Iredell-Statesville Schools
Adapted Physical Education
Procedural Guidelines
2010-2011
Terminology
Adapted Physical Education:
Adapted physical education is a diversified program of activities specially
designed for an individual who meets eligibility criteria for special education and/or
related services and may not be able to participate safely and/or successfully in the
regular physical education program. Adapted Physical Education services may be
provided, to the maximum extent appropriate, in regular class environments with children
who are not disabled. Placement for adapted physical education services is to be made on
the basis of the individual student’s education needs as required in the IEP.
Assessment Procedures:
Specific assessment procedures may be conducted to include information from the
areas of manipulative skills, locomotion skills, and physical fitness. According to federal
and state law, assessments must be comprehensive; therefore, placement into the Least
Restrictive Environment (LRE) for physical education cannot be established from a
single motor assessment score. Personnel trained to interpret scoring and recommend
appropriate programming must conduct administration of such assessments.
Direct Service:
Those services provided to Students with Disabilities (SWD) as established
through the evaluation process and written in the student’s IEP to assure appropriate
education. Since the curriculum area of Physical Education (which includes Adapted
Physical Education) is specifically mentioned in the definition of Special Education, it
should be interpreted as a Direct Service and not a Related Service. Related Services
cannot replace Direct Services during program implementation. Therefore, local school
districts should not prescribe a Related Service in place of a Direct Service on the
student’s IEP, i.e., Physical Therapy in place of Adapted Physical Education.
Eligibility of Service:
Once an evaluation had been completed, consideration must be made as to the
Special Education services needed to meet the student’s individual needs. If it is decided
the student needs Special Education to benefit from his/her education experience, then
these services are established and must be provided by the local education agency.
Trained personnel with specific areas of expertise provide Special Education services. In
Physical Education, this would mean the student could be receiving Adapted Physical
Education in place of Regular or Specially Designed Physical Education as indicated on
the student’s IEP.
Individual Education Program (IEP):
An IEP is a written statement for each SWD developed by a meeting with
representatives from the local educational agency, the teacher, the parents or guardian,
and the student, if appropriate, for the purpose of establishing an appropriate educational
placement. An IEP should include a statement of: present level of performance, annual
goals, needed transition services, projected dates of services, and appropriate evaluation
procedures. If Adapted Physical Education is required in a child’s IEP, the local
education agency responsible for the education of that child shall provide the services
directly or make arrangements for those services to be provided through other public or
private programs.
Least Restrictive Environment (LRE):
The Least Restrictive Environment (LRE) for learning should be the one in
which, to the maximum extent appropriate, students with disabilities are educated with
students without disabilities. Removal from the regular education setting only occurs
when assessment date indicate prescribed goals cannot be met in that setting. LRE
establishes a continuum of educational placement alternatives, which include: Regular
Physical Education, Specially Designed Physical Education, and Adapted Physical
Education.
Physical Education:
Physical Education includes development of physical and motor fitness,
fundamental motor skills, and patterns, skills in aquatics, dance, individual and group
games, sports including intramurals and lifetime sports. The term Physical Education
includes special physical education, adapted physical education, and movement education
and motor development. Physical Education is a required, direct, basic instructional
service, not a related service.
Specially Designed Physical Education:
Specially Designed Physical Education means adapting content of delivery of
instruction to address the unique needs of an eligible student that result from the student’s
disability; and ensure access of the student to the general curriculum, so that he or she
can meet the educational standards within the jurisdiction of the local education agency
that apply to all students. Specially Designed Physical Education may be provided
through team teaching, the appropriate use of instructional aides, or collaborative
consultation, as long as appropriate goals are indicated and accurately monitored by the
adapted physical education specialist.
Procedural Issues
Suggested procedures to follow when a Student With Disability (SWD) is placed in the
Regular Physical Education
Step
1
Action
SWD enters or is placed
into regular PE class with
or without your
notification
Suggested Procedures
Speak to Special Education
classroom teacher.
Seek background information on
SWD.
2
Background information
has been checked.
Review IEP for physical
fitness & motor
programming
information.
Seek physical fitness & motor
assessment information from the IEP
reported by:
Physical Education Teacher
Adapted Physical Education Teacher
3
If no physical fitness &
motor assessment
information is recorded or
is not available.
Request or refer the student for a
physical fitness & motor screening
by contacting Special Education
personnel for a screening by an
Adapted Physical Educator.
