1. Adapted Physical Education

2. Questions you should be able to answer right now based on your reading
What is a disability?
What is adapted physical education (APE)?
What content should be taught in APE?
What are the historical aspects of APE?
What are the Federal Education Laws that apply to APE?
Defining Disability:
Individuals with Disabilities Education Act: “medical conditions associated with adverse educational progress”
Social Security: related to ability to work rather than educationally focused.
Institute of Medicine (IOM): defines disability in the context of health and social issues to develop a disabling process model based on the following factors: disability risk factor, symptoms, physical or mental impairment, and functional limitations See p. 5 Table 1-1 for examples of each factor
APE - Specifically designed PE to meet the unique needs of the student – always determined by motor assessments
Art and science of developing, implementing, and monitoring a carefully designed physical education instructional program; always based on assessment; outcomes should relate back to national and/or state standards for physical education. IEP: Individual Education Program Goal of APE is to ensure that learners have the skills necessary for lifetime of leisure, recreation, and sport experiences to enhance pf and wellness.
* Specific content to be taught in APE ?
Historical aspects of APE:
Began in 1975 with the implementation of PL Education for All Handicapped Children Act
Tied to advancements in the medical and rehabilitation profession and to war (veterans returning to civilian life in need of medical and rehabilitation services which led to fields of physical, occupational, and corrective therapy.
FDR and Kennedys’ role in recognition of what people with disabilities can do (March of Dimes and Special Olympics)
1994 APENS (Adapted Physical Education National Standards) p. 12 Table 1.3 set of standards to ensure that students with disabilities had quality physical education provided by qualified physical educators.
Individuals with disabilities are more likely to develop secondary health conditions such as obesity, high blood pressure, diabetes due to a sedentary lifestyle.
Federal Education Laws:
P.L : Education for All Handicapped Children Act (physical education became a direct educational service)
Individuals with Disabilities Education Act- 1990
Improved Education Results for Children with Disabilities Act
Americans with Disabilities Act (ADA)-1990 civil rights emphasis
NCLB-2001
Auxter - Pages 7,11-15.

3. Role of Motor Development in A.P.E.
Motor Development Model
Basic Neurological Building Blocks (equilibrium reflexes, vestibular [inner ear], kinesthetic, refractive and orthopedic vision, tactile audition; primitive reflexes) Serve as the foundation of all motor development
Integration Processes
Perceptual Motor (Balance, laterality (awareness of both sides), directionality, body image, spatial awareness, cross-lateral interactions (actions that require both sides of body))
Physical Fitness
Motor Fitness (agility, power, speed, coordination)
Functional Skills (needed for functional living)
Locomotor (rolling, crawling, walking, running, hopping, jumping, sliding, galloping, skipping, and climbing stairs)
Object Control (kicking, catching, throwing, striking, bouncing ) Manipulative skills
Sport Skills (dribbling, shooting, rebounding, spiking, volleying, serving, trapping, pitching, tumbling, punting, diving, skiing, batting, etc)
So how does this relate to A.P.E. Many students with disabilities have not developed in one of more area needed for functional and/or sport skills.
There are differences between typical and atypical development
Genetic disabilities: Down Syndrome
Cerebral Palsy
Orthopedic : amputations

4. How does motor development relate to adapted physical education?
Motor Development is strongly related to adapted physical education because often a disability will effect motor development at the neurological level which is the basis for all motor development.
You must understand typical development before you can understand atypical development.

5. I CAN DO IT!

6. What is a disability?
* A chronic condition
Categorized by IDEA to refer to 13 specific activity-limiting conditions
..the disability has an adverse effect on the student’s educational performance requiring Sp. Ed. And/or related services
13 conditions: Austim, Deaf blind, deafness, HI, Cognitive/Intellectual, Multiple disabilities, Orthopedic, OHI, ED, Specific LD, Speech-language, TBI, VI
Autism, Deaf and Blind, deafness, Hearing Impaired, Cognitive/Intellectual, Multiple disabilities, orthopedic, emotional disturbance, Traumatic Brain Injury, Visual Impairemnt.
Disabilities includes diagnosed physical, cognitively and developmental delays:
Some might be progressive
Entitling individuals to special education services, including physical education that is specially designed, IF NEEDED
Myths: Not all disabilities require wheelchairs or assistive devices….many disabilities are invisible.
Statistics on page 3.0
LEGAL CLASSIFICATION THAT QUALIFIES THE INDIVIDUAL

