PED 383: Adapted Physical Education
Dr. Johnson
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Who needs them?
 Students with Disabilities
 Students with Unique needs
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Individualized Education Plans (IEP)
Individualized Family Service Plan (IFSP)
Section 504 Accommodation Plan
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“Heart of IDEA”
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Comprehensive written document used to
describe the process of providing services and
the detail of what those services include.
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Jobs of IEP
 Describes current level of achievement and
functional promise
 Identifies measureable annual goals
 Lists the types, frequencies and durations of
educational services to be provided to meet
personalized goals.
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Teams provide IEP’s for those 3-21 years old.
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Section 504 disability act accommodations
 For those not eligible for special education
▪ HIV / AIDS
▪ Asthma
▪ Seizure disorder
▪ Diabetes
▪ ADHD
▪ Mild physical or learning disabilities
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Recovering from injury
Recovery from noncommunicable diseases
Overweight / obese
Low skill levels
Deficient levels of physical fitness
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May still need a PE IEP.
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1. Statement of present level of academic
achievement and functional performance.
2. Statement of measureable academic and
functional annual goals.
3. Measuring and Reporting Progress to
parents.
4. Statement of special Education and
Related Services and Supplementary aids and
services.
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5. Statement of participation in Regular
Settings and Activities
6. Statement of Alternate Assessment
Accommodations.
7. Schedule of Services and Modification
8. Transition Services
9. Transfer of Rights at age of Majority
Where they currently are
How the disability affects their involvement and progress in
general education curriculum.
 Establishes baseline educational abilities.
 All relevant information is included
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 Evaluations
▪ Determine if they have a disability
▪ Determine the educational needs
 Background information
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Should be …
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Data based
Objective
Observable
Measureable
Should state what the student CAN do, as well as CAN NOT do.
Should not require additional information that is not included.
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Goals for each content area
Helps them to be involved in and make
progress in general curriculum
Can include short term as well as long term
Can be general, then followed by more detail
Types of goals
 Traditional
 Multielement
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Start as more broad goals
Add detail later
 Measureable
 Objectives
▪ Specific, but no specific timetable
 Specific Benchmarks
▪ Specific, with a timetable
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IDEA no longer requires short term goals
 May be required with alternative assessments
 Parents may request them
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1. By when
 By October 1, or in 15 weeks
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2. By who
3. Will do what
 What will I see if the student meets the goals?
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4. Under what conditions
 MWSU objectives  this is the restrictions
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5. At what level of proficiency
 MWSU objectives  this is the how much / how many
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6. As measured by whom or what
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Since goals should be quite specific and have
timeframes to them, it should be easy to track
progress (or lack of progress).
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This section should state when this information
is passed to parents, and how this will take
place.
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Used in similar way as report cards
 Should have similar (not necessarily exactly the same)
time frames as report cards.
▪ At least as often, if not more.
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This section must state what special services will be provided, including…
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Services
Aids
Support
Modifications
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Must be based on peer-reviewed research.
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Special education service – instruction designed to meet the unique
needs of a student with a disability that directly effects educational
goals, such as physical education
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Related Service – designed to help a student with a disability to benefit
from special education.
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If a child is not able to participate in regular
classes (ie physical education), this is the
section that explains why.
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Also, this section must explain how much of
the time (if any) the student will be in regular
classes.
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Statement of any individual accommodations
which are necessary to measure academic
achievement and functional performance of
the child on state, and district – wide
assessments of student achievement.
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Must state why assessments are not done
and why alternative assessments are
appropriate.
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Includes…
 Beginning of special education and related
services and modifications
 Anticipated…
▪ Frequency
▪ Location
▪ Duration
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Amount of time in PE should be listed.
No later than 1st IEP that includes 16 years of age.
Helps student transfer from school based programs to
community based no later than 22 years old.
 Includes…
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 1.
Measureable post-secondary goals based on ageappropriate transition assessments related to training,
education, employment and independent living skills
 2.
statement on needed transition services,
including courses of study, needed to assist the student in
reaching those transition goals.
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This is a plan for lifelong physical activity.
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No later than 1 year before the child reaches
the age of majority under state law, the IEP
must include a statement that a child has
been informed of his (or her) rights under
IDEA that will transfer to him (or her) on
reaching the age of majority (18 in most
states).
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Must have a process to monitor this
requirement.
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2 steps to an IEP
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Deciding if the student is eligible for
special education services
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Developing the most appropriate program
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Starts with a referral (including reasons)
IEP team decides on curriculum
Must provide services
 Does not guarantee success or improvement
 At least
▪ 1 parent,
▪ 1 classroom teacher,
▪ 1 special education teacher,
▪ 1 representative of the school qualified to supervise the
provision of special education
▪ 1 person who can interpret evaluation results
▪ The child with the disability (when appropriate)
▪ Other appropriate individuals
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Students who no longer qualify as a disability
(now), but did under section 504 (much
broader definitions)
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No mandated sections
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Must answer “Does the disability affect a
major life activity?”
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Committee on Adapter Physical Education
(CAPE)
 Director of Physical Education
 School Nurse
 Adapter Physical Educators
 Seven steps to this program
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1. Referrals
2. Notify the parents
3. Contact family Physician (if appropriate)
 Determine the condition
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4. Decide if adapted program is appropriate
 Also decide on program
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5. Notify parents of program
6. Implement program
7. At end of time frame, CAPE reviews
progress and decides if they need to continue