Texas School for the Blind & Visually ImpairedOutreach Programswww.tsbvi.edu | 512-454-8631 | 1100 W. 45th St.| Austin, TX 78756
2018 Texas Focus: On the Move!
Know Your Rights and Advocacy Strategies for Physical Education and Transition
Friday, March 2, 2018
3:30-5:00 PM
Presented by
Dr. Lauren Lieberman, Professor of Kinesthesiology
SUNY, Brockport, NY
Developed for
Texas School for the Blind & Visually Impaired
Outreach Programs
Know Your Rights and Advocacy Strategies for Physical Education and Transition
Texas Focus March 2-3, 2018Lauren J. Lieberman Ph.D.
The College at Brockport
Slide 2:
Figure 1 Logo for the Institute of Movement Studies for Individuals with Visual Impairments
Education
Research
LeadershipProgramming/Service Learning
Slide 3: What Is Vitality? Definition: the state of being strong and active; energy Synonyms: liveliness, life, energy, spirit, energy, vivacity,
exuberance, buoyancy, bounce, zest, sparkle, passion, fire, vigor, drive, punch, get-up-and-go!
2018 Texas Focus –Know Your Rights and Advocacy Strategies for PE & Transition – Lieberman, L. Page 1
Slide 3: The Purpose of this Presentation We want our children to have vitality during school age and
beyond. Self-Determination is key What does the law say and how can we promote a life of vitality
and joy?Slide 4: Contents
What does the research say? Physical Education is the Foundation of Recreation for a lifetime Accessing physical education Including physical education on the IEP as a foundation for
transition planning Transition planning including recreation Overcoming barriers to recreation Role models Resources
Slide 5:
Figure 2 Graphic: 3 boxes connect by right-pointing arrows; from l-r Physical Education, IEP, Transition.
Quality of Life with Self-Determination
2018 Texas Focus –Know Your Rights and Advocacy Strategies for PE & Transition – Lieberman, L. Page 2
Physical Education IEP Transition
Slide 6: What do we know? Children with CHARGE Syndrome- benefit from appropriate
placements and 1:1 instruction (Lieberman, Haibach, & Schedlin, 2012)
Paraeducators need to be trained (Lieberman, & Conroy 2013)Slide 7: What else do we know continued….
Children with visual impairments and deadfblindness benefit from pre-teaching (Conroy, 2012)
Children who are visually impaired or deafblind must have PE on the IEP and Recreation must be included in the Transition meetings (Lieberman, & Haegele, 2018)
Slide 8: Physical Education as the foundation Physical Education is required by law for every child including
children who are deafblind (IDEA, 2004) I Feel Included When…. video
Slide 9: Physical Education continued Physical Education provides the foundational skills of balance,
motor skills, sports, fitness and recreation that supports a lifetime of vitality
Placement in an inclusive class, modified class, self-contained class or a combination depend on the needs of the individual child
2018 Texas Focus –Know Your Rights and Advocacy Strategies for PE & Transition – Lieberman, L. Page 3
Slide 10: Physical Education continued
Figure 3 Lauren assists a young man to walk across artificial surfaces.
No matter the placement they need to learn the same curriculum as their sighted peers
They will need pre-teaching They may need a 1:1 with an intervener, paraeducator, peer tutor
an interpreter, or a combination
2018 Texas Focus –Know Your Rights and Advocacy Strategies for PE & Transition – Lieberman, L. Page 4
Slide 11: Universally Designed Equipment
Figure 4 A target for archery that incorporates balloons which add an element of sound and good visual clues.
Add sound Add texture Brighter balls Softer balls Balls on strings Larger balls Add tactile boundaries Add bright boundaries Lower baskets
2018 Texas Focus –Know Your Rights and Advocacy Strategies for PE & Transition – Lieberman, L. Page 5
Slide 12: Universally Designed Rules
Figure 5 Adaptations for baseball using blindfolds and a batting T.
Allow Intervenor peer tutor or 1:1 aid for support and communication
Bat off a tee Guide runner No defenders in open sport games Slow down the game such as scooters or carpet square games Other?
