Tonight we want to welcome you to what is truly a first of its kind collaboration.
Our goal is share as much information as we can about how this program was created and why it is so very special.
We also want to establish a “learning and sharing” environment. This is a “WE” project, one where everyone will be IN PLAY .

In 1993 I founded NJAPE to advocate for the inclusive recreation, fitness, adapted physical education, and wellness services for individuals who are differently abled. My professional experiences have included serving as a public speaker, consultant, family advocate, public school teacher, author, adjunct faculty member, and director of the JCC Metro West Special Needs
Department.
More importantly than my professional achievements, I am the brother of a person with a disability.
My understanding of working with people with disabilities goes well beyond my time as a professional
The University of Virginia
Masters of Education
Adapted Physical Education
Selected as one of five nationally recruited scholarship students. Area of academic specialization included Motor
Development, Behavior Management,
Curriculum Design, Application of
Technology, and Methods of Inclusion when working with individuals with disabilities.
I trained directly under Dr. Martin Block and Dr. Luke Kelly, two of the foremost authorities in Inclusive Physical
Education and Adapted Physical Education

NJAPE has been selected by the Inclusion Club of Australia and the Winston
Churchill Foundation to be one of three model programs visited in 2014.

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Our Mission
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Our Philosophy
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Our Team
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What we Do
Ashley Rillo – Team Member with Julie

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About.com
New Jersey Special Olympics
Bergen County’s United Way
Newark Public Schools
Montclair State University
Millburn Public Schools
Woodbridge Public Schools
Spotswood Public Schools
Morristown Public Schools
Montville Township
Linden Township Public Schools
Montvale Township Public Schools
Kean University
SUNY Cortland University
Fort Lee Public Schools
Wall Township Public Schools
Statewide Parent Advocacy
Network
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Ben Samuels Children's Center
Clifton Public Schools
Autism New Jersey
Little Falls Township
Bergen County Community College
New Jersey Education Association
NJAHPERD
Eastern District AAHPERD
Coalition of Infant and Toddler
Educators
PASSE – Parents Advocating For
Special Services in Education
Red Ribbon Academy
Montclair Public Schools
Passaic Valley High School
Bloomfield Public Schools
Bankshot Products
The Phoenix Center

I founded Caldwell Pediatric Physical Therapy in 2009. Caldwell Pediatric
Physical Therapy is a premier pediatric physical therapy service provider for children ages birth to 21.
Caldwell Pediatric Physical Therapy focuses on improving the child’s quality of movement and level of independence with function within their educational, community, and home environments. The children who receive services are often adversely impacted by various neurologic, neuromuscular, and orthopedic conditions.
Physical therapy services also provide comprehensive assessment, direct physical therapy services individually, within a group dynamic, in addition to consultative services to the family and educational staff.

I hold a Bachelor of Science degree from Cook College,
Rutgers University in Exercise
Science and Sport Studies in
2002 and obtained my Doctoral degree in Physical Therapy from the University of
Medicine and Dentistry of New
Jersey in 2005. I am also credentialed as a Certified
Strength and Conditioning
Specialist (CSCS) through the
National Strength and
Conditioning Association.

Caldwell/West Caldwell Public Schools
Cedar Grove Public Schools
Irvington Public Schools
The Children’s Institute
Nexus Language Builders
Garden Academy
Gramon School
Chapel Hill Academy
The Ryan Michael’s Academy
* Numerous Families and other groups

Too often inclusion is defined as an “all or nothing” proposition. Somehow society has accepted a narrow and limited understanding of inclusion as being defined as;
“All people doing the same thing at the same time in the same way”
NJAPE defines inclusion as;
“The opportunity for a person or group of people to connect to and draw upon inherit strengths and interests, and applying those in an experience that enhances their overall joy and wellness”.

Another common faulty interpretation of inclusion relies on the premise that the majority of people are operating a “high” skill level.
Simply put, participating close to or resembling the athletes that are seen on T.V.
NJAPE understands from nearly twenty years of professional experience that the perceived
“minority” is actually the “majority”

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Another way to frame the concept and functional application of Inclusion to draw comparisons to the
Green Movement
How Green are you?
What this shows us is that nothing is all or nothing, and that your emotional level of involvement is your
“Authentic Inclusion”

WHO.. WHAT.. WHERE.. HOW..WHY..WHEN
1.
Who – Who is this program designed for?
2. What - What is the fee for the program?
3. Where – Where will it take place?
4. How – How is my total family involved?
5. Why – Why is this program so unique?
6. When – When will it start and end?

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What is Level I , Level II, Level III?
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Why is starting at Level I so important for long term success?

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Personal Movement Identity
Family Movement Identity
Local Community Movement Identity
Greater Community Movement Identity

W 1
W2
W 3
Orientation - Movement Exploration – Whole Body Activities
Movement Exploration and Motor Equipment
Motor Equipment & Varied Relay Challenges
W 4
W 5
Obstacle Challenges w/ Sport Equipment
Sport Skill Zones - Non Traditional
W 6 Sport Skill Zones – Traditional
W7
W 8
Game Play - Partner
Group
Game
Play

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Creativity
Purpose of Movement Education
Shaping the Future
What talents we are born with, and lose
How we assess our children
Power of Play
“Gate keeper” vs. “Gardener”
Too many Health Clubs!

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Working to “ awaken ” what appears not to be present.
Helping the child and family better understand the
“ connections ” between movement and joy?
Ensuring that children and families understand the
“ essentials ” of authentic inclusive movement activities.
Reinforcing proven methods that may limit “ behaviors ” that prevent meaningful interactions

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In order to find a child’s personal “strength” or “interest” it is important to create a setting where it can naturally presents itself.
This doesn’t always happen in formal structured lesson or settings.
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Build centers around the common characteristics or into zones of energy or motion to see who fits where
(low-emerging-high)
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Play with me, Stay with me – Value Based Approach
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“Document” the interests of the child, as well as natural movement practices

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Staging areas to support abilities not limitations
De-constructing the experience
Thinking from the Top Down
Silence can be Golden
Less is More
Natural Play
Organic Growth
Simplest always win out

Using a rubric helps to describe developmental progress and potential stages of gain
0 - Not engaged
1 – Limited interest or focus in any center
2 – Complete participation in only one center
3 - Frequent verbal cueing needed to engage in one or more centers
4 - Self initiates involvement in multiple centers
5 - Self initiates involvement in multiple centers with social interactions

Using a rubric to helps to describe Gross Motor progress and potential stages of gain
0 – Skill attempt not made / extended delay before attempt
1 – Needs verbal cueing to initiate movement / incomplete pattern
2 – Independently initiate movement / skill form immature (ROM/Force)
3 – Demonstrates emerging movement pattern / skill form inconsistent
4 – Demonstrates consistent movement / skill form consists of all parts
5 – Demonstrates complete movement from various distances and speeds

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Next step
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Thank you!
Inclusive Movement means everything is in