single procedure
• reflective of all domains (social, cognitive,
  physical, etc.)
• Must include MEASUREMENTS as well as ASSESSMENTS

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Individualized Education Plan(IEP)
According to P.L. 94-142, all children receiving
special education must have IEP!
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IEP
IEP conferences are to be held at beginning of
each school year and are a multidisciplinary
event
Done within 30 days after school starts Scheduled
and reevaluated yearly
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IEP Conference

• Must Include
• Member of teaching staff other than the teacher
  responsible for special education, e.g.,
  coordinator or director
• All teachers for that child
• At least one parent
• The child, when appropriate
• Other individuals such at parent or lawyers
  discretion, e.g., independent evaluator/related
  services (TR, OT, PT)

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IEP

• Must Include
• Statement of child's present level of performance
  
• Statement of annual goals and objectives
• Statement of extent to which child can
  participate in regular programs
• Projected dates of initiation of services
• Appropriate evaluation procedures to determine if
  goals and objectives are being met
• Statement of specific special education and
  related services

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IEP

• There are yearly and daily goals and objectives
• Three (3) components
• Behavior - Desired actions or response
• Criterion - How many times, what's it look like
• Conditions - Under what conditions done

• Sample Yearly Goal
• To have Ray achieve fundamental skill patterns
  at a developmental level appropriate for a 6 year
  old, in daily APE.
• Behavior- Achieving fundamental skill patterns
• Criterion - At a developmental level appropriate
  for a 6 year old
• Conditions - in daily adapted PE

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IEP
Daily goals should reflect the yearly goals and
should also be definable, achievable, and
measurable. Often these are not done because of
the amount of work required, but you can
insist. Otherwise, work for at least short-term
goals so you know what is happening and can
adjust the program as necessary.
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Special Considerations

• Not all adaptations are difficult to implement
• Extra set of books to avoid scoliosis
• Pencil grips
• Use of computers instead of handwriting
• Special seat cushions

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Dangers
Modifications which change the difficulty of the
work These can result in grades marked WM
meaning the grade was earned with
modifications, often interpreted as changed so
the stupid kid can get it. Stigma among
children Least Restrictive Environment also
includes social environment. No child should be
embarrassed if avoidable. Unrealistic or
unachievable goals There are limits to what you
can ask a school to do.