Adapted Physical Education for those with special needs

1
Adapted Physical Educationfor those with special
needs

• By Reid Bennett
• October 2006

2
Introduction

• In 1990, the Individuals with Disabilities
  Education Act (IDEA) was passed, requiring that
  all people with disabilities, of school age, have
  access to Physical Education in a normal school
  environment.
• It further required that each student with a
  disability have an Individualized Education
  Program (IEP) drawn up which would include a
  program of adapted physical education appropriate
  to the individual.

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OverviewHow can we make adapted physical
education a reality?

• In this presentation physical educators will
  learn how to
• Educate ourselves
• Use our resources
• Meet the national standards

4
Summary SlidesWhen educating ourselves, some
good questions to ask might be

• What is adapted physical education?
• Adapted Physical Education is Physical Education
  which has been adapted or modified, so that it is
  as appropriate for the person with a disability
  as it is for a person without a disability.

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More questions

• What are the disabilities that my students have?
• The Individuals with Disabilities Education Act
  (1990) uses the term disability as a diagnostic
  category that qualifies students for special
  services. These categories are
• Autism
• Deaf Blindness
• Deafness
• Hearing impairment
• Mental retardation
• Multiple disabilities
• Orthopedic impairment
• Other health impairment
• Serious emotional disturbance
• Specific learning disability
• Speech or language impairment
• Traumatic brain injury
• Visual impairment including blindness

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Use our resourcesPhysical educators are not
expected to have all the answers to every
disability!

• Ask the classroom teacher for ideas.
• Ask the guardian for special needs of the
  student.
• Ask the occupational and physical therapist for
  suggestions.
• Use the multitudes of adapted physical education
  websites available for activity ideas.
• Last, but not least, when possible ask the
  student for suggestions.

7
Meet the National Standardsfor more information
go to http//www.cortland.edu/apens/
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Although there are 15 components to the national
standards, its not as overwhelming as it may
seem. Several components can be intertwined with
each other. For example
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Websites

• Adapted Physical Education National Standards can
  be found at
• http//www.cortland.edu/apens/
• Activities and Assessment Instructions can be
  found at
• http//www.pecentral.org/adapted/adaptedmenu.html
• The Council for Exceptional Children and
  Information Center can be found at
• http//ericec.org/faq/adapt-pe.html
• Forum of Sport, Physical Education, and
  Recreation for those with Disabilities
• http//www.palaestra.com/
• Specific Adaptations and Teaching Strategies can
  be found at
• http//www.asdk12.org/Depts/ape/adaptations/

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Print Resources

• Cratty, Bryant J. (2004). Adapted Physical
  Education Self-Control and Attention. Focus on
  Exceptional Children, 37(3), 1-8.
• Lytle, R.K. and Gayle E. Hutchinson. (2004).
  Adapted Physical Educators The Multiple Roles of
  Consultants. Adapted Physical Activity
  Quarterly, 21, 34-49.
• Place, K. and Samuel R. Hodge. (2001). Social
  Inclusion of Students with Physical Disabilities
  in General Physical Education A Behavioral
  Analysis. Adapted Physical Activity Quarterly,
  18, 389-404.
• Articles 1 and 3 are useful for teachers in
  understanding the behaviors of their students as
  well as their behaviors toward their students.
• Article 2 is useful for the physical educator as
  well as everyone involved in the development of
  the child to better understand the role of the
  physical educator.

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Conclusion

• If the physical educator educates
  himself/herself on the meaning and needs of
  adapted physical education, goes to the available
  resources, and meets the national standards, all
  children with disabilities can have physical
  education appropriate for them.