Adaptive Physical Education Resource Guide
South Huntington
Union Free School District
Adaptive Physical Education
Resource Guide
Everybody Plays!
Table of Contents
What is Adaptive Physical Education?
Who can teach Adaptive Physical Education?
Who receives Adaptive Physical Education?
General Education Teachers Role
Physical Education Timeline
Adaptive Screening
Medical Form
Cross Curricular Units
What is Adaptive Physical Education?
Adaptive physical education is a specially designed program of developmental activities, games, sports, and rhythms suited to the interests, capabilities and limitations of students with disabilities who may not safely or successfully engage in unrestricted participation in the activities of the regular physical education program. The safety of students must be considered when planning and implementing APE programs. The Individuals with Disabilities Education Act requires that special education, including instruction in physical education, be provided at no cost to parents. Adaptive physical education may be supplemented by related services, intramural sports, athletics, or other experiences that are not primarily instructional. However, these services cannot be provided in place of an adapted physical education program.
Who can teach Adaptive Physical Education?
According to Section 135.4 (c) (1) (IV) of Commissioner’s Regulations, instruction in APE for students, ages 5-21, must be provided by a certified physical education teacher. It is recommended that physical educators teaching APE for more than 50 percent of their workload have at least 12 semester hours of teacher preparation in APE.
Who receives Adaptive Physical Education?
In accordance with Article 89 of Education Law and Part 200 of the Regulations of the Commissioner of Education, the Committee on Special Education (CSE) conducts an individual evaluation, determines whether a student has a disability and is eligible for special education programs and services, and develops an individualized education program (IEP). The IEP must indicate the extent to which the student will participate in physical education including adaptive physical education, if appropriate. It is recommended that a certified physical educator conduct the evaluation to determine the need for APE. The CSE must ensure that the evaluation results are discussed and the participation of the evaluator is sought through written and/or verbal means.
General Education Teachers Role
If you have questions or concerns regarding a particular student, refer them to the physical education staff. The student will then be screened and appropriate action will then be taken.
Physical Education Timeline
September
Classroom teachers begin identifying any incoming kindergarten students or any other students that might need or benefit from Adapted Physical Education.
September 30th
Classroom teachers forward all student names to Physical Education Staff for Adapted screening.
October 15th
Physical Education staff will administer Adapted Physical Education Screening.
November 1st
Physical Education teacher will notify principal, nurse, and teacher recommendations for Adapted Physical Education.
December
Physical Education teacher will contact parent to discuss students screening. Send medical form and adapted letter home.
January
Contact Psychologist to amend IEP and set up CSE meeting with parent and CSE committee if necessary.
February
Psychologist will Conduct CSE meeting or amend IEP
March
Follow up with parents to update progress.
April
Discuss with Occupational and Physical Therapist current students that receive services.
May
DIAL -3 teams will forward possible incoming students information to Physical Education teachers.
June
Physical Education teacher will forward list of adapted students to Principal for scheduling of Adapted Physical Education for the following year.
July
August
South Huntington Adaptive Physical Education Proficiency Test
Name: _________________________________________
Grade: _______ Age: ______ Date of Birth: ____________
Date: _______ Screener: ______________________________________
Skills/Criteria
Score
Loco-motor
Run-students will run on a straight line for 20 yards and then return back to starting line.
Gallop-students will gallop (step and slide, feet pointing straight ahead) for 20 yards. Students will then switch lead leg and gallop back to starting line.
Skip- students will skip (step and hop) for 20 yards and then return back to the starting line.
Hop- students will hop on one foot five times and then repeat on the other.
Jump- with two foot take off, students will jump as far as they can, landing on both feet.
Slide- students will slide for 20 yards to the right and then slide back to the left and return to the starting line.
Leap- students will take off on one foot and land on opposite foot.
Manipulative
Catch- students will catch an appropriate size ball (yarn ball) with two hands from 15 feet.
Kick-With a 10 foot approach, students will kick a stationary gator skin ball 20 feet.
Overhand Throw- students will throw a tennis ball against the wall from 20 feet.
Stationary Bounce- Students will bounce a playground ball 5 with one hand and then repeat with the other.
Two Hand Strike- students will strike a wiffle ball off a tee with hands placed correctly on a bat.
Social/Emotional
Self Control- reacts appropriately, demonstrates appropriate behavior and works cooperatively with others
Total Score
0-18: Refer to Adaptive Physical Education
19 and Over: Regular Physical Education
This test is designed to properly assess South Huntington students who may benefit from Adaptive Physical Education. The Adaptive Screening should be administered as soon as a student is identified by a teacher. The student will perform four (4) trials of each skill. The skills assessed will be loco-motor movement, manipulative skills, and social development. Circle appropriate number on rubric and record below. After scores are totaled, notify General Education or Special Education teacher. Forward all completed forms and supporting data to Athletic office.
South Huntington Adaptive Physical Education Skill Proficiency
(3) Consistently (2) Usually (1) Sporadically (0) Never
Run
Gallop
Skip
Hop
Jump
Slide
Leap
A brief period where both feet are off the ground
Arms in opposition to legs and elbows bent
Foot placement near or on line, not flat footed or on toes
A step forward with the lead foot followed by a step with the trailing foot
Brief period where both feet are off the ground
Arms bent and lifted to waist level
Able to lead with both left and right foot
A rhythmical step-hop on alternate feet
Foot of non-support leg is near surface on hop
Arms move in opposition to legs at waist level
Foot of non-support leg is bent and carried in back of body
Non-support leg swings in pendulum fashion to produce force
Arms bent at elbows and swing forward on takeoff
Able to hop on both right and left foot
Preparatory movement includes flexion of both knees with arms extended behind the body
Arms extended forcefully forward and upward, reaching full extension above the head
Take off and land on both feet simultaneously
Arms are brought downward during landing
Body turned sideways to desired direction of travel
A step sideways followed by a slide of the trailing foot to a point next to the lead foot
A short period where both feet are off the floor.
Able to slide to both the right and the left sides
Take off on one foot and land on opposite foot
A period where both feet are off the ground (longer than running)
Forward reach with arm opposite the lead foot
South Huntington Adaptive Physical Education Skill Proficiency
(3) Consistently (2) Usually (1) Sporadically (0) Never
Catch
Kick
Overhand throw
Stationary Bounce
Two Hand Strike
Self Control
Preparation phase where elbows are flexed and hands are front of body
Arms extend in preparation for ball contact
Ball is caught and controlled by hands only
Elbows