Due Process Guidelines Written permission Interpretation of assessment External evaluation Negotiation and hearings Confidentiality Copyright 2001 by Allyn and Bacon

Copyright 2001 by Allyn and Bacon Components of an IEP Current level of performance Long-term goals Short-term objectives A statement of special education and related services Beginning and ending dates Evaluation Copyright 2001 by Allyn and Bacon

Five Types of Mainstreaming Full mainstreaming Fulltime member of class Mainstreaming for physical education Physical education with regular classes Partial mainstreaming Participate in selected experiences Special development classes Segregated into special education Reverse mainstreaming Able children participate in special education class Copyright 2001 by Allyn and Bacon

Copyright 2001 by Allyn and Bacon Modifying Activities Lack of strength and endurance Lower or enlarge goal size Modify game tempo Reduce projectile weight and/or size Reduce throwing distance Reduce points necessary to win game Modify striking implements Slow down ball by decreasing air pressure Play games/activities at different positions Provide matching or substitution Youngsters can substitute skills Copyright 2001 by Allyn and Bacon

Copyright 2001 by Allyn and Bacon Modifying Activities Lack of coordination Increase target or goal size Offer protection from injury Throwing - allow student to throw at maximum velocity Striking - begin striking a stationary object Catching – use soft, lightweight, and slow moving objects Place student in an environment where they will not have to chase equipment Copyright 2001 by Allyn and Bacon

Copyright 2001 by Allyn and Bacon Modifying Activities Lack of balance and agility Increase width of rails, lines, beams Increase width of base of support Increase number of balancing body parts Increase surface area contacting floor Lower center of gravity Ensure surfaces offer good friction Some children require balance assistance Teach students to fall correctly Copyright 2001 by Allyn and Bacon