Chapter 17
Special-Needs Populations
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
Chapter Objectives
After completing this chapter, you should be able to
1. Define the term special-needs populations, and
state what must be done in public physical
education programs to meet the needs of
special-needs populations.
2. Describe the role of physical performance
measurement in special-needs physical
education programs.
3. Justify the use of norm-referenced and criterionreferenced tests with special-needs populations.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-2
Chapter Objectives
4. Describe responsibilities after the
measurement of special-needs populations.
5. Select appropriate perceptual-motor
performance, motor performance, and
physical fitness tests, and administer them to
special-needs populations.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-3
Special-Needs Populations
The term special-needs populations is used when
referring to disabled or impaired individuals.
Federal laws require that special-needs students be
educated in least restricted environment in which
their educational needs can be met.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-4
Special-Needs Populations
“Least restricted environment” should not
always be interpreted to mean separate physical
education programs.
As teacher, you should be prepared to make
adaptations or modifications in regular physical
education program.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-5
Special-Needs Populations
Physical educator must seek approaches to these
adaptations that will emphasize what the
individuals can do; accentuate the positive.
Special needs vary for persons with different
disabilities; same test rarely can be used with
individuals with different disabilities.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-6
Why Measure Special-Needs
Populations?
The Individuals with Disabilities Education Act
of 1990 (Public Law 101-476 and subsequent
amendments) includes the most recent version
and amendments of laws that have had
instrumental influence on educational programs
for individuals with disabilities.
This act expanded upon the previous Education
for the Handicapped Act and amendments.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-7
Why Measure Special-Needs Populations?
The Individuals with Disabilities Education Act of 1990
and Individuals with Disabilities Improvement Act of 2004
mandate that disabled students have the right to:
- A free and appropriate education.
- Physical education.
- Equal opportunity in athletics and intramurals.
- An individualized education program (IEP)
designed to meet unique needs.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-8
Why Measure Special-Needs Populations?
The Individuals with Disabilities Education Act
(IDEA) mandates that disabled students have the
right to the:
- Programs conducted in the least restrictive
environment
- Nondiscriminatory testing and objective criteria
for placement
- Due process
- Related services to assist in special education
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-9
Public Law 94-142
Through PL 94-142, Education for All
Handicapped Children Act of 1975, a framework
has been established in which evaluation is the key
to the type of program provided.
Major points of law:
1.Every state is required to develop a plan for
identifying, locating, and evaluating all disabled
students.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-10
Public Law 94-142
2. All disabled children and their parents are
guaranteed procedural safeguards. Known as
due process, this requirement means that
parents and their children must be informed of
their rights, and they may challenge
educational decisions they feel are unfair.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-11
Public Law 94-142
The law also includes the following requirements:
• the parents must give written permission for their
child to be evaluated
• the results of the evaluation must be explained to
the parents
• the parents may request that an independent
evaluation be conducted outside the school
• and if the parents and the school cannot agree on
the evaluation findings, a special hearing must be
held
17-12
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
Public Law 94-142
3. Standards for evaluation must be followed. Tests
must be used that measure achievement level
rather than impaired sensory, manual, or
speaking skills, and more than one test procedure
must be utilized to determine the student’s
educational status. Since many disabled students
have communication problems, tests must be
administered to test ability rather than
communication skills. Finally, a
multidisciplinary team of qualified professionals
must administer the test and interpret the results.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-13
Why Measure Special-Needs Populations?
Individuals with disabilities should have the
opportunity to participate in physical activity.
They gain very similar benefits from physical
activity as individuals without disabilities.
Activity may lessen the negative effects of some
conditions or slow the progression of others.
They also can develop stamina to make the
demands of their living easier.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-14
Norm-Referenced or CriterionReferenced Tests?
- Not a choice of using only one or the other.
- Norm-referenced tests serve the same purposes
as they do for other populations: standardized
norms are useful in screening for motor
problems, in comparing students with
similar disabilities, in program evaluation, and in
the placement of students.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-15
Norm-Referenced or CriterionReferenced Tests?
- Criterion-referenced tests are especially useful
in measuring student progress and for
making instructional decisions about
individual students.
- They also can be used for screening purposes
when students are asked to perform certain
basic skills.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-16
Norm-Referenced or CriterionReferenced Tests?
