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					                 54th Conference on Exceptional Children


ADAPTED PHYSICAL EDUCATION (APE):
    A Vital Special Education Service

                              8:30 until 9:30 a.m.
                           Monday, November 1, 2004



                                   Presenter:

                Jim Rich, Teacher of Adapted Physical Education
            Consultant GRAPE (Great Activities in Physical Education)
                        627 Macon Pl., Raleigh, NC 27609
                                 919/510-7519




       MAN'S GREATEST GOAL IS THAT HIS LIFE
       WILL MAKE A DIFFERENCE IN THE WORLD

 MAN'S GREATEST REALIZATION IS KNOWING THAT
 EVERYDAY HE DOES MAKE A DIFFERENCE IN THE
                   WORLD

Author Unknown
                      The Vital Benefits of Being Physically Active
Students with physical, mental, emotional, and/or medical limitations need to derive the benefits of
being physically active. Such students are often obese, lack positive motor experiences, exhibit poor
motor development and have limited success in participation with peers in play experiences. All of these
factors work against their participation in physical education program and activities. A Quality Adapted
Physical Education Program, specifically designed for the individual student with disabilities and special
needs, helps to improve a child’s general health and well being by:

Increasing:
      cardiovascular endurance;

               muscular strength and power;

                       muscular endurance;

                               flexibility; &

                                        motor abilities.

Thus enhancing:

        weight regulation;

               body control; &

                      skillful movement.

Which promotes:

       mental alertness;

               active lifestyle habits; &

                      constructive use of leisure time.

That Improves:

       self-esteem;

               interpersonal relationships; &

                      responsible behavior and independence.


             Provided by: Jim Rich, Consultant, GRAPE 627 Macon Pl., Raleigh, NC 27609 919/510-7519
                         Mandate for Physical Education Services
Every child has the right to and the need for quality physical education programming.
This includes students with disabilities and special physical education needs. This right is
mandated by Federal Law (PL105-17 "Individual with Disabilities Education Act"
(IDEA) May 1999), documented in the NC Healthful Living Standard Course of Study
and further described in Procedures Governing Programs and Services for Children with
Disabilities, NC Exceptional Children Division, August 2000 Edition.

Adapted Physical Education Defined: Procedures pg. 4 & 5

Adapted Physical Education is a diversified program of activities specially designed for an individual
who meets eligibility criteria for special education and/or related services and is not able to participate
safely and/or successfully in the regular physical education program. ...

Physical Education Defined: Procedures p.4 & 5, & PL 101-476
   • Physical education includes development of physical and motor fitness, fundamental motor
       skills, and patterns, skills in aquatics, dance, individual and group games, sports including
       intramurals and lifetime
       sports.
   • The term physical education includes special physical education, adapted physical education, and
       movement education and motor development.
   • Physical education is a required, direct, basic instructional service, not a related service.
   • Physical education services must be addressed in the IEP of every student receiving special
       education services.

Special Education Defined: Procedures p.15

"Special education means specially designed instruction, at no cost to the parent, to meet the unique
needs of the child with a disability, including classroom instruction, instruction in physical education,
home instruction, and instruction in hospitals and institutions, and instruction in other
settings."

If a special needs student, on the basis of assessment of motor need, has no special weaknesses in the
motor domain, the student may take physical education in a regular program. However, this must be
stated on the IEP with a notation that physical and motor needs have been addressed through
the assessment process. A listing of the tests given should be included. If the student may participate in a
regular program, but requires adaptations to participate successfully, those adaptations must be
described on the IEP. If a student requires a specially designed program, that program must be
addressed under all applicable parts of the IEP.

Specially Designed Instruction Defined: Procedures p.15

Specially designed instruction means adapting content of delivery of instruction to:
(a) address the unique needs of an eligible student that result from the student's disability; and
(b) ensure access of the student to the general curriculum, so that he or she can meet the educational
standards within the jurisdiction of the local education agency that apply to all students.

              Provided by: Jim Rich, Consultant, GRAPE 627 Macon Pl., Raleigh, NC 27609 919/510-7519
                  Needs of Regular Physical Education Teachers Who
                           Serve Children with Disabilities
The following is modified from Practical Pointers, August 1981, Vol.5, Number 3. A publication of the
       American Alliance for Health, Physical Education, Recreation, and Dance (AAHPERD)

        Regular physical education teachers have little or no training in providing adapted physical
education services to children with disabilities who have special physical education needs at their
schools. However, they are the person most qualified to provide such services because of their
understanding of the Healthful Living Standard Course of Study, and their expertise in program.
    More students with disabilities, than ever before, are receiving special education services in regular
education settings. This practice called, “Inclusion”, is still misunderstood, and received negatively by
many regular educators. This attitude persist because special education administrators and teachers have
generally not made a “good faith” effort to include the regular physical educator in the planning process
for serving the child with disabilities. Children with disabilities are often “dumped” in a physical
education setting without first consulting with the physical education teacher who will be responsible for
providing services. This practice is not good for the child, the regular education children, and the
physical education teacher and is against the regulations of IDEA, Public Law (105-17).
    Most regular physical/health education teachers are concerned educators. They care about children
and the quality of services that are offered to those in their charge. Too often these educators are
frustrated when it comes to serving students with disabilities, because they have not been trained in
special education programming. These educators need to know that they should not be alone in their task
of serving students with disabilities. They need to know there is support for them in the form of a team,
called the individualized education program team (IEP Team). The team is responsible for making
decisions about evaluation, IEP development and recommend appropriate placement for services. The
team committee is responsible for seeing that an IEP is developed and reviewed annually. A physical
educator who serves children with disabilities should be a part of that team framework.
     In order to enhance the quality of adapted physical education programming, the regular physical
education teacher should:

   •    ask for and receive support from the IEP team;
   •    participate in the development of the physical education portion of the students IEP;
   •    receive in-service training on special education matters especially in the areas of; motor
        assessment, IEP development, developing PEER teaching programs, program implementation,
        and ways to modify games activities and equipment.
    • have time to observe children in classroom or play settings during the school day;
    • meet and plan as a team member;
    • know who are the special needs students included in their classes;
    • know the process to refer students for special physical education services; and
    • know that direct support is available and how to access it in the form of special materials,
        services, equipment, other personnel to directly assist in the delivery of physical education
        services.
The special education teacher/administrator should educate, team with and realize the importance of
each regular education teacher at their school in order to enhance the education of children with
disabilities. This is especially true of the physical education teachers who provide the only educational
service mandated by federal law. For specific information regarding adapted physical education program
at your school site consult the Procedures manual, and/or call your local Director of Exceptional
Children for support.



             Provided by: Jim Rich, Consultant, GRAPE 627 Macon Pl., Raleigh, NC 27609 919/510-7519

				
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