CHAPTER
5
Individualized
Education Programs
Manny Felix and Garth Tymeson
Chapter 5 Individualized Education Programs
Individualized Education Programs
• Depending on the circumstances, any one
of four types of individualized plans might
be required or recommended for students
with unique needs in physical education.
• Under IDEA, all students with disabilities
(aged 3-21) must have an individualized
education program (IEP) that outlines the
child’s special education.
• Physical education is only one part of this
comprehensive IEP document.
(continued)
Individualized Education Programs
(continued)
• Under IDEA, and at the state’s discretion,
infants and toddlers with disabilities (aged
0-2) must have an individualized family
service program (IFSP) that outlines the
child’s early intervention services.
• Students with disabilities not covered by
IDEA would still be entitled to equally
effective benefits under section 504.
(continued)
Individualized Education Programs
(continued)
• Under section 504, a student may have a
504 accommodation plan that addresses
unique educational needs, including those
in physical education.
• Finally, there are students who do not have
disabilities but who have unique needs in
physical education, and these needs might
be addressed in an individualized physical
education program (IPEP).
IEPs: The IDEA Requirement
States and local districts may require additional
information, but IDEA requires nine components
for the IEP document:
1. Present levels of academic achievement
and functional performance
2. Statement of measurable annual goals (and
if appropriate, short-term objectives or
benchmarks)
3. Description of measuring and reporting
progress toward annual goals to parents
(continued)
IEPs: The IDEA Requirement (continued)
4. Statement of special education and
related services and supplementary aids
and services
5. Statement of participation in regular
settings and activities
6. Statement of alternative assessment
accommodations
(continued)
IEPs: The IDEA Requirement (continued)
7. Schedule of services and modifications
8. Transition services
9. Transfer of rights at age of majority
Present Level of Performance
• Includes statements of how disability
affects the child’s progress in general
curriculum.
• Is the cornerstone of the IEP.
• Consists primarily of test results.
(continued)
Present Level of Performance (continued)
• Uses standardized and alternative
assessments.
• Establishes that the child has a unique need
and includes classroom-based information.
• PLP places child on a continuum of
achievement.
Measurable Annual Goals
• These goals state what a student is
expected to achieve in a given year.
• Measurability requires specificity.
• States can require districts to include shortterm objectives or benchmarks with annual
IEP goals.
(continued)
Measurable Annual Goals (continued)
• Short-term objectives are used when a
child takes alternative assessments for
alternative achievement standards.
• Two types of goals are traditional and
multielement annual IEP goals.
Writing Traditional Annual Goals
and Short-Term Objectives
• Annual IEP goal
– Consists of broad statement related to
the information presented in PLP.
– Example: “Juanita will improve her
aerobic functioning.”
(continued)
Writing Traditional Annual Goals
and Short-Term Objectives (continued)
• Short-term objective
– Consists of a specific statement related
to the annual goal and PLP.
– Typically includes action, condition, and
criterion.
– Example: “Juanita will complete 25 laps
of the 16 m PACER test.”
Measurable Multielement IEP Goals
Six elements ensure specific, meaningful,
measureable annual IEP goals (Kosnitsky, 2008).
• By when?
• Who?
• Will do what?
• Under what conditions?
• At what level of proficiency?
• As measured by whom or what?
Sample Multielement Annual Goals
• By June 2009, given a plastic baseball bat and
verbal prompts, Ryan will properly hold the bat,
position himself next to home plate, and strike
a 12 in. (30 cm) stationary plastic ball off a tee 8
of 10 times for a distance of at least 25 ft (7.6
m), demonstrating weight shift and
shoulder/hip rotation, when assessed by his
physical education teacher with a rubric during
a team sports unit.
(continued)
Sample Multielement Annual Goals
(continued)
• By October 2009, while wearing goggles and
participating in an aquatics unit in regular
physical education, Marissa will swim
underwater in 5 ft (1.5 m) deep water, secure
with her hand 5 diving sticks (one at a time)
from a 10 by 10 ft (3 by 3 m) area in less than 1
minute, and swim to surface and side of pool
when assessed by a paraprofessional using an
aquatic skills rubric.
(continued)
Sample Multielement Annual Goals
(continued)
• By November of 2010, Michael will improve his
abdominal strength as demonstrated by
independently completing 15 standard curl-ups
in less than 60 seconds with legs bent at knees,
starting with back flat on floor and reaching
with hands so fingertips slide on floor and
touch pad 5 in. (12.7 cm) away under legs as
measured by the adapted physical education
teacher using the Brockport Physical Fitness
Test.
Description of Measuring
and Reporting Progress
Toward Annual Goals
• Reported at planned intervals to parents.
