1. Teaching Students with Disabilities in Physical Education: Essential Elements VTAHPERD Conference Killington Grand Resort Killington, VT November 13, 2014 David G. Lorenzi, Ed.D., CAPE

2. Essential Element #1 Attitude

3. “All good physical education is adapted physical education.” Dr. Claudine Sherrill

4. Attitude Poor Attitude = Poor Experience Open Minded Creative Adapt/Modify Self-Education Professional Development

5. Essential Element #2: Getting Involved

6. The Individualized Education Plan (IEP) “The IEP is not a piece of paper; it is a process in which parents, educators, and the student work together to ensure that the student is able to achieve his or her designated goals” (Auxter, Pyfer, Huettig, 2005, p. 68)

7. Physical Educators Role in the IEP Process Identify students with special needs in physical education (ex. students with motor delays). Perform an appropriate assessment. Based upon assessment results, write annual goals and short- term objectives for physical education. As part of the multidisciplinary team, make a placement decision for physical education (ex. general physical education, adapted physical education, or a combination of both). Monitor physical education program – ensure progress is being made in achieving annual goals – revise as necessary

8. Strategies for Physical Education Teachers  Contact the classroom teacher  Speak to the parents  Speak to the principal  Contact the IEP committee chair or special education director  Collaborate with other professionals  Attend the IEP meeting (Kowalski, Lieberman, & Dagget, 2006)

9. Essential Element #3 Teaching Styles

11. Flexibility/Experimentation Ability to Utilize a Variety of Teaching Styles Effective use of Paraeducators Implementation of a Peer Tutoring Program – Selecting same-age/ cross-age students – Peer tutoring training program

12. Essential Element #4 Behavior Management

13. Purposes of Behavior Management:  Control behavior  Promote skill acquisition  Teach prosocial behaviors

14. Principles of Behavior Modification Systematic process Application of reinforcement learning principles Behavior controlled by its effect on the environment

15. Identifying Problematic Behaviors Specifically describe the behavior – What – When – Where – How often – To what intensity ©2010, The McGraw-Hill Companies, Inc. All Rights Reserved.15

16. Why Behavior Problems Occur Analyze the environment – Instruction – Curriculum – Reinforcement ©2010, The McGraw-Hill Companies, Inc. All Rights Reserved.16

17. Address Behaviors Based on Analysis Alter Environment – How you are teaching – What you are expecting – What you are teaching – How you have your activity arranged – How you respond to behaviors ©2010, The McGraw-Hill Companies, Inc. All Rights Reserved.17

18. Implementing a Behavior Modification Program 1. Identifying the target behavior 2. Establishing baseline 3. Choosing the reinforcer 4.Scheduling the reinforcer 5.Evaluate the effectiveness

19. Essential Element #5 Paraeducator/ Teacher Aids

20. Utilizing the Paraeducator Effectively

21. Before Class Discuss the student’s disability Share IEP goals and objectives Discuss your teaching philosophy and approach Discuss the paraeducator’s duties

22. During class Assist with equipment Monitor safety Instruct in a 1:1 or small group setting Assist with classroom management Assist with managerial duties

23. Outside of PE duties Work with physical education teacher on planning lessons Work on determining IEP goals Work on implementing IEP goals Represent physical education at IEP meetings Communicate student progress to parents

24. Training Program Definition of Physical Education and Adapted Physical Education Disability information – both general and specific to the individual student Duties and expectations Information regarding how to assess progress

25. Training Program cont’d Behavior management Inclusion strategies IEP involvement Honing communication skills

26. Essential Element #6 Transition Planning

27. What is Transition Planning? Transition planning is a coordinated set of activities focused on improving the academic and functional achievement of a student with disabilities to promote the student's movement from school to post-school activities. Post-school activities can include college, vocational training, employment, continuing and adult education, adult services, independent living or community participation. Good transition planning is outcome oriented and focuses on results that help the student reach his or her post-school goals. For students with disabilities, transition planning occurs during an Individualized Education Program (IEP) meeting. (http://olrs.ohio.gov/ASP/olrs_SpecEd10.asp#what)

28. Transition Study Results According to the National Longitudinal Transition Study (Wagner, Newman, Cameto, Garza, & Lavine, 2005): – Decline in the number of high school graduates who participate in recreational activities and sports. – Increase in the percentage of parents who reported that their “adult children” with disabilities were in poor health.

29. What is the Health and Physical Educator’s Role in the Transition Process? Provide students with disabilities with a basic level of physical fitness sufficient for activities of daily living (ADL’s) and participation in a variety of vocational activities (painting, stocking shelves, doing laundry, etc.). Provide students with disabilities with the prerequisite skills needed for a lifetime of participation in recreation, sport, and physical fitness activities. Promote lifetime health and wellness.

30. Specific Questions to Ask What specific social-emotional, cognitive-academic, and gross motor skills should be demonstrated as an adult? What vocational competencies does the individual need to guarantee independence and the least restrictive educational or work placement? What skills does the individual need to enjoy a life full of leisure, recreation, sport, and physical fitness activities? What survival skills does the individual need to guarantee his or her access to community-based programs, facilities, or activities? (Auxter, Pyfer, Zittel, & Roth, 2010, pgs. 127-128)

31. Teaching Adapted Physical Education

32. Keep class sizes small Follow a consistent routine Music may be a good motivator Over plan and change activities frequently Keep developmental levels in mind when planning activities May need to purchase specialized equipment Use Paraeducators and Peer Tutors

33. Teaching Adapted Physical Education Frequent communication with classroom teachers – Behavior Management – Communication Strategies What to teach? – Psychomotor skills from PE class – Functional skills – Health-related physical fitness components – IEP goals and objectives

34. QUESTIONS?

35. Contact Information David G. Lorenzi, Associate Professor Department of Health and Physical Education Indiana University of Pennsylvania 1190 Maple Street; 239 Zink Hall Indiana, PA 15705 (724) 357-4415-office (724) 357-3777-fax David.Lorenzi@iup.edu