HPS 468 Lec #1
APE Definition
Adapted physical education is alternative physical education for students
with disabilities who may not safely or successfully engage in unrestricted
participation in the vigorous activities of the regular physical education
program on a full-time basis.
Inclusive APE Definition.
Inclusive APE is a direct service which offers instruction to eligible students
in a variety of settings with nondisabled peers. This service is provided by
an APE specialist and is based on the student’s IEP.
Significant Federal & State Laws
Section 504 of the Rehabilitation Act
P.L. 93-112 (1973)
regulations implemented 1977nondiscrimination clause
Education for all Handicapped Children Act
P.L. 94-142 (1975)
regulations implemented 1977
FAPE 3-21 mention of PE
Individuals with Disabilities Education Act (IDEA)
Public Law 105-17 (1997)
http://www.ed.gov/offices/OSERS/IDEA/the_law.html
Similarities among these laws/acts are:
1. Equity of services
2. Accessibility to environments
3. Accommodation for the disabling condition
4. Encouragement of integration
APE specialists and others who instruct handicapped/disabled
students should have the following competencies:
1. Understand and can apply proper 1st aid & safety procedures
during PE classes for handicapped/disabled students.
2. Understand the effect of physical activities on the physical, social,
emotional, and intellectual development of handicapped/disabled
students.
3. Understand basic principles of normal & abnormal growth and
development
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4. Can modify traditional PE activities, learning environment and equipment
to meet the needs of handicapped/disabled students in all PE settings.
5. Can use a variety of motivational and reinforcement techniques to
enhance the handicapped/disabled student on-task behaviors.
6. Understands specific handicapping/disabling conditions which may affect
motor performance of handicapped/disabled students.
Most prevalent handicapping/disabling conditions in public schools
1. Learning Disabled (LD)
2. Speech Impaired (SI)
3. Mentally Disabled (MD)
4. Behavioral Disorder (BD)- fastest growing group
Least restrictive environment (LRE)
A. The least restrictive environment means that the education of children
with disabilities should take place in the presence of nondisabled children
whenever possible.
B. Teaching disabled children skills that allow participation with
nondisabled children in normal settings and reevaluating their progress
toward this goal periodically will contribute to placement in less restrictive
environments.
Fundamental concepts of least restrictive environments
1. The placement of children with disabilities must be flexible and
reevaluated.
2. Children must be moved to a less restrictive environment where it is
possible to participate in normal community and school activities with
nondisabled peers.
3. Disabled children must be placed after development of the individual
education program.
4. Individual education programs that promote the development of motor
and social skills needed for participation with nondisabled children must be
developed.
A. School personnel must select and be accountable for achievable
objectives.
B. Parents must be fully informed about their child's programs.
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The continua of environments from least to most restrictive are:
1. Regular class
2. Resource room
3. Separate or segregated class
4. Separate school
5. Home or hospital
6. Residential facility
Most appropriate placement:
To determine the most appropriate placement, the following variables need
to be considered:
1. Needs of the child—physical, social, and emotional needs must be met in
PE class.
2. Characteristics of the teacher—the teacher's skills and attitudes toward
students with disabilities are important.
3. Nature of the activity, some activities enable accommodation of
differences more so than others.
Progress toward advancing through least restrictive environments
require:
1. Periodic review of educational placement
2. Frequent assessment
3. Modifications in service delivery
Variables that need to be considered and controlled before
mainstreaming/integration/inclusion may be successful are:
1. Knowledge of the student
2. Knowledge of the regular class room teacher
3. Knowledge of the nondisabled peers
4. Knowledge of the parents of students with disabilities
5. Knowledge of the parents of children without disabilities
6. Knowledge of the school administrator
Ways to accommodate the disabled student in integrated settings are:
1. Programmed instruction
2. Established physical education training programs (e.g, I CAN, Project
ACTIVE)
3. Prearranged written physical education skills with written objectives
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4. A training system that enables learners to direct and evaluate their own
learning
5. Modified tasks, rules, and environments to accommodate individual
differences
The actual duties of physical education teachers who serve students with
disabilities are not clear because:
1. Most states lack certification standards for adapted physical educators.
2. Many states fail to enforce physical education requirements.
3. Frequently, inadequately prepared individuals and professionals deliver
physical education to students with disabilities.
Educational accountability requires that:
1. A particular program, method, or intervention causes a significant positive
change in one or more behaviors.
2. Written records be maintained on each student with a disability to
document specific progress toward pre-established goals and
objectives.
3. State-of-the-art technology used wherever possible.
4. Delivery of services coordinated by providers of direct and related
services
5. A related service provided only when there is a need.
Current status of adapted physical education
1. Too many children with disabilities are inappropriately mainstreamed into
regular physical education classes.
2. Parents and educators must insist that disabled students are placed in
physical education classes on the basis of individual test results &
needs and are taught by qualified adapted physical education teachers.
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