1. Adapted Physical Education
Presented by:
Shelle Hamer – NSSEO Educational Services Coordinator Shelley Franks – NSSEO Certified APE Teacher
Michael Ebstein – NSSEO APE Certified APE Teacher
Kyle Farley – NSSEO APE Assistant

2. Introduction
Today we will discuss the collaboration between physical education and adapted physical education.
The MacArthur P.E. staff will share successes and challenges working with special needs students.
The MacArthur P.E. staff will learn about practices and methods that they can directly apply to their setting.
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3. Outline I: What is Adapted Physical Education? Defined & discussed
II: How does a student qualify for Adapted Physical Education?
Discussion of NSSEO adapted physical education service guidelines.
III: Collaboration between P.E. and A.P.E. teachers.
Roles defined
IV: Strategies, Modifications and Accommodations.
Instructional
Activities
Equipment
Environment
Support Personnel
V: General Discussion and Questions

4. Adapted Physical Education
Special Education
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Adapted Physical Education
Adapted physical education is a direct service that aligns itself with two parent disciplines.

5. APE Defined
“Adapted physical education is the art and science of developing, implementing, and monitoring a carefully designed physical education instructional 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.”
(Auxter, Pyfer, & Hueting, 2001, p.3)

6. APE and the law
APE is an instructional service, not a setting or placement.
Physical Education Requirement:
General physical education services, specially designed if necessary, must be made available to every special needs student receiving a free appropriate public education.
IDEA (Individuals with Disabilities Education Act) states that “All students must be provided physical education in the least restrictive environment (LRE) and to the maximum extent with students without disabilities”
The APE teacher is a direct service provider, not a related service provider, because physical education for children with disabilities is a federally mandated component of special education services [U.S.C.A (25)]. This means that physical education needs to be provided to the student with a disability as part of the special education services that child and family receive.

7. How does a student qualify for APE?
Referral
When a student has difficulty meeting grade level standards in general PE, the PE teacher should consider a referral for an Adapted PE evaluation.
Domain Meeting
Parental consent
Evaluation Process (by a qualified adapted P.E. teacher)
Observation
Assessment
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8. A student qualifies when the assessment identifies:
Movement delays or difficulties
Physical disabilities
Health and physical factors
Emotional disorders
Behavioral difficulties
Cognitive delays

9. IEP (Individualized Educational Plan)
Student’s present level of performance
Annual goals
Short-term objectives

10. Least Restrictive Environment is…
A setting that is. . .
Safe
Provides children with the opportunity to experience success
Placement is based upon. . .
Educational need (NOT Disability)
Typically, is movement from a special school or self-contained classroom to a mainstreamed setting

11. Least Restrictive Environment Curriculum Key: APE = Adapted Physical Education RPE = Regular Physical Education
Full-time RPE teacher, no support needed
Full-time RPE teacher, accommodations needed (e.g., interpreter, adapted equipment, special instructions)
APE provided within the RPE environment
(e.g., student has unique goals and objectives as well as the need for special accommodations, but these goals and accommodations can be carried out within the RPE environment).
APE provided within the RPE environment, direct support from APE specialist (e.g., APE specialist comes into RPE to help student work on his or her unique goals and objectives with special accommodations)
APE provided part-time within the RPE and part-time in special APE class
APE provided full-time in special APE class in regular school building

12. Collaboration between physical education and adapted physical education teachers.
When a student becomes eligible for APE through the evaluation process, the collaboration between the PE teachers & APE teachers begins.
Physical Education & Adapted Physical Education teachers are both part of the educational team servicing the students with special needs.
The Itinerant Adapted PE teachers assist in the development of skills that enable students to participate in physical education as independently as possible.
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13. Collaborative Services
Planning Services
Assessment of Individuals/Ecosystems
Prescription/Placement: The IEP
Teaching/Counseling/Coaching
Evaluation of Services
Coordination of Resources and Consulting
Advocacy

14. What can P.E. teachers do?
Educate yourself about the student and his/her disability.
Educate the students within the class.
(Ex. disability awareness game)
Meet with teaching assistant to review lessons, objectives, and activities so that teaching can be more effective.
Be as open as possible to inclusion.
Make sure to check with the school nurse about potential medical concerns
(Ex. Latex allergy)

15. Strategies, Modifications, and Adaptations
Adapting is a crucial part of teaching. WHY?
Creates the opportunity for ALL students to become successful within the activities.
Promotes peer relations through activities.
Promotes activity and environment analysis
The teacher has the ability to change the activity or environment in order to help create success and ensure safety.

