Placement and Program Planning

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Chapter 3

• Placement and Program Planning

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I. Definitions

• Mainstreaming Placement of individuals with
  disabilities into regular classes
• Least Restrictive Environment -- educate
  students with disabilities with peers to the
  maximum extent possible
• Inclusion Emphasis on educating a child with
  disability in age appropriate classes within the
  childs home school community with proper
  supports and personnel
• Full inclusion All instruction in general
  educational setting.
• Partial inclusion Some components of
  instruction are provided in alternative settings.

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II. Emerging Trends in Education of Individuals
with Disabilities

• Focus on Transition from school, to work, to
  home
• Utilization of community-based instruction with
  all types and severity of disabilities
• Technological advances including computers,
  switches, communication boards and various
  adapted equipment.
• Functionally based curriculum across all subjects
  including physical education

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• Multidisciplinary approaches to assessment,
  planning and programming
• School based decision making
• Full inclusion placements
• Unified sports programs and integrated
  recreational programs
• Family life profiles

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III. Appropriate Placement for Maximum Learning

• Identification of ability levels
• Placement in appropriate setting

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IV. Techniques for Successful Integration

• Teachers responsibility
• Flexible curriculum

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V. Disability Model
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VI. Program Planning

• Individualized Education Plan (IEP)
• Individualized Transition Plan (ITP)

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Role of Physical Educator

• Ensure physical education is part of the IEP
• Prepare information on behavior, fitness, skills
• Ensure the child can safely participate and
  achieve program goals
• Serve on IEP team