2018 Texas Focus –Know Your Rights and Advocacy Strategies for PE & Transition – Lieberman, L. Page 6
Slide 13: Universally Design the Environment
Figure 6 Two adults support a student who is lying prone over a bolster.
Ensure clear boundaries Modify lighting accordingly Decrease excessive sounds Increase tactile cues Use a multisensory teaching approach Other?
Slide 14: Universally Designed Instruction Whole-Part-Whole Pre-teaching Tactile teaching techniques Tactile Modeling Physical Guidance
2018 Texas Focus –Know Your Rights and Advocacy Strategies for PE & Transition – Lieberman, L. Page 7
Slide 15: The IEP and Physical EducationWhat to do How Benefit
Include the Physical Education Teacher in all IEP meetings and discussions
Invite them as soon as the meeting time is known so they can prepare with assessments and the IEP information
The teacher will then know the various unique needs of the child and the committee will know the contents of what will be taught in the PE class.
Discuss Transition goals related to recreation and physical activity early
Ask the child what they like and what they want to do for their lifetime in this area
The committee and the family can start to plan for the child’s quality of life early and not wait
Discuss barriers to recreation and physical activity and how to overcome them
Once the preferences of the child are known the IEP team can discuss any foreseeable barriers and teach how to overcome them
The child will know how to overcome the barriers to their preferred activity BEFORE they venture out into the community
2018 Texas Focus –Know Your Rights and Advocacy Strategies for PE & Transition – Lieberman, L. Page 8
Slide 16: The Process for IEP Teams and the Paraeducator or Interveners' RoleInclude the Paraeducator or Intervener in:
Physical Education training at the beginning of the year (what they can do to help the child learn the necessary foundational skills)
ALL physical education and recreation activities The IEP meetings (fully) Transition meetings Discussions about preferences Discussions about barriers
Slide 17: Transition and Recreation Recreation is one of the main components of the Expanded Core
Curriculum for people who are visually impaired (Allman, Lewis, Lieberman, & Ross, 2014), this includes children who are deafblind.
Students can learn skills through physical activity and recreation that can be transferred to their everyday life. For example, putting on a life jacket for kayaking can be transferred to putting on a jacket when a child is cold
Slide 18: Benefits of Recreation Experiences in recreation activities provide youth with typical
experiences that they can share with siblings, friends, and neighbors.
Slide 19: Benefits of Recreation continued Participation in these opportunities can help to counteract the
feelings of loneliness and isolation, while helping to increase engagement in community events and activities (Lieberman, et al., 2013, p.62)
2018 Texas Focus –Know Your Rights and Advocacy Strategies for PE & Transition – Lieberman, L. Page 9
Slide 20: What the law says about Recreation and Transition The Individuals with Disabilities Education Act (2004) states that
every child be afforded transition planning beginning at age 16. This means that they need to be prepared for their future after
school in the area of independent living, vocational pursuits and recreational activities.
Slide 21: Transition meetings must include recreation planning1) What does the student like to do?2) What are some opportunities in the community where the student
will live?3) How can the student experience that activity?4) How will the student learn the skills?5) What are the barriers to accessing that activity and how can they
be overcome?6) What are some goals for this activity?
Resource: Going PLACES: Transition Planning for Youth who are Visually Impaired or Deafblind (APH)
2018 Texas Focus –Know Your Rights and Advocacy Strategies for PE & Transition – Lieberman, L.Page 10
Slide 22: Transition Planning
Figure 7 A teenager skates on the sidewalk with support from an adult.
Ensure the child learns every unit their peers learn Include the Physical Education Teacher in IEP meetings Ensure that Recreation, Sport and Physical Activity is a major
component of the Transition meeting
2018 Texas Focus –Know Your Rights and Advocacy Strategies for PE & Transition – Lieberman, L.Page 11
Slide 23: Overcoming Barriers to Community Activities
Figure 8 An adult and a teenager practicing martial arts.
Community Programming may have multiple barrierso Transportation
o Money
o Communication
o Systemic
o Physical
o Social
o SSP’s
o Other
These must be discussed at the transition meeting
2018 Texas Focus –Know Your Rights and Advocacy Strategies for PE & Transition – Lieberman, L.Page 12
Slide 24: Benefits of adapted sports, physical education and participation
Figure 9 an individual on a climbling wall; an adult spots the climber from the floor.
