1. Modifying Curricula for Students with Disabilities
An application for General and Adapted P.E.

2. What is curriculum?
Curriculum can simply be defined as all the courses or areas of study offered by an educational institution or discipline.
physical education curriculum has an obvious scope and sequence based on goal and objectives that are appropriate for all children.

3. What is needed? Curriculum models often include goals and objectives.
Most curriculum models include
1.) Assessment
2.) Instructional components

4. Teachers can create their own curriculum based on existing models and original ideas from experience

5. What to keep in mind Preventing mismatch
(Student’s skill level and lesson content)
Promote success
(opposite of mismatch)

6. CAUTION! Modifying an entire group?
Provide choices regarding movement form and equipment

7. Purpose of Curriculum Modifications
Accommodating students
Disabled/less skilled
Organized in three sections

8. Modification Methods 1. General modifications
2. Specific functional impairments
3. Specific types of disabilities

9. Determining whether a curriculum accommodation is appropriate

10. Four things to ask when determining
Participating successfully yet still be challenged
Environmental safety
Affecting non-disabled students
Undue burdens for teachers

11. General Categories of Curriculum Modifications
Multilevel curriculum selection –mild disabilities
Curricular overlapping – including goals and objectives
Alternative activities – peers assisting student(s)

12. Task Analysis GTA and/or STA?
A variety of task and environmental factors influence motor performance. Modify them to make activities easier or more challenging

13. Task analysis involves outlining all of the task and environmental factors that influence the movements of students in general categories
List them hierarchically in terms of levels of difficulty from simplest to most complex

14. GTA-striking Large Light None /slow None Medium Moderate Short Small
Size of object to be struck
Weight of object to be struck
Speed of object to be struck
Length of striking implemented
Large
Light
None /slow
None
Medium
Moderate
Short
Small
Heavy
Fast
Long

15. STA-striking (tennis ball with plastic bat)
Size of ball
Length of striking implement
Predictability of ball trajectory
12” ball
Hand
Rolled along ground
9” ball
Ping-pong paddle
Bounced along ground
4” ball
18” dowel rod
Aerial ball
Tennis ball
Plastic bat

16. Accommodations for Students with Specific Functional Impairments or Particular Disabilities*
Difficulties with endurance or accuracy
Specific types of disabilities
Various adaptations for students with different needs or conditions
*handouts

17. Endurance and accuracy
Distances can be reduced so students with disabilities can be successful in those tasks
allow a particular student to play in just half the field
reducing weight and/or size of striking implements, balls, or projectiles will be helpful.

18. Students with Challenges with Coordination and Accuracy
For catching and striking activities, use larger, lighter, softer balls.
Decrease distance ball is thrown and reduce speed.
For throwing activities, use smaller balls.
In striking and kicking, use a stationary ball before trying a moving ball.
Increase the surface of the striking implement.
Use a backstop.
Increase size of target.
In bowling-type games, use lighter, less-stable pins.
Optimize safety:

19. Accommodations for Students with Particular Disabilities
Your handouts will also help you with:
how to accommodate students having 1) physical disabilities, 2) mental retardation, 3) hearing impairments, 4) visual impairments, 5) emotional disturbances or autism, and 6) health disorders
Modifying group games and sport