DAPE

DAPE (Developmental Adapted Physical Education) is a branch of Special Education that shares common beliefs, knowledge, and goals with Physical Education (PE). Its focus is primarily on the psychomotor domain, but it also includes the cognitive and affective domain. DAPE involves itself with specifically designed Physical Education for learners with categorical disabilities that demonstrate a need for this service. DAPE: Special Education instruction for pupils age three through 21 may include development of physical fitness, motor fitness, fundamental motor skills and patterns, skills in aquatics, dance, individual/group games, and sports.

Physical Education promotes a healthy body; develops coordination and motor skills; fosters creativity; and enhances peer interaction and socialization.

Developmental Adapted Physical Education is a service area defined by two areas of instructional support. Each students unique physical, social, emotional and intellectual development is considered when determining how the outcomes are to be achieved. Through an individual approach which recognizes personal interests and abilities, appropriate expectations are determined. Expectations related to rules for participation and evaluation are defined for each activity.

The term Developmental focuses on the outcomes to be achieved as a result of participating in the program. The development of each student’s unique physical, social, emotional, and intellectual needs are considered in determining instructional experiences necessary to achieve the desired outcomes.

The term Adapted focuses on individualizing the instructional process. Instructional adaptations include selecting the setting and environment; determining the pace of instruction; providing appropriate independent and guided practice; and modifying equipment.

Students with conditions such as obesity, temporary injuries, and short-term or temporary illnesses or disabilities are termed special needs students. Special needs students are not eligible for DAPE special education. Provisions for these students must be made within regular Physical Education as described in Minnesota Statutes, section 126.02. (M.R.3525.1352, subp 1)

To qualify for services a student must have an identified disability. The student must also perform below the 7th percentile or 1.5 standard deviations below the mean on a standardized gross motor assessment.

A student may also qualify through informal testing. This may include, but is not limited to; motor skill check lists, parent interview, staff interview, file review of medical history, and/or Physical Education observations that indicate difficulty in the general Physical Education class.

DAPE services are provided in the education setting. Students may meet in a one on one or small group setting in a space provided by the school. Services may also be provided in the general education physical education class with the DAPE teacher or other adult support. The frequency and duration of the D/APE classes are based on each student’s individual needs and addressed in the Individualized Education Plan (IEP).

For placement options it is based on the Least Restrictive Environment (LRE) for the student. This can be a variety of options such as:

-In regular PE class with direction from either regular PE teacher or the DAPE teacher, or both, such as team teaching.

-Individual instruction with the DAPE teacher

-Combination of individual and regular PE

-Regular PE with DAPE teacher providing hands on service based on the PE curriculum during the regular PE class.

There are Individual Education Plan (IEP) goals which are developed based on the student’s performance in the general physical education class and an assessment of gross motor skills. Goals typically are similar to the general physical education program. Most students are working on goals in physical fitness, object control skills, balance, locomotor skills, and/or game strategy. The goals are specific to each student’s ability.

The ultimate goal of the DAPE program is to build recreation skills and enhance fitness to participate successfully in general physical education and life long recreational skills in the community.