7. Disabilities – not contagious Some might be progressive
Ability versus disability
Seeing the person first
If this were your niece, nephew, brother, sister, son/ daughter how would you want them to be treated?
You do not know your future
Returning Military
Pat Summit (Fall , 2011)
Transitions from abled to disabled

8. What is “Special Education” ?
Specifically designed instruction to meet the unique needs of a student with a disability
Page 7
Specifically designed instruction = based on assessment

9. Inclusion of leisure, recreation and lifetime text)
Defining Adapted Physical Education:
Inclusion of leisure, recreation and lifetime text)
Physical and motor fitness
Fundamental motor skills and patterns
Skills in aquatics, dance, and individual and group games and sports (including intramural and lifetime sports)
“… carefully designed physical education program for a learner with a disability, based on a comprehensive assessment, to give the learner the skills necessary for a lifetime of rich leisure ,recreation, and sport experiences to enhance
physical fitness and wellness. (page 8)
ONLY ASSESSMENT CAN DETERMINE UNIQUE NEED
How different is this definition from what should occur with in any quality physical education class? Not.
PE that is modified or adapted so that it is appropriate for the person with a disability, as it is for a person without a disability
Designed for long-term needs.
Includes infants and toddlers needing early intervention
May include students not identified by School district under federal leg.-but have unique needs: low fitness levels, inadequate motor development, poor functional posture. (RARE)
REAL VS IDEAL

10. P.T./O.T. are related services
A.P.E. is a direct service
Direct service = professions identified by law with responsibility for providing educational services to students with disabilities
P.T./O.T. are related services
Related service= Services that help a student with a disability benefit from direct services
P.L Hand out.

11. Adapted Physical Education Teacher
Should have highly specialized training in assessment and evaluation of motor competency
Is responsible for developing IEP (based on valid & reliable motor assessments)
Collaborates with community recreation planners
Is an in-service educator
School districts will vary on how they interpret the laws - Unit 5 Examples
What do I mean by school districts will vary?
They vary in IL as to how “Daily Physical education is offered? Does not mean a PE teacher teaches it, but that students have access to it.
APE teacher also is responsible for Coordination of resources and consulting, advocacy
REAL (not specifically trained in APE) v IDEAL ( M.S. in APE)

12. What can A.P.E. provide to those who qualify:
Promotion of physical activity
Provision of equal opportunities
Remediation of secondary disabling conditions
Improvement of quality of life
Individualization of services to meet specialized needs
Generation of accessibility to the curriculum, facilities, and community
Secondary conditions – depression, deterioration, adverse health conditions
* Related to primary (p. 6)

13. Historical Perspectives
a) Medical Gymnastics (Before 1905)
b)Transition to Sports ( )
c) Corrective Physical Education ( ) – WWII/ Korea
d) Adapted Physical Education ( )
e) IEP Dominated Service ( )
f) Inclusive Physical Activity (1990’s-Present)
a) Before 1900 all PE was medically oriented/preventative/ developmental
* Gymnastics/exercises/military like
* Medical Degrees- purpose of physical culture – prevent illness
b) : Intro of sports to America/ educating the whole child/advent of compulsory physical education in public schools/ move away from medical training to teacher preparation
c) ( ) : serve mostly general population/based on medical exam stating you could participate-health , fitness, posture/ Strong background in medicine/ WWII veterans influential in name change as amputations could not be corrected.
d) : APE –service was to include people with disab./ Moved away from residential placements/ Kennedy’s/
e) : Begin to employ full time APE teachers & encourage Special Olympics/Colleges and Univers. Offered Masters (De institutionalizing people with disabilities
f) 1990’s: with as many supports as needed/ students with disab. Need to be included in assessments/ meeting needs of S&P in general classes.

