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This article has multiple issues. Please help improve it or discuss these issues on the talk page. It needs additional references or sources for verification. Tagged since October 2009. It may not present a worldwide view of the subject. Tagged since August 2010. Its tone or style may not be appropriate for Wikipedia. Tagged since October 2009. It may need to be wikified to meet Wikipedia's quality standards. Tagged since October 2009. It may require general cleanup to meet Wikipedia's quality standards. Tagged since October 2009. Adapted Physical Education (APE) is a sub-discipline of physical education in the United States. It is an individualized program created for students with disabilities in order to ensure safe and successful physical education opportunities. Physical education involves physical fitness, motor fitness, fundamental motor skills and patterns, aquatics skills, dance skills, individual, group games, and sports (including lifetime sports). Adapted Physical Education is a direct service, not a related service.[clarification needed] Contents 1 Laws 1.1 Americans with Disabilities Act (P.L. 101-336) 1.2 Individuals with Disabilities Education Act (IDEA) 1.3 Education for All Handicapped Children Act (P.L. 94-142) 1.4 The Rehabilitation Act (P.L. 93-112, Section 504) 2 Individual Education Program or IEP 2.1 Information in an IEP Includes 2.2 Purpose 2.3 Who Must be Present at an IEP for Physical Education Meeting 2.4 Steps in the Assessment and IEP Processes 2.5 IEP Timeline 2.6 Who is qualified/responsible/or should provide the assessment? 2.7 Do all students with disabilities need an IEP for physical education? 2.8 What happens at the end of the year? 2.9 Placement Options 3 Transition 3.1 Advocacy for Transition 3.2 Barriers to Transition 3.3 Use of Technology 4 References 5 Scope // Laws Some key U.S. laws that have been influential in the advancement of APE include: Enacted in 2001, this act puts significant federal support behind the improvement of reading and mathematics scores and compromises other critical curricular areas, including physical education, health, history, art, computer science, and music (Auxter, Pyfer, Zittel, Roth, 2010). Additionally, schools and teachers are held to higher standards in the areas of accountability, assessment, and transparency. These higher standards are achieved by: 1. Annual Testing 2. Monitoring Academic Progress 3. Filing District Report Cards 4. Hiring Highly Qualified Teachers 5. Creating a Measurable 'Reading First' Program 6. Funding Poorer Schools Americans with Disabilities Act (P.L. 101-336) The Americans with Disabilities Act (ADA) was enacted in 1990 to prohibit the discrimination of individuals with disabilities in the public and private sectors. The ADA outlaws discrimination against a person with a disability in five spheres: employment, public services, transportation, public accommodations, and telecommunications. To be protected by the ADA, the individual must have a disability or be associated with an individual with a disability. In 2008, effective January 1, 2009, Congress passed a law to restore ADA back to its original intent of defining a disability, looking at the effects of the disability in at least one major life activity. This change helped companies and employers follow the rules of ADA. The ADA requires accessibility in federal and private sectors, including physical education facilities. For example, weight rooms should be able to accommodate wheelchair users, gym lockers should have key locks instead of combination locks for those who need it, and gyms with stairs should also have ramps. Individuals with Disabilities Education Act (IDEA) Enacted in 1990 (and reauthorized in 1997 and 2004), IDEA was the reauthorization of PL 94-142 and continued the emphasis upon FAPE (Free and Appropriate Public Education), IEP (Individual Education Program), LRE (Least Restrictive Environment), and Physical Education as a direct educational service. With this reauthorization, person-first terminology was instituted, and emphasis was placed on the education of students with disabilities within the general curriculum and parent involvement in educational programming. Under Federal Law, students must have one of thirteen named disabilities to qualify for this special programming. Education for All Handicapped Children Act (P.L. 94-142) Enacted in 1975, this act mandated: (a) a free appropriate public education (FAPE) for all children and adults with disabilities between the ages of 3 and 21 years; (b) an Individualized Education Program; (c) an education in the Least Restrictive Environment; and (d) Physical Education as a direct, educational service. To ensure that every child with a disability receives an appropriate education, the Education for All Handicapped Children Act of 1975 mandated that an Individual Education Program (IEP) be developed for each student with a disability that requires specialized instruction. The IEP should be the cornerstone of the student's education and should be the living, working document that teachers and parents use as the basis for the instructional process. The Rehabilitation Act (P.L. 93-112, Section 504) Created in 1973, this act mandated that individuals with disabilities cannot be excluded from any program or activity receiving federal funds solely on the basis of their disability. Students with disabilities who do not qualify for services under IDEA, yet require reasonable accommodations to benefit from their education must have a written 504 plan. A 504 plan is a written document that states modifications and accommodations that the student will be needing to be given the same program as those individuals who do not have a disability. The student's disability and corresponding need for reasonable accommodation are identified and documented in the plan. All school staff involved in the provision of accommodations should be contacted by the 504 coordinator and made aware of their duties and responsibilities.