Transition Issues
From School-based Physical
Education to Community-based
Recreation
Transition
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Definition of Transition
• Coordinated set of activities designed
within an outcome-oriented process which
promotes movement from school to postschool activities including: post-secondary
education, vocational training, integrated
employment, continuing and adult
education, adult services, independent
living, and community participation (IDEA PL 101-476, 1990).
Transition
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Legal Mandate for Transition
• IDEA - PL 105-17:
– requires transition services for students with
disabilities to begin as early as age 14
– plan must be included in the student’s IEP
(known as ITP - Individual Transition Plan).
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IDEIA 2004 – Changes to Transition

Transition
IDEIA has extensive changes to the
legal requirements for transition.
Previously, the law required “a
statement of transition service needs”
(beginning at age 14), and “a statement
of needed transition services for the
child (beginning at age 16). IDEIA
eliminated age 14 (now starts at 16).
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Transition (cont.)

new statement - “result-oriented process.”
• “…appropriate measurable post secondary
goals based upon age appropriate transition
assessments related to training, education,
employment, and, where appropriate,
independent living skills…and the transition
services (including course of study) needed to
assist the child in reaching these goals.
Transition
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Philosophical Mandate
for Transition
• Functional life skills model (e.g., Block,
1992; Brown et al., 1979; Certo, Schleien,
& Hunter, 1983)
• Top-down model (Wessel & Kelly, 1986)
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Key Philosophies of a
Functional Model
• Chronological age appropriateness
• Functional skills
• Community-based instruction
• Partial participation
• Data-based teaching
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Developing a Transition Plan
• Analyze community (what is available)
• Discuss possible goals and objectives with
parents and student
• Determine goals and objectives (see sample)
• Determine who will implement plan
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Implementation Process for
Inclusive Recreation
(from Wagner, Werterald,
& Wilson, 1994)
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Step 1: Initial Contact and
Registration Process
• Assess participant's interests
• ID suitable program
• Observe program and discuss client with
staff
• Help register participant
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Step 2: Data Gathering:
• Discuss with participant and/or parents to
determine:
– questions
– concerns
– anticipated accommodations
– etc....
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Step 3: Accommodations:
• Conduct ecological inventory with
discrepancy analysis (detailed task
analysis of skill)
*see handout
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Step 3 (continued)
• Determine need for accommodations
including:
– assistive devices/facility modifications
– instructional accommodations (e.g., cues,
reinforcement, behavior plan, etc....)
– procedures/rules of particular activities
– interpreters
– financial assistance
– transportation
– companion/adult support
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Step 4: Training
• Train staff and companions
– on goals of program
– on participants particular abilities/needs
and medical and behavioral information
– on how to teach particular skills
– how to collect data
– how to ask for help
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Step 5: Participation
• Participant joins activity
• Collect on-going data
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Step 6: Follow-up
• Case manager meets with staff to
determine degree of:
– success
– problems
– solutions
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Step 7: Evaluation
• Participant, staff, and companion are
evaluated to assess their experience
– written survey
– face-to-face interviews
– phone calls
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Step 8: Documentation
of progress
• On going data sheet
• Progress reports
• Subjective evaluations
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Step 9: Process continues
• Adjustments (if necessary) are made
• Participant continues in program
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Adapted Physical Educators
Role in Transition
(from Block & Krebs, 1992)
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Krebs/Block Model
• ID community-based sport/
recreation/fitness facility.
• Work with community-based facility
staff.
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Krebs/Block Model (cont.)
• Conduct ecological inventory and
discrepancy analysis.
• Determine amount/type of support
needed by each student.
Transition
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Krebs/Block Model (cont.)
• Determine who will provide support
and who will train support
• Help with development of ITP.
Transition
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Krebs/Block Model (cont.)
• Implement community-based
recreation program.
• Conduct on-going and summative
evaluations.
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Sports as a Means
to Facilitate Transition
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Sports Opportunities
• What sports opportunities are available for
individuals with developmental disabilities?
– Community-based
– School-based
– Special programs
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Community-based Sports
• Should children with disabilities be allowed
to play in regular community sports
leagues?
• How much accommodations would be
“reasonable” for a child with a disability?
• At what point is competitive sports too
competitive?
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Interscholastic Sports
• Should children with disabilities be allowed
to play in regular interscholastic sports
leagues?
• How much accommodations would be
“reasonable” for a child with a disability?
• At what point is competitive sports too
competitive?
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Special Olympics
• What is Special Olympics?
• Who qualifies for Special Olympics?
• What sports are available?
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Special Olympics (cont.)
• What is “Unified Sports?”
• What is “Motor Activities?”
• Why has Special Olympics been criticized?
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Would you recommend Special
Olympics to a parent of one
of your students?
Why???
Why not???
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Other Special Sports Programs
• Challenger Baseball
• Therapeutic Recreation Program
– horseback riding
– swimming
– other
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