Perhaps the most important use of tests will be in
the comparison of individual’s current
performance with past and future performances.
Will enable you to individualize your work with
each student.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-17
Responsibilities after Measurement
Many types and degrees of disabilities; difficult
to describe specific responsibilities.
If testing identifies abilities and fitness levels that
can be improved, you should seek to help students
do so.
For some disabilities, you may need assistance of
someone who is more familiar with the disability.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-18
Perceptual-Motor Performance Tests
Perceptual-motor performance tests sample the
ability of children to integrate sensory
information with past experience to make
decisions about movement.
Tests should not be interpreted as providing an
overall measurement of motor ability.
Each test item should be used to measure a
separate, specific factor.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-19
Perceptual-Motor Performance Tests
Components of perceptual-motor efficiency
include:
balance
postural and locomotor awareness
visual perception
auditory perception
kinesthetic perception
tactile perception
body awareness
laterality and directionality
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-20
Perceptual-Motor Performance Tests
Before any formal testing of disabled students:
• familiarize yourself with their basic motor
behavioral patterns
• determine their preferred hand and foot
• conduct preliminary measurement of such skills
as running, skipping, balancing, catching,
throwing, striking an object, and kicking (may
use rating scale)
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-21
Purdue Perceptual Motor Survey
Survey manual includes instructions for scoring and
administering each item; illustrations for performance
expectations also provided.
Age level. Six through ten.
Test Components
1.Balance and posture
2.Body image and differentiation
3.Perceptual-motor match
4.Ocular control
5.Form-perception
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-22
Ayres Southern California Perceptual-Motor
Tests
Child must be able to understand simple verbal directions.
Age level. Four through eight.
Test Components
1. Imitation of postures
5. Standing balance,
eyes open
2. Crossing midline of body
6. Standing balance,
eyes closed
3. Bilateral motor coordination
4. Right-left discrimination
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-23
Andover Perceptual-Motor Test
Test should be used as a quick screening device,
not as a diagnostic tool.
Age level. Four through seven.
Test Components
1. Balance
2. Eye-hand coordination
3. Locomotion
4. Spatial awareness
5. Rhythm
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-24
Motor Performance Tests
Motor performance tests are used to measure
motor skills and to compare an individual’s
motor performance with that of other individuals
of similar age.
Also used as screening instruments to identify
individuals with motor deficiencies and
individuals in need of special education.
Incorrect to use motor performance tests to
measure individual growth and progress over a
period of time.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-25
Motor Performance Tests
Do not expect change in test scores unless
students practice items or skills that are very
similar to test items.
Do not assume that no improvement in motor
performance has taken place if test scores do not
change.
General background in motor performance serves
as a foundation for the development of specific
motor skills.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-26
The Bruininks-Oseretsky Test of
Proficiency
Motor
Test can be administered as a complete form or as
a short form.
Complete form consists of eight subtests
composed of forty-six separate items.
Short form consists of eight subtests, but only
fourteen items.
Age level. 4 ¼ through 14 ¼.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-27
The Bruininks-Oseretsky Test of
Proficiency
Motor
Test Components
Long Form
Subtest 1. Running speed and agility (one item).
Subtest 2. Balance (eight items).
Subtest 3. Bilateral coordination (eight items).
Subtest 4. Strength (three items).
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-28
The Bruininks-Oseretsky Test of Motor
Proficiency
Test Components
Long Form
Subtest 5. Upper-limb coordination (nine items).
Subtest 6. Response speed (one item).
Subtest 7. Visual-motor control (eight items).
Subtest 8. Upper-limb speed and dexterity (eight
items).
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-29
The Bruininks-Oseretsky Test of Motor
Proficiency
Test Components
Short Form
Subtest 1. Running speed and agility.
Subtest 2. Standing on the preferred leg while
making circles with fingers.
Walking forward heel-to-toe on balance
beam.
Subtest 3. Tapping feet alternately while making
circles with feet. Jumping up and
clapping hands.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-30
The Bruininks-Oseretsky Test of Motor
Proficiency
Test Components
Short Form
Subtest 4. Standing broad jump.
Subtest 5. Catching a ball with both hands.
Throwing a ball at a target with
preferred hand.