[1] Individual Education Program or IEP An Individualized Educational Plan (IEP) can be defined as a plan for each student, ages 3 to 21, who qualifies for adapted physical education based on an evaluation. All IEPs are outcome-oriented giving assurance that the student will benefit from special education and have real opportunities, full participation, independent living, and economic self-efficiency. IEPs are revised once a year by an IEP team. IEPs are developed by the IEP team and based on comprehensive assessment as outlined by guidelines established in IDEA. Information in an IEP Includes Student name, date of birth, duration of IEP Student strengths and concerns of the parent Student present level of academic achievement and functional performance Level of participation in the general education curriculum Annual academic or functional goals Goals must have an action, condition, and criteria Goals must be measurable, observable, and attainable Procedures for measuring student progress Any alternate assessments Frequency of reports on student progress Who are the implementers responsible for short term objectives Transition plan for students age 14 or older Additional information on the IEP include, but are not limited to, specialized transportation, related services, testing accommodations, and transition services. Purpose Federal law mandates that each student receiving special education and related services must have an Individualized Education Program (IEP) developed for them. An IEP must be designed and written specifically for one student, outlining individualized needs, and used to establish an appropriate educational placement. Some consider the IEP to be a "management" program to guide appropriate service delivery, which includes the area of physical education. The IEP creates an opportunity for teachers, parents, school administrators, related services personnel and students (when appropriate) to work together to improve educational results for learners with disabilities. Who Must be Present at an IEP for Physical Education Meeting The student when appropriate The parent(s) or guardian(s), or a family advocate Special Education teacher(s) General Education teacher(s) A member of the evaluation team or a professional able to interpret assessment data. DIS/Related service personnel Other Agencies Psychologist Steps in the Assessment and IEP Processes Referral: A student can be referred by several sources including a teacher, parent, or administrator. Parent Permission: Prior to assessment parent permission is required. 15 days to get the parents permission after the referral. Screening: A non-required preliminary step to determine if a full evaluation is necessary. Assessments: Comprehensive assessment should include formal tests, observations, and conversations with individuals involved in the student's education. Examples of Formal Tests (norm and standardized): TGMD-2, BOT-2, APEAS-II, CTAPE. Conversations: general physical educator, parent, classroom teacher, OT, PT, special educator, and student. Observations: in the natural setting, student and teacher. Informal Tests (criterion): checklists, rubrics. IEP Timeline 60 days from when parent permission is received, the evaluation should be completed. Revisit the IEP once per year. Re-evaluate the IEP every 3 years unless an IEP team member requests otherwise. Who is qualified/responsible/or should provide the assessment? The manner in which assessments are implemented are determined by state guidelines. The state department of education provides further guidance.[2] IDEA guidelines provide that assessment must be administered by trained and knowledgeable personnel ([614(3)(a)(iv)]). However, "trained" and "knowledgeable" are not clearly defined. Best practice involves administration of adapted physical education assessment by a physical educator who has training and knowledge of the general physical education curriculum, the nature of the student's disability, underlying bases of motor control, behavioral evaluation as applied to the physical education environment, and a variety of adapted physical education evaluation tools. Do all students with disabilities need an IEP for physical education? No, IDEA 2004 mandates each individual with a disability have an IEP developed if necessary to benefit their education. If an appropriate assessment is completed and the IEP team decides the student is not safe and/or successful in general physical education without supplementary aids and services, then an IEP is developed and services provided. A student can have IEP goals related to physical education needs regardless of their educational placement.[3] What happens at the end of the year? The IEP team must meet to reexamine and change a child's IEP at least once a year.