14. Adapted versus Adaptive
Adapted Physical Education not Adaptive Physical Education
Adaptive skills areas – communication, home living, health and safety, leisure, self-care, social skills, work.
Adaptive = skill areas of communication, homelife, health & safety/ leisure/ self care, work

15. Federal Laws & Adapted P.E
Public Laws (P.L.)
Civil Rights
Modeled after Brown v. Board of Education
Prevent discrimination
Provide Opportunities

16. P.L. 93-112 Section 504 of the Rehabilitation Act (1973):
Mandated that individuals with disabilities cannot be excluded from any program/activity receiving federal money, solely on the basis of their disability
112th bill passed by the 93rd session of Congress
Becomes law after House and Senate Pass and President signs.

17. P.L. 94-142 Education of All Handicapped Children Act (1975)
Free Appropriate Public Education
LRE
Physical Education is a DIRECT SERVICE
94-142: 94th congress
Free and appropriate public education for all students between 3-21 ( birth-21)
Entitlement of all students to an education, without charge, that meets THEIR specific needs
Mandated IEP be developed for each student with a disability
Mandated LRE
What is BEST for the Student- NOT convenient for the teacher or administration
Identified PE as a DIRECT instructional service required for students with disabilities
Mandated that students be included, where appropriate in intramural/interscholastic opportunities.
What is the difference between direct and related services ?

18. ADA Public Law 101-336. Text of the Americans with Disabilities Act:
July 26, Prohibits discrimination & ensures equal opportunity for persons with disabilities in employment, State and local government services, public accommodations, commercial facilities, and transportation. It also mandates the establishment of TDD/telephone relay services.
Accessibility issues: Door handles. Wheelchair accessible, ramps, bathrooms, desks, chairs, doorways, etc.
RELATED TO APE – Community REc facilities/ fitness facilities must be accessible and reasonable accommodations made
(AUXTER)
The act expanded civil rights protections for individuals with disabilities in the public and private sectors.
This act impacts adapted physical education by requiring accessibility, including locker rooms, gyms, tracks, and weight rooms.
STUDENT FITNESS CENTER

19. P.L. 101-476: Individuals with Disabilities Education Act (1990)
Includes b-21
Terminology updated
Person –first concept
Transition services added
Autism and TBI added
Birth-21 versus 3- 21

20. Individuals with Disabilities Education Amendment (1997)
Emphasized education for students with disabilities in the general education program
Increased the emphasis on parental participation in the assessment and IEP process
Mandates progress reports
Progress reports same as for general population
APE is defined PE specifically designed , if necessary to meet the unique needs of the student.”
What is Free Appropriate Public Education? Special education and related services are provided at the public expense-adhering to the laws and standards mandated.
95% of all students with disabilities received inclusive – general PE
(AUXTER)
Emphasized the education of learners with disabilities in the general education program
Increased the emphasis on parental participation in the assessment and IEP process.
Instituted guidelines for managing behavioral procedures.

21. Recent investigation into including physical education test scores
NCLB (2001)
Emphasizes reading and mathematics at the expense of other critical curricular areas, including physical education, history, music, art, etc.
Center of controversy with regards to testing procedures, consequences of poor test scores.
Recent investigation into including physical education test scores
NCLB jeopardized other subjects outside of Reading, Mathematics
Including history, science music art physical education

22. IDEIA (P.L.108-446) - 2004 Educational services with NCLB
Reinforces inclusion and evidence based education
Individuals with Disabiilities Educational Improvement Act

23. Current Trends
An increase in initiatives to improve the health of ALL students:
Physical Education Progress Act
Improved Nutrition and Physical Activity Act
Steps to a Healthier USA
“Let’s Move”
An increase in media attention and development of disability sport.
What was the most recent news item this week regarding sport opportunities for students with disabilities?
p. 21
Less than 50 % of school s offer Physical education in 1-5th grade
25% in 8th grade
Cutting quality physical education guarantees spending more on health care in future.

24. An emphasis on quality physical education for ALL students.
An increase in the number of school districts offering Special Sport programs for students with disabilities
An emphasis on quality physical education for ALL students.
Students with disabilities are the ONLY students legally entitled to physical education in this country(PL )

25. Retarded? Who still says that?
What should teachers do about this?
Educate
Be pro active
Listen
Monitoring the general student population
Listen to students – all students
This goes well beyond the “R” word

26. How does this article relate to the topic of “bullying?”
Look beyond the “R” Word campaign –
How do teachers allow this form of bullying in their classes every day?

27. “ What you call people is how you treat them What you call my sister is how you will treat her” (Tarr, 2011,p 41)