16. Adapting Activities Review the PURPOSE of the activity.
In order to adapt ACTIVITIES, A teacher should…
Review the PURPOSE of the activity.
Will this activity be meaningful for the students and promote long term learning
Will this activity be appropriate for the class or ages being taught
Review the activities before teaching
Break the activities down into their component parts for better understanding and easier learning to take place
Increase the difficulty level to challenge highly gifted students
Arrange the component parts from the least to most complex
Begin with simple skills (1 step, 2 step, 3 step directions) to lead-up games and move to structured games and activities
Emphasize PARTICIPATION. A student must first engage in the activities before teaching can take place.
A student should not be expected to play a structured game without first knowing the skills within the game.

17. General Strategies for Adapting/Modifying Activities
Time – increase
Space – decrease/increase
Speed – slow it down
Distance – shorten up
Rules – simplify
Equipment – make it/buy it

18. Instructional Simplify Instruction Teach one skill at a time
Repeat Instructions
Use demonstration by teacher and students
Provide opportunities for independent action
Praise attempts and performance
Provide increase practice time
Require all students to follow the same rules
Reinforce terminology of activities
Use tactile and kinesthetic cues

19. Activities Make minor rule changes Modify the size of the playing area
Modify the number of players
Modify playing time if necessary
Modify scoring
Modify equipment as needed
Equalize abilities of participants
Alter speed of activity
Alter method of mobility

20. Equipment Change the size and weight of equipment
Use bright and different colors
Alter height of equipment
Use equipment of different textures
Provide and use assistive devices

21. Environment Minimize extraneous distractions Control noise levels
Use appropriate color schemes
Be aware of safety considerations
Adjust lighting levels
Be aware of flooring surface/texture
Monitor space limitations or constraints

22. APE Video

23. Support Personnel can:
Interpret instructions
Demonstrate and model
Provide individual instruction
Provide cues and prompts
Physically assist students
Assist in classroom preparation
Document student activities
Assist with behavior management
Provide supervision
Assist with student grouping
Monitor classroom safety

24. Students with Autism
“Students with autism have needs during physical education that resemble their needs throughout other parts of the day. Many students with autism often work best with a structured and consistent routine, visual boundaries, and reduced negative sensory stimulation” (Coyne & Fullerton, 2004)

25. Adjusting Content or What You Teach
Plan your lessons and units with all of your students in mind. Consider their strengths and interests when selecting units of instruction.
Students with autism have great difficulty interacting socially. Team sports are not areas of strength for these students.
If you are teaching a team sport, focus on skill instruction and small-group lead-up activities rather than the full team game.
Emphasize individual and dual sports as well as lifetime leisure activities. Try offering swimming, weight training, roller skating, ice skating, cross-country skiing, or canoeing. These are individual activities that do not require lots of social interaction, but include social situations.

26. Methods of Instruction or How You Teach
Develop a predictable class routine: Warm up, practice skills, play game, put equipment away, cool down.
When giving directions, keep them short and concise. Provide a model or demonstration.
Teach in small, successful steps.
Play with and engage your students.
Students with autism have strong visual skills. Use station task cards or photo activity cards.
Use instructional video tapes like Yo-Yo Man, or Yoga for Kids, as a teaching station.
Warn students about changes in the routine or about changing activities: “In two minutes we will put our equipment away.” Warnings and timers help students to know what to expect.

27. Environment or Where of With What You Teach
Eliminate or minimize unnecessary equipment or distractions in the gym. Put unused mats away, hide the dividing curtain behind a “mat wall,” or move unused nets to the equipment room.
Be aware that floor glare, large spaces, fluorescent or mercury vapor lights, or the acoustics of the space may be difficult for a student with autism to handle. Change what you can and work to minimize the distractions or sensory overloads in other ways. Ask parents or special education teachers what might help: sunglasses, a personal CD player, shutting down one bank of lights?
Create a positive climate and environment.
Teach skills in a variety of settings: indoors, outdoors, on the tennis courts, in the community, at parks and recreational facilities.
Provide a choice of equipment. `

28. Summary
Adapted physical education is an individualized program created for students with disabilities in order to ensure safe and successful physical education opportunities.
The most effective A.P.E. programs are a result of collaborative efforts by the regular P.E. teacher AND the A.P.E. teacher.
APE is P.E. that is unique to the individual student!

29. Adapted Physical Educator can provide:
Communication strategies
Educational assistance about specific disabilities
Specialized equipment for the student
Specialize instruction for the student

30. General Discussion and Questions