[4] The IEP team must decied if the child's annual goals are being met. The IEP team needs to bring sufficient evidence of progress including all written assessments demonstrating the progress made throughout the year (IEP checklist, written observations) and visual evidence (pictures or videos). Placement Options What is the relationship between placement and the IEP? Decisions based on IDEA qualifications are generally discussed and determined during and Individual Education Plan(IEP) meeting. IEP recommendations for services and supports must consider a student's unique needs, the most appropriate environment (Least Restrictive Environment)."."[5] The Least Restrictive Environment will be based upon the assessment process and where the IEP goals can best be met. There are a variety of placement option which should be considered including: Full-time General PE (GPE) General PE with a younger class Part-time Adapted PE (GPE for some units or parts of a lesson) Reverse Mainstreaming Small Group or One on One PE Separate School Home/Hospital Transition Transition is defined as movement, passage, or change from one stage to another [6]. In adapted physical education, this process occurs when a student moves from early childhood programs to elementary school, middle school, and high school, and lastly into the community (TWU). Postsecondary transition planning must be included in the first Individualized Education Plan (IEP) that will be in effect when the child turns 16 years of age.[7] Transition, as defined by the Individuals with Disabilities Education Act of 2004 (IDEA), is "...a coordinated set of activities for a student, designed within a results-oriented plan, which promotes movement from school to post-school activities, including post secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation." Not every transition program will be the same; it is dependent upon the individual's strengths, preferences, and interests.[8] It is important for physical educators to provide transition programming to help students with disabilities move toward active community involvement and to promote healthy and independent lifestyles. Physical educators can address transition by identifying accessible community resources in which students with disabilities ca participate. An ecological analysis can be completed to assess student independence and necessary levels of support for successful participation. Best practice involves including physical recreation transition goals on the student's individual transition plan. When completing assessment for transition, it is important to identify activities the family enjoys. This is done so the student can be taught the essential skills required to be able to participate with the family. Leisure interest surveys can be completed with the student and the family. Sample leisure activities may include the following: Water Sports Bowling Rock Climbing Gymnastics Golf Canoeing Horseshoes Bicycling Equestrianism Once assessment is complete, and Individual Transition Plan can be developed with goals and objectives written in person first language, specific to the individual student to ensure their abilities to function in the community when they graduate. The members involved in developing the Individual Transition Plan should be the IEP team members. The IEP team members should have the following questions in mind: What interests or hobbies do the students and his or her family enjoy doing? What knowledge and competencies does the student need in order to move from school-based to community based living in their particular community. What knowledge and prior experience does the student already have? What knowledge and experience will the student need to be successful? What will the student's living situation be like after high school? Will the student be employed in the area? Will working interfere with recreation/leisure time? If so, how will the student stay active? As is true in most aspects of adapted physical education, the skills practiced during the transition process tend to be most successful when the students have an opportunity to contribute to the decision making process. Also, providing sufficient amounts of repeated trials will drastically improve the students' level of success. While teaching students leisure activities, it is critical to provide information of appropriate facilities. Community clubs, organizations, and parks provide many opportunities for students to remain active. Many community resources have programs specifically designed for individuals with disabilities. The adapted physical education teacher should be familiar with these programs and utilize them as a regular part of the students' transition program. The APE teacher should also stress functional transition skills, such as the proper use of fitness equipment or how to use an electronic identification card to sign in at a fitness center. Individuals with disabilities who have greater access to, and actively participate in recreation and leisure activities are more satisfied with their lives.[9] In addition, when engaged in recreation and leisure activities, opportunities of success in communities increases for individuals with disabilities.[10] The formation of a reverse mainstreaming physical education program will also help in the transition of the student with a disability. This program can benefit both the student with a disability and the peer mentor as together they will attempt to achieve better physical fitness skills, improved social skills, and higher standards of social and personal responsibilities. Additional transition programming should empower the student to: Find information about the activity Find hours of operation for facilities Figure out transportation Know how to perform the activity independently Find a way to fit the activity into the individual's weekly schedule. Advocacy for Transition With respect to transition, adapted physical educators should first and foremost advocate that their own involvement in the post-school transition process be indicated on their students' Individualized Education Program (IEP).