Adapted Physical Education Services
Accommodations vs. Modifications
Definitions
The term "accommodation" may be used to describe an alteration of environment, curriculum format, or
equipment that allows an individual with a disability to gain access to content and/or complete assigned
tasks. They allow students with disabilities to pursue a regular course of study. Since accommodations
do not alter what is being taught (TEKS), instructors should be able to implement the same grading scale
for students with disabilities as they do for students without disabilities.
The term "modification" may be used to describe a change in the curriculum. Modifications are made for
students with disabilities who are unable to comprehend and/or physically demonstrate the content
(TEKS).
Explanation
Accommodations are intended to lessen the effects of a student’s disability; they are not intended to
reduce learning expectations.
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A student must be able to cognitively explain or demonstrate course content and
assessments without any content changes
Accommodations change how the content is taught, made accessible and/or assessed
Accommodations do not change what the student is expected to master
Accommodations are given to all students to enhance learning.
Objectives of the course/activities remain intact (TEKS do not change)
Modifications are intended to change the learning expectations (TEKS). Modifications must be
indicated on a student’s IEP set by the ARD committee.
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A student will not be able to cognitively explain and/or demonstrate all of the course
content or assessments
Modifications also change how the content is taught, made accessible and/or assessed
Modifications do change what the student is expected to master
Objectives of the course/activities are modified to meet the needs of the learner (TEKS are
changed)
Course assessments will need to be modified to meet the student’s individual needs
Students are not expected to learn all of the course content
In elementary, a “*” will be used when providing a student’s grade on the report card
In secondary, a student will be placed in a “V” or “W” PE course.
Note: Physical Education Classification Consideration (Policy-EHAA)
Both general and special education students do not have to physically demonstrate the course objectives
if he/she is classified as Restrictive or Adapted under the Physical Education Classification policy. A
student with the Restrictive or Adapted classification must have documentation from a member of the
healing arts stating specifically what this student can and cannot physically do based on his/her
disability or injury. A copy of the Physical Limitation Report must be completed and return to the
campus Physical Education teacher or Adapted Physical Education teacher.
Teacher Expectations
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General PE teachers must follow the students’ IEP for any student who has been identified for
Level II: Teacher Collaboration.
Document, document, document.
Teachers must have appropriate documentation, by a member of the healing arts, for any student
who must be exempt from any or all physical activity. (Policy EHAA)
No “*” may be given to an elementary student without proper notification from the ARD
committee. Goals must be set, TEKS and assessments must be modified.
Accommodations must be given to students who can cognitively learn the PE TEKS and
assessment but have documented physical activity “restrictions”. Examples of accommodations
are: explaining, demonstrating, writing, drawing and identifying by pointing.
Communicate with your assigned Adapted PE teacher and your campus Special Education leader
regarding any student that you feel will not be able to cognitively achieve/learn grade level PE
TEKS and assessments. Ask the following question if you are concerned:
“Can this student learn the specified grade level PE TEKS, as written in the Texas Education
Code/AISD PE Curriculum, through physical activity or cognitive explanation or recognition
as allowed?”
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If yes, provide accommodations just like you would for any other student (lighter ball,
shorter distance or time, point to pictures, explain concepts)
If student is successful with accommodations there is no need for referral at this time.
Record this as data and continue to monitor as needed.
If no, decide what grade level TEKS the student is having trouble with and start collecting
data to present to the appropriate committee.
If student has NOT been identified for Sp. Ed or 504
1. Collect data on areas of need.
2. Implement accommodations.
3. Contact APE teacher for additional suggestions. Continue to collect data.
4. Present data to Impact Coordinator.
If student HAS been identified for Sp. Ed or 504
1. Contact the Special Ed dept/ 504 Coordinator on your campus and see if this student has a
case manager.
2. If so, implement accommodations and modifications that have been decided for this student.
3. If you are still having concerns:
a. Collect data on areas of need
b. Implement additional accommodations
c. Contact APE teacher for additional suggestions
4. Conference with APE teacher to determine if data is sufficient to take to ARD committee or
additional accommodations need to be implemented
5. Once data collected demonstrates an additional need for APE evaluation, the general PE
teacher needs to notify the student’s case manager to schedule an ARD.
6. ARD committee obtains consent to evaluate student for APE services.
7. APE will provide recommendations for APE or continued general PE with modifications.
8. ARD will determine if student will receive APE services or continue with general PE with
modifications for areas of concern. A “*” should be used on the report card.
9. APE service will be provided or general PE teacher will be given a copy of the IEP.
10. Service begins as specified in the IEP. Refer to Level of Services listed below.