Transition Planning for Children with Disabilities
into
Community Recreation & Leisure Programs
Rocco Aiello
2008 TOY Adapted Physical Education
raaiello@smcps.org
Public Law
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Reauthorization of IDEA PL 101-476, 1990
One significant change to the IEP was a newly
required transition statement, which is to be
developed no later than the student’s 16th
birthday.
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Public Law
Post High-School outcomes include:
• Post secondary education
• Employment
• Independent living
• Recreation and Leisure
• Community Participation
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What is Transition?

Transition is the successful
movement from a student in
school to a productive, quality,
and meaningful life.
4
Why should Adapted Physical Educators be
involved in Transition Process?
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
Law
IEP
Vision
Lifetime Experiences
Increased Socialization
Community Integration
Promoting Lifetime Health and
Wellness
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What does Transition mean for
Adapted Physical Educators?



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Community participation
Promotes Independence
Collaborative relationships with
parents, students, teachers and
community
Parent involvement
Social connection and relationships
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Transition
1. In 1990, PL 101-336 American with
Disabilities Act was passed by Congress that
ensures civil rights for disabilities
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What we Know about Recreation and
Leisure Activities
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Recreation and Leisure form a vital part of our
lives
Recreation and Leisure activities are critical
dimensions to the quality of life for all individuals,
especially individuals with disabilities.
Social connection and fosters relationships
Successful participation in Recreation and Leisure
can increase self-esteem
Individuals with disabilities can take pride in their
achievements
We all need to enjoy ourselves and have fun
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Curriculum Considerations
Motor Skills
Fitness Skills
Sport Skills
Curriculum
Considerations
Social Skill
Training
Community
Adjustment
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Curriculum Considerations-cont.
Traditional Motor Skill Model

Bottom-up approach where students are
exposed to a hierarchy of skills beginning
with simple fundamental patterns of
movement and processing to complex
sports movement and concepts
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Curriculum Considerations-cont.
Life – Skills Model
Top-Down Approach where skills are taught
based on:
• Chronological age
• Functional utility of the skill
• Application of that skill in the community
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Curriculum Considerations-cont.
Social Skill Training - Typically incorporates
training of pro-social skills
1.
2.
3.
4.
5.
6.
7.
8.
Following direction
Accepting feedback
Cooperating with others
Coping with stressful situations
Saying please and thank you
Asking questions
Cooperating with peers
Waits one turn
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Curriculum Considerations-cont
Community Adjustment

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It does not imply simply the physical
integration of students with disabilities
into community settings
It does refer to the adjustment and
integration of the whole person into
community life. This is synonymous with
the term quality-of-life, which depends in
large part of one’ happiness and success
in social situations.
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Getting Started in Transition
Planning
1. Parent/Guardian Impute
2. Student impute
3. Identify community based recreation,
fitness and sports facilities and programs
4. Establish Life Enrichment Field Trip
programs
5. Work with community based facility
6. Establish guidelines for APE Transition
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Adapted Physical Education Transition (APET) Model (Modell & Megginson 2001)
General
Physical Educator
Schools
Fitness
Motor Skills
Sport Skills
Social-skill training
Community adjustment
School &
Community-Based
Activity
Community
Service Provider
Adapted Physical
Educator
Functional
Programming
Therapeutic Recreation
Specialist
Post-Secondary Outcomes
Fitness
Sports
Disability Sports
Friendships
Community Participation
Recreation & Leisure
Technology
Advocacy
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School and Community-Based
Activities
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Identify
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Communication
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Collaboration
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Functional Programming
Functional Programming should focus
on:
•Fitness
•Motor skills
•Sport skill development
Emphasis should be placed on social skill training
and community adjustment
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Assistive Technology
Assistive technology is any piece of
equipment that is used to increase
the independence of an individual
with a disability.

Adaptive equipment
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Computer based innovations
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Advocacy
We should advocate for:
• High quality physical education for students
with disabilities
• The elimination of attitudes towards
individuals with disabilities
• Removal of architectural barriers that limit
opportunities in sports, dance, aquatics,
fitness and leisure.
• Promoting Life Long Health and Wellness
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Obstacles or Barriers
in
Transition Planning
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Funding
Transportation
Architectural Barriers
Attitudinal Barriers
Parents/Guardians
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Sample Individual Transition Plan for
Community - Based Physical
Education
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GOAL:
Arielle will demonstrate the ability to
independently participate in a beginner, lowimpact jazzercise class at Maximum Health &
Fitness Center
OBJECTIVE #1:
Following the natural cues in the environment,
Arielle will enter Maximum Health & Fitness
Center, show her ID, and locate the locker room
with 100% accuracy
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Objectives
OBJECTIVE #2.
 Following the direction of the Jazzercise
instructor, Arielle will participate in low-impact
jazzercise maintaining her heart rate at a target
level of 60-70% of maximum for 30 continuous
minutes, three days per week.
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Summary
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The major purpose of educating students
with disabilities is to prepare them for:
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Community involvement
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Healthy independent lifestyle
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Student empowerment to access health related
fitness and sport activities on their own
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Enhancement of social interaction
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Recreation involvement and positive use of leisure
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activities
Quote
“The closing of the door can bring blessed
privacy and comfort---the opening, terror.
Conversely, the closing of the door can be a
sad final thing---the opening a wonderful
joyous moment.”
Andy Rooney
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References
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Public Law 101-476 (Individuals with
Disabilities Education Act) (1990, October
30). Education of the Handicapped Act
Amendment of 1990. Washington DC:
U.S. Government Printing Office
Modell, S., & Megginson, N. (2001) Life
After School: A Transition Model for
Adapted Physical Educators JOPERD, Vol.
72 No 2
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