4
Results of screening are
reported at IEP meeting,
and IEP written to include
PE placement in LRE.
Placement decision
indicated LRE should be
regular or Specially
Designed PE.
Placement must be in the Least
Restrictive Environment (LRE)
6
Placement decision
indicates LRE should be
Adapted Physical
Education.
7
Program Evaluation for
Steps 5 and 6.
8
Results of evaluation
reported.
A qualified Adapted Physical
Educator or Certified PE Teacher
should provide service to student.
Specific goals and objectives for IEP
must be addressed and reported in
accordance with evaluation process.
Each program evaluation must
address the goals and objectives of
the IEP. Periodic measurement of
these goals is the responsibility of the
teacher providing services.
Regular PE teacher should use the
program evaluations for preparation
of IEP updates and progress reports.
9
Program implemented
with documentation.
5
Regular PE teacher seeks additional
programming suggestions from
Adapted Physical Educator and
implements the programming.
Documentation should be recorded
for individual student and reported
Additional Response
Contact parents to gain
additional background
information.
Seek programming
suggestions from Adapted
Physical Educator
If assessment information
is present, review,
interpret, plan, and
implement programming. If
yes, go to Step 5. If no
physical fitness & motor
assessment is present, then
go to Step 3.
Special Education
personnel should contact
parents for notification to
the physical fitness &
motor screening. Local
education agency should
arrange for an APE
screening.
Go to Step 5 or 6
Must modify curriculum to
meet needs of SWD and
follow goals or
accommodations of
curriculum and the IEP.
The regular PE teacher
should consult with an
APE for programming
development as needed.
All IEP evaluations should
be in accordance with
Local Education Agency
timelines.
Regular PE teachers should
attend IEP as required by
law and provide program
updates.
Adapted PE teachers
should document progress
10
IEP team decides that a
student should be exited
from APE program.
back to parent when appropriate.
Review data and documentation
during IEP meeting to support
decision to move to regular physical
education program.
for individual student.
Adapted PE teacher should
attend IEP as required by
law and provide data and
documentation.
Examples of Least Restrictive Environments Related to PE
Continuum of Physical Education
Settings (LRE)
Regular Physical Education Class
Specially Designed Physical Education
Full time Adapted Physical Education
Preferred Personnel Involved
Regular PE teacher Consultation with Adapted PE
Teacher
Regular PE teacher Consultation with Adapted PE
Teacher
Adapted PE teacher or Regular PE teacher
Consultation with Adapted PE Teacher
Review of the Evaluation or IEP Process
Step
1
Action
2
Referral for screening– Student can be referred by
several sources i.e., teacher, parent, administrator,
adapted PE teacher.
Parent notification sent.
3
Screening conducted.
4
Results presented at IEP Meeting and eligibility of
service is decided.
If eligible IEP developed, specific goals are written,
and dates for review are established.
Placement established, i.e., Regular, Specially
Designed, or Adapted Physical Education.
Program implemented.
Program Evaluated based on IEP skills.
Documentation and progress reports presented at IEP
meeting.
New IEP goals created and /or placement reviewed
by IEP team.
Based on data and documentation, student will exit
adapted PE program
5
6
7
8
9
10
11
PE Involvement
Teacher can request screening after
informal observations.
Once a formal request has been made for
a screening, parents must give consent.
Regular and Adapted Physical Educators
actively involved.
Regular and Adapted Physical Educators
Regular and Adapted Physical Educators
Regular and/or Adapted Physical Ed
Regular and/or Adapted Physical Ed
Regular and/or Adapted Physical Ed
Adapted Physical Educators
Adapted Physical Educators
ABBREVIATED ADAPTED PHYSICAL EDUCATION SCREENING PROCESS
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COMPLETE FORM AND KEEP A COPY
FAX (704-871-9553) OR SEND FORM TO ADAPTED PHYSICAL
EDUCATION TEACHER AT ADR
PARENTS ARE NOTIFIED OF ADAPTED PE SCREENING
ADAPTED PE TEACHER CONDUCTS SCREENING
SCREENING RESULTS PRESENTED AT IEP MEETING
IEP TEAM DETERMINES LEAST RESTRICTIVE ENVIRONMENT ALONG
WITH ANNUAL GOALS AND ACCOMMODATIONS
STUDENT’S PROGRAM AND PLACEMENT WILL BE EVALUATED AND
REVIEWED ON A YEARLY BASIS WITH DOCUMENTATION