• Specific, measurable, and observable goals (and, if
appropriate, short-term objectives) assist reporting.
• School district IEP or other forms used.
• Occurs at same time as all other quarterly or periodic
school reports for all children in district.
• Reporting progress should take place at least as
often as for parents of students without disabilities.
Statement of Special Education
and Related Services
and Supplementary Aids and Services
• List special education and related services.
• Could include specially designed or adapted
physical education instruction.
• Related services cannot replace PE.
(continued)
Statement of Special Education
and Related Services
and Supplementary Aids and Services
(continued)
• Placements must be in student’s LRE
(including extracurricular and nonacademic
activities).
• List special instructional media and
materials.
• List any necessary adapted equipment.
Statement of Participation
in Regular Settings and Activities
• Expectation that child will participate in
regular program with peers without
disabilities to maximum extent possible.
• IEP must explain when and why child will
not be with nondisabled peers, including
extracurricular and nonacademic activities.
• May include percent of time when child will
not be in the regular setting, along with
curriculum units or instructional activities.
Statement of Alternative
Assessment Modifications
• Assumption is made that child will take the
same state- and district-wide assessments
as students without disabilities.
• Describe why child cannot participate in
regular assessment and why alternative
selected is appropriate for this child.
• Example: 16 m PACER from Brockport
Physical Fitness Test rather than PACER
(20 m) from FITNESSGRAM.
Schedule of Services and
Modifications
• Projected beginning date, frequency,
location, and duration of special education
and related services and modifications
listed in IEP must be specified.
• The number of minutes per week of physical
education instruction should be listed.
• Example: “Marissa will participate in
adapted physical education for two hours
per week for the entire school year.”
Transition Services
• By age 16, list annual measurable transition goals
necessary for child to move from school-based to
community-based programs when he or she ages
out of required special education.
• Transition includes preparation for physical activity
participation in the community.
• Collaborate with transition staff and parents to plan
community-based instruction.
• Many advocate that the secondary-level PE
curriculum for students with disabilities should
emphasize community-based transition skills.
IEP Team Required by IDEA
• One or both of student’s parents
• At least one regular education teacher
• At least one special education teacher
• School district representative qualified to
provide or supervise special education
(continued)
IEP Team Required by IDEA (continued)
• Person who can interpret instructional
implications of evaluation results
• Whenever appropriate, the child with a
disability
• Others at the discretion of school or parents
(could include regular or adapted physical
education teacher based on student’s
placements and needs)
IFSP
• IDEA: Infants and toddlers with disabilities
are children under age 3 with developmental
delays in one or more functional areas:
– Cognitive development
– Physical development
– Communication development
– Social and emotional development
– Adaptive development
(continued)
IFSP (continued)
• IFSPs address the educational needs of these children via
eight components developed by a multidisciplinary team.
– PLP in five functional areas
– Family’s resources, priorities, and concerns
– Major outcomes to be achieved
– Specific early intervention services
– Natural environments (home, day care)
– Schedule of services
– Identification of service coordinator
– Transition steps for toddler
(continued)
IFSP (continued)
• The multidisciplinary team is made up of the
following:
– Parents
– Service coordinator
– Advocates
– Professionals from at least two disciplines
– Others with an interest in the child
• See chapter 21 for more on IFSPs.
Section 504 Accommodation Plan
• Diseases or conditions that might not be
covered in or result in eligibility under IDEA
include HIV and AIDS, alcohol abuse,
substance abuse, asthma, diabetes, and
ADHD.
• Section 504: Individual must have a
physical or mental impairment that limits
one or more major life activities.
• 504 plan is not the same as an IEP.
(continued)
Section 504 Accommodation Plan
(continued)
• Section 504 applies to extracurricular
activities and nonacademic services (and of
course, physical education).
• Districts are required to have a 504
coordinator to monitor the implementation
and compliance efforts for section 504.
• Some districts form a 504 committee:
– Two school professionals familiar with student
– Section 504 coordinator
(continued)
Section 504 Accommodation Plan
(continued)
• Teachers work with 504 coordinator to establish
possible accommodation plan.
• Section 504 accommodation plan includes
– nature of the student’s disability and the major life activity
it limits,
– basis for determining the disability,
– educational impact of the disability,
– necessary accommodations (could include implications
for physical education instruction), and
– placement.
IPEP
• Not required by any piece of legislation.
• But what to do with students who are not
disabled by any definition and who have
unique needs in physical education (e.g.,
poor motor ability or fitness, illnesses,
injuries)?
(continued)
IPEP (continued)
• Recommended components mirror the IEP:
– Goals
– PLP
– Short-term objectives
– Placement
– Schedule of services
– Schedule for review