Lindsay Simpson

Laura Baker

Lindsay Simpson, Physical Education Coordinator 802-828-1461

lindsay.simpson@state.vt.us

Laura Baker, Special Education Consultant 802-828-1285

laura. baker@state.vt.us

Today we will…

• Define adapted physical education (APE) in legal and practical terms

• Describe roles and responsibilities of school staff and community partners in IEP process

• Share resources and supports for APE

Poll #1: Which is the preferred term?

a. Adapted physical education

b. Adaptive physical education

PE in Vermont - SQS

• Grades K-8: “at least twice weekly”

• Grades 9-12: 1.5 credits to graduate, but offered all four years of high school

PE in Vermont - SQS

• Grade expectations drive curriculum

• Knowledge, skill and attitudes for lifetime physical activity

• Assessment for learning

• Licensed PE teacher

PE Best Practice

• Early development of motor and sport skills

• Maximum inclusion in modified games

• Cooperative challenges

• 50% moderate to vigorous physical activity

• Lifetime physical activities

What is APE?

Adapted Physical Education (APE) is physical education which has been adapted or modified, so that it is as appropriate for the person with a disability as it is for a person without a disability.

IDEA Definition of Physical Education: Minimal Components of a Quality Program

300.39 (2) Physical education means:

(i) The development of – (A) Physical and motor fitness (B) Fundamental motor skills and patterns; and (C) Skills in aquatics, dance, and individual and group games and sports (including intramural and lifetime sports); and

(ii) includes special physical education, adapted physical education, movement education, and motor development.

Physical Education Specifics in IDEA 2004

300.108 Physical education

The State must ensure that public agencies in the State comply with the following:

(a) General: Physical education services, specially designed if necessary, must be made available to every child with a disability receiving FAPE, unless the public agency enrolls children without disabilities and does not provide physical education to children without disabilities in the same grades.

Specific Physical Education Regulations in IDEA 2004

(b) Regular physical education. Each child with a disability must be afforded the opportunity to participate in the regular physical education program available to nondisabled children unless:

(1) The child is enrolled full time in a separate facility; or

(2) The child needs specially designed physical education, as prescribed on the child’s IEP.

Physical Education Specifics in IDEA 2004

(c) Special Physical Education. If specially designed physical education is prescribed in a child’s IEP, the public agency responsible for the education of that child must provide the services directly or make arrangements for those services to be provided through other public or private programs.

Physical Education Specifics in IDEA 2004

(d) Education in separate facilities. The public agency responsible for the education of a child with a disability who is enrolled in a separate facility must ensure that the child receives appropriate physical education services in compliance with this section.

What does the Vermont Sp. Ed. Guide Say?

• 2360.3.1 Special Education Services

(2) Instruction in physical education which is the development of physical and motor fitness; fundamental motor skills and patterns; and skills in aquatics, dance and individual and group games and sports (including intramural and lifetime sports); and includes special physical education, adapted physical education, movement education, and motor development.

Poll #2: Is this new information to you?

a. Yes

b. No

Poll #3: Have you worked on an IEP team that has included

APE goals in the IEP?

a. Yes

b. No

Continuum of APE Services

Full Inclusion in general PE Class no modifications One-on-one APE

Full inclusion in general PE class with some modifications

Separate APE group classes

Push-in PT or OT services Pull out PT or OT services, plus APE group class

Cameron - Profile

• A boy, grade 4, age 10

• Qualifies for special education due to other health impairment/ADHD

• 6 months ago bicycle crash resulted in severe leg break, several surgeries

• Ambulation still limited, uses crutches

• Very active participant in PE and out of school sports (e.g. soccer and baseball)

• Is well-liked by peers, but struggles in cooperative learning tasks

Cameron – APE Plan

• Plan developed by IEP team, including PE teacher and PT

• Attend PE 2 times per week (40 minute class)

• Current unit of instruction requires working with 3-4 other students to create a new game (PE GE1a&b, grades 3-4)

• PE teacher accommodates Cameron’s needs by guiding choice of manipulatives and skills

Cameron – Related Service

• PT session 1 time per week (30 minutes with follow-up exercises at home or in school)

– Working on strength and coordination to improve ambulation

– PT communicates with PE teacher re: therapeutic goals and strategies for improving ambulation

IEP Team Approach to APE Professional Role(s)

PE teacher Curriculum design, instruction, universal assessment for all students, referral, individual evaluation.

Special educator Helps select appropriate, multiple evaluation instruments, informs program design, assists with designing accommodations for PE class

OT or PT Evaluation, related service in addition to APE or PE, consult with PE teacher on therapeutic and academic goals

Para-educator Support instruction and/or assessment under supervision of licensed PE teacher

Parent Referral, work with IEP team, support skill development outside of school

Importance of APE and Academics

• It’s the law!

• Relate APE program goals to other academic goals – (e.g. sequencing motor movement in PE relates to numeracy and literacy patterns)

• Cross-content scaffolding of skill development across APE and other academic areas

• Opportunity for learning kinesthetically

• Physical activity improves cognition

Vermont Special Education Process

Support for APE

• Professional development in 2012-2013

• Curriculum and assessment resources purchased

• Teaching resources for loan

• Long term: cadre of APE specialists

Sample Evaluation or Assessment Tools

•Test of Gross Motor Development 2 (TGMD-2) • APEAS II •Brockport Physical Fitness Test

APE Resources

• www.pecentral.org

(see Adapted Physical Education page)

• www.APENS.org

• www.ncperid.org

• www.wrightslaw.com

• www.vermontadaptive.org

• www.specialolympicsvermont.org

Questions?

Lindsay Simpson, Physical Education Coordinator 802-828-1461

lindsay.simpson@state.vt.us

Laura Baker, Special Education Consultant 802-828-1285

laura. baker@state.vt.us