Subtest 6. Response speed.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-31
The Bruininks-Oseretsky Test of
Proficiency
Motor
Test Components
Short Form
Subtest 7. Drawing a line through a straight path
with preferred hand.
Coping a circle on paper with preferred
hand.
Coping overlapping pencils with
preferred hand.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-32
The Bruininks-Oseretsky Test of
Proficiency
Motor
Test Components
Short Form
Subtest 8. Sorting shape cars with preferred
hand. Drawing dots in circles
with preferred hand.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-33
The Basic Motor Ability Tests
A battery of eleven tests designed to evaluate the
selected motor responses of small- and largemuscle control, static and dynamic balance, eyehand coordination, and flexibility.
Age level. Four through twelve.
Test Components
Subtest 1. Bilateral eye-hand coordination and
dexterity.
Subtest 2. Eye-hand coordination.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-34
The Basic Motor Ability Tests
Test Components
Subtest 3. Speed of hand movement, crossing
from one side of the body to the other.
Subtest 4. Flexibility of back and hamstring
muscles.
Subtest 5. Strength and power in the thigh and
lower-leg muscles.
Subtest 6. Speed and agility in changing from a
prone to a standing position.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-35
The Basic Motor Ability Tests
Test Components
Subtest 7. Static balance.
Subtest 8. Arm and shoulder girdle explosive
strength.
Subtest 9. Coordination associated with striking.
Subtest 10. Eye-foot coordination.
Subtest 11. Agility.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-36
The Scott, Moyes, and Henderson Test of
Motor Impairment
Objective of test is to ascertain and assess
motor impairment of functional or presumed
neurological origin.
The test contains sets of five test items each,
one set for each year, ages five through
fourteen.
Age level. Five through fourteen.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-37
The Scott, Moyes, and Henderson Test of
Motor Impairment
Test Components
1. Control and balance of body while immobile.
2. Control and coordination of the upper limbs.
3. Control and coordination of the body while in
motion.
4. Manual dexterity with emphasis on speed.
5. Simultaneous movement and precision.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-38
Test of Gross Motor Development
Consists of two subtests. Subtest one includes
seven items that measure locomotor skills.
Subtest two includes five items that measure
object control skills.
Age level. Three to ten.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-39
Test of Gross Motor Development
Test Components
Locomotor Skills
1. Speed run 50 feet.
2. Gallop 30 feet.
3. Hop three times.
4. Leap from one foot to the other.
5. Horizontal jump (standing broad jump)
6. Skip 30 feet.
7. Slide 30 feet.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-40
Test of Gross Motor Development
Test Components
Object Control Skills
1. Two-hand strike (baseball swing)
2. Stationary bounce. Bounce ball with one
hand three times.
3. Catch ball with hands.
4. Kick stationary ball.
5. Overhand throw.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-41
Physical Fitness Tests
Development of physical fitness is important for
special populations for the same reasons it is
important for other individuals.
Poor physical fitness can slow the rate of
improvement in motor performance.
Health-related and skill-related physical fitness of
many handicapped individuals can be measured
with the same tests or test items presented in
chapter 15.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-42
The Brockport Physical Fitness Test
The Brockport Physical Fitness Test was
developed through Project Target, a research
study funded by the U. S. Department of
Education.
The test is designed primarily for individuals
with mental retardation, spinal cord injury,
cerebral palsy, blindness, congenital anomalies,
and amputations.
Can be used for young people with other
disabilities and in the general population.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-43
The Brockport Physical Fitness Test
27 items in the test, but generally 4 to 6 items can
be used to assess the health-related physical
fitness of an individual.
Age level. Ten to seventeen.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-44
The Brockport Physical Fitness Test
Test Components
1. Aerobic functioning: Four test options are
provided.
20-meter Pacer
16-Meter Pacer
Target aerobic movement test
1-mile run or walk
2. Body Composition: Two items are included.
Skinfolds
Body mass index
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-45
The Brockport Physical Fitness Test
Test Components
3. Musculoskeletal Functioning – Muscular
Strength and Endurance: Sixteen items are
provided.
Bench press
Curl-up
Modified curl-up
Dumbbell press
Extended arm-hang
Flexed arm-hang
Dominant grip-strength
Isometric push-up
Pull-up
Modified pull-up
Push-up
40-meter push or walk
Reverse curl
Seated push-up
Trunk lift
Wheelchair ramp test
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-46
The Brockport Physical Fitness Test
Test Components
4. Musculoskeletal Functioning – Flexibility or
Range of Motion: Five items are provided.