Increased motor skills Improved physical activity Improved balance Increased socialization Self-determination Independence Orientation and Mobility Improved self-esteem Increased self-confidence Quality of Life
Slide 25: Role Models: Examples of what is possible
Figure 10 Photograph of Becca Meyers
2018 Texas Focus –Know Your Rights and Advocacy Strategies for PE & Transition – Lieberman, L.Page 13
Becca Meyers 3X Gold Medalist in the 2016 Paralympics Becca has Usher Syndrome and is Deaf
Slide 26: Becca Meyers 3X Gold Medalist in the 2016 Paralympics!Meyers began to swim in 2000 at age six in Baltimore, Maryland. She has Usher syndrome and has been deaf since she was born. Since she was young she has used a cochlear implant, an electronic device that allows her to hear. At the 2012 Paralympic Games in London, she was the only deaf athlete on the U.S. Paralympic swim team.... Won the 2015 Best Female Athlete with a Disability ESPY Award
2018 Texas Focus –Know Your Rights and Advocacy Strategies for PE & Transition – Lieberman, L.Page 14
Slide 27: Resources: Books Lieberman, L.J., Ponchillia, P., & Ponchillia, S. (2013). Physical
education and sport for individuals who are visually impaired or deafblind: Foundations of instruction. New York, NY: American Federation of the Blind Press.
Lieberman, L.J., & Cowart, J. (2011). Games for people with sensory impairments (2nd ed.). Louisville, KY: American Printing House for the Blind.
Lieberman, L.J., Modell, S., Jackson, I. (2006). Going PLACES: A transition guide to physical activity for youth with visual impairments. Louisville, KY: American Printing House for the Blind.
Lieberman, L.J., Haegele, J.A., & Marquez, M. (2015). Possibilities: Recreation experiences of individuals who are deafblind. American Printing House for the Blind.
Slide 28: Physical Education and Sports for Individuals with VI or DB: Foundations of Instruction
Figure 11 Book cover for Physical Eduation and Sports for People with Visual Impairments and Deafblindness: Foundation of Instruction, by Lauren J. Lieberman, Paul E. Ponchillia, and Suan V. Ponchillia
2018 Texas Focus –Know Your Rights and Advocacy Strategies for PE & Transition – Lieberman, L.Page 15
Slide 29: Everybody Plays
Figure 12 Poster from APH that reads "Every body plays!"
Slide 30: Resources: web sites The American Printing House for the Blind
o Books, products, equipment, and videos
o www.aph.org/pe
Possibilities: Recreation Experiences of Individuals who are Deafblind www.aph.org/pe/stories
Camp Abilities-educational sports camps for children who are visually impaired or deafblindo Includes videos and web sites for other camps around the
worldo www.campabilities.org (Instructional Materials)
Perkins School for the Blindo Videos and books about how to teach children whoa re
deafblindo www.Perkins.org
United States Association for Blind Athletes-sport opportunities, adaptations for sports, and videoso www.usaba.org
2018 Texas Focus –Know Your Rights and Advocacy Strategies for PE & Transition – Lieberman, L.Page 16
Slide 31: Sport Court!
Figure 13 Image of APH Sports Court.
Will be available through APH 13 tactile sport courts with braille magnetized
o 13 mini sport courts
o 6 figures of two colors and 11 X’s and O’s
Instructors manual Coming soon!! www.aph.org
Slide 32: Celebrate Successes!
Figure 14 A student climbing on an outdoor climbing wall.
We need to celebrate the successes of our children experience as it occurs and cherish what we accomplish!
2018 Texas Focus –Know Your Rights and Advocacy Strategies for PE & Transition – Lieberman, L.Page 17
Texas School for the Blind & Visually Impaired
Outreach Programs
Figure 15 TSBVI logo
Figure 16 IDEAs that Work logo and US Dept. of Education OSEP disclaimer
2018 Texas Focus –Know Your Rights and Advocacy Strategies for PE & Transition – Lieberman, L.Page 18