[10] Some other areas in transition which should be brought to the attention of administrators and community officials are implementing ways in which physical activity sites can become more accessible, advocating that students with disabilities be able to participate in the entire continuum of sports programs (integrate and segregated) sponsored by the school and community; and helping parents rally for appropriate community recreation and sport opportunities for their children with disabilities.[10] Also see Advocacy. Barriers to Transition Facilities Are their public facilities available for students nearby or do students have to use transportation to get to the facility. Transportation Transportation can become a problem during transition. Many students who have a disability cannot drive a car, so it is important to teach students, during their educational process, other means of transportation. This may mean teaching students routines on how to use the city bus system, or finding a group to car pool with, or even finding an older adult who may not mind picking up a student when they are going to the local YMCA or any other facility. Money Many fitness clubs are increasing prices for membership and with increasing gas prices it may be difficult for students with disabilities to afford a membership somewhere and have the means of getting there if they are not within walking distance. Also depending on the transportation that they choose to use there may be an additional cost for a bus or taxi. Planning For many students with disabilities planning a trip to the YMCA or any facility will be difficult task. In school their schedule was planned for them and they didn't have to worry about how and when things were going to happen. As a result, planning is one of the biggest barriers to transition. Students with disabilities may need to be taught what to wear, what transportation to use, how to set up plans with friends, and how to figure out how much money they may need. Lack of programs There may be a lack of programs or personal in the students community, who have the knowledge and ability to assist individuals with disabilities. This may mean individuals with disabilities may have to participate in programs with individuals without disabilities. This may help with the socialization aspect of development, however it may limit their practice and participation time. The individual may also be intimidated by the other individuals, which may push them away from that activity or program. Lack of Support i.e.: school, organizations, public, families... Staff/ employee knowledge i.e.: at local businesses, teacher assistants Strange "New" places Lack of Motivation Students with disabilities are continuously motivated by teachers, paraprofessionals, and classmates during their education process. When their education process is done these individuals may not be there to motivate and push them to become physically active. Finding out activities and sports during the education process which the student enjoys participating in can help intrisically motivate these students when they are in the transition period. Limited Community Recreation Activities Use of Technology [1] With the development of new and improved technology with physical education, and especially adapted physical education, it is important for the APE teacher to know and understand different ways to implement technology for a successful transitional period for his or her students. APE teachers can develop an updated website regarding a fitness workout plan, in which students, who may need to stay at home half of the day or for students who have graduated, can download and follow at home with a sibling or parents. Students can be taught how to keep track of their physical fitness goals and record the data on spreadsheet. Video files can also be used to demonstrate proper technique. Teachers can easily create videos of students doing an activity and download them onto an Ipod or computer so that the students have an easily accessible reference to use during transition periods or after they graduate[11]. In APE pedometers can easily be introduced into any lesson and taught how to use and how to keep track of steps. Teachers can also supply appropriate and motivating music for aerobic activities either on an Ipod or on a compact disc. Video games are also starting to become more and more predominant in physical education classes these days. It is important that teachers introduce some of theses games such as: Dance Dance Revolution, Wii Sports, and the Eye Toy. These games can be used outside of school as well. With technology growing and becoming better each day, APE teachers need to continue to grow as professionals and try to use this to benefit and enhance their students physical development. Adapted physical education teachers are not only required to teach students with disabilities how to stay and become physically active, but also how, when and where. The internet is a great resource for students and APE teachers to find opportunities to continue being physically active.