Modified Apley test
Back saver sit and reach
Shoulder stretch
Modified Thomas test
Target stretch test
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-47
Kansas Adapted/Special Physical
Education Test
Age level. Five through twenty-one.
Test Components
1. Abdominal strength and endurance: Bent-knee
sit-ups.
2. Flexibility of lower back and posterior thighs:
Sit and reach.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-48
Kansas Adapted/Special Physical
Education Test
3. Upper-body strength and endurance:
Isometric push-up and bench press.
4. Cardiovascular endurance: Run, walk,
propelling in wheelchair, stationary
bicycle, or propelling on scooter board.
Table 17.1 provides scoring for this item.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-49
The President’s Challenge for Students
with Special Needs
The President’s Challenge is a measure of skillrelated physical fitness and is described in chapter
15.
The test may be modified for students with special
needs.
The guidelines for qualifying students with
disabilities for the Presidential, National,
Participant Physical Fitness, or the Health Fitness
Award are described in text.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-50
AAHPERD Motor Fitness Test for the
Moderately Mentally Retarded
This test is modification of the AAHPERD Youth
Test.
It is intended to be used when testing mentally
retarded children who are capable of learning
(IQs ranging from 50 to 70)
Test may include thirteen items, but six items are
recommended as sufficient.
Age level. Six through twenty.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-51
AAHPERD Motor Fitness Test for the
Moderately Mentally Retarded
Test Components
1. Arm-and-shoulder strength endurance: Flexedarm hang.
2. Abdominal strength and endurance: 30-second
sit-ups.
3. Explosive leg power: Standing long jump.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-52
AAHPERD Motor Fitness Test for the
Moderately Mentally Retarded
4. Coordination: Softball throw for
distance.
5. Cardiorespiratory fitness: 300-yard run
or walk.
Remaining items of height, weight, sitting
bob and reach, hopping, skipping,
tumbling progression, and target throw
may be included depending on the testing
situation.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-53
Special Fitness Test for Mildly Mentally
Retarded Persons
This test is a modification of the AAHPERD
Youth Fitness Test.
Age level. Eight through eighteen.
Test Components
1. Arm-and-shoulder strength and endurance:
Flexed-arm hang.
2. Abdominal strength and endurance: 1-minute
straight-leg sit-ups.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-54
Special Fitness Test for Mildly Mentally
Retarded Persons
Test Components
3. Agility: Shuttle run.
4. Explosive leg power: Standing long jump.
5. Coordination: Softball throw for distance.
6. Cardiorespiratory fitness: 300-yard run.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-55
Fait Physical Fitness Test for Mildly and
Moderately Mentally Retarded Students
This test is for use with the educable and a
majority of the medium and high trainables, if they
have no other disabilities that prevent safe
performance of the test items.
Age level. Nine through twenty.
Test Components
1. Speed: 25-yard run
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-56
Fait Physical Fitness Test for Mildly and
Moderately Mentally Retarded Students
Test Components
2. Static muscular endurance of the arm-andshoulder girdle: Bent-arm hang.
3. Dynamic muscular endurance of the flexor
muscles of the leg and of the abdominal
muscles: Leg lift.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-57
Fait Physical Fitness Test for Mildly and
Moderately Mentally Retarded Students
4. Static balance: Balance on one leg
with eyes closed
5. Agility: 20-second squat thrust.
6. Cardiorespiratory endurance: 300yard run or walk.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-58
Buell AAHPERD Youth Fitness
Adaptation for the Blind
This test is an adaptation from the AAHPERD
Youth Fitness Test.
Age level. Ten through seventeen.
Test Components
1. Arm-and-shoulder girdle strength and
endurance: Pull-ups (boys) and flexed-arm hang
(girls).
2. Abdominal strength and endurance: 1-minute
bent-knee sit-ups.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-59
Buell AAHPERD Youth Fitness
Adaptation for the Blind
Test Components
3. Leg power: Standing long jump.
4. Speed: 50-yard dash.
5. Cardiorespiratory function: 600-yard run or
walk.
6. Upper-body power: Basketball throw.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
17-60