[12] There are many websites that show you how to do activities, when physical activity events are going on, and where you can be physically active, whether it is in a park, gym, or walking for a cause[13]. It is important that we give resources to students so that they can navigate through the internet and find area events they can be a part of or public facilities where they can become members. It is the APE teachers responsibility to recognize and teach students with disabilities how to overcome the barriers for transition. In order to achieve this APE teachers need to concentrate on activities in the community that promote a physically active lifestyle while enhancing the health and wellness of students with disabilities. Upon graduation, students with disabilities should know how to plan their activity, perform their activity and become personally responsible for participating in recreational activities on a regular basis. Transition Opportunities: Creates Friendships within community. Introduce students to transportation system. Provide students with an opportunity to use facilities. Provide students with the basic knowledge of technology available to them for further use. Provide students with ideas on how to overcome barriers of transition. References New York State Adaptative Education Manual (1997) http://www.emsc.nysed.gov/ciai/pe/documents/qa.pdf Wisconsin Department of Public Instruction (2008) Last updated on 8/18/2008 8:17:43 AM http://dpi.wi.gov/sped/pdf/bul08-01.pdf Ed.gov US Department of Education, Building the Legacy: IDEA 2004, promoting education excellence for all Americans, http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CTopicalBrief%2C9%2C Indiana Department of Education (1999). http://www.doe.in.gov/publications/pdf_pe/pe_guidelines.pdf Retrieved October 16, 2009. Anchorage School District (2005). http://www.asd.k12.ak.us/depts/APE/adaptations/ Retrieved May 9, 2006. Winnick, Joseph, P. (2005). Adapted Physical Education and Sport, Fourth Edition. Champaign, IL: Human Kinetics. California State Council on Adapted Physical Education (2000). http://www.sc-ape.org/Guidelines-Index.htm/ Retrieved April 12, 2008. Cesa #7 http://www.specialed.us/pl-07/pl07-ieppro.html http://www.fmptic.org/download/attending_meetings_plan_iep http://www.pecentral.org/adapted/adaptedactivities.html http://www.pecentral.org/adapted/adaptediep.html Folsom-Meek, Sherry L., Ruth J. Nearing, and Renae E. Bock. "Transitioning Children, Youths, and Young Adults with Disabilities." JOPERD 3 (2007): 38-45. Visual aids found on http://www.campabilities.org/tvic-index.htm http://www2.ed.gov/parents/needs/speced/iepguide/index.html Hawaii Early Learning Profile (HELP) retrieved on April 10, 2008 http://www.vort.com/profb3.htm United Cerebral Palsy Research Fact Sheets retrieved on April 12, 2008 http://www.ucpa.org/ucp-generalsub.cfm California Children with Special Health Care Needs. (2009)(http://www.cshcn-ca.org/concepts/docs/5%20Steps%20of%20the%20IEP%20Process.pdf Retrieved October 17, 2009. Auxter, D, Pyfer, J, Zittel, L, & Roth, K. (Ed.). (2010). Principles and Methods of Adapted Physical Education and Recreation. New York, NY: McGraw-Hill. Turnbull, A, Turnbull R, & Wehmeyer, M.L. (2007). Exceptional Lives Special Education in Today's Schools. Upper Saddle River, New Jersey: Pearson Prentice Hall. Agnes, M. (Ed.). (2003). Transition. Webster’s new world dictionary (4th ed.). Cleveland: Wiley Publishing, Inc. Roth, K. (2010, March). Transition. Retrieved May 6, 2010, from http://twu.edu/inspire/transition.asp Cortiella, C. (2005). IDEA 2004 close-up: transition planning. Retrieved May 6, 2010, from http://www.sacramentoasis.com/docs/7-13-07/idea_2004_close_up.pdf http://fchr.state.fl.us/fchr/resources/commissioners_speak_out/americans_with_disabilities_act_big_changes_in_2009 http://www.ada.gov/cguide.htm#anchor62335 http://twu.edu/inspire/disability-fact-sheets.asp ^ D. Auxter, J. Pyfer, L. Xittel, K. Roth. Principles and Methods of Adapted Physical Education and Recreation. N.p.: McGraw Hill, 2009. ^ T. Lowe, US Department of Education (personal communication, October 15, 2009). ^ PE Central: Adapted Physical Education Web Sites ^ Cesa #7 http://www.specialed.us/pl-07/pl07-ieppro.html ^ Conatser, P., & Summar, C. (2004, September/October). Individual Education Programs for Adapted Physical Education. Strategies, 18(1), 35-28. ^ "Transition" http://dictionary.reference.com/. Retrieved May 9, 2010. ^ Cortiella, Candace (2004). IDEA 2004 Close Up: Transition Planning. http://www.sacramentoasis.com/docs/7-13-07/idea_2004_close_up.pdf ^ http://idea.ed.gov/download/statute.html Congress (2004) Individuals with Disabilities Education Improvement Act of 2004. ^ Harner, C., & Heal, L. (1993). "The Multifaceted Lifestyle Satisfaction Scale (MLSS): Psychometric Properties of an Interview Schedule for Assessing Personal Satisfaction of Adults with Limited Intelligence". Research in Developmental Disabilities, 14, 221-236. ^ a b c Modell, S. J., & Megginson, N. L. (February 2001). Life After School: A Transition Model for Adapted Physical Educators. JOPERD, 72(2), 45-48. ^ NCPAD:Videos ^ Camp Abilities Brockport: Home ^ Transition - TWU Project INSPIRE - Texas Woman's University Scope retrieved on April 12, 2008 www.scope.org.uk Muscular Dystrophy information retrieved on April 10, 2008 http://twu.edu/inspire/Fact-Sheets/muscdys.htm Modell, Scott J., & Megginson, Nancy L. (2001). Life After School: A Transition Model for Adapted Physical Educators. JOPERD. 72(2), 45-48. Krueger, Deborah L., & DiRocco, Patrick (2000). Obstacles Adapted Physical Education Specialists Encounter When Developing Transition Plans. APAQ. 17, 15. http://web.ebscohost.com/ehost/detail?vid=1&hid=120&sid=045e7655-60b9-4237-8cd6-49f0dd2547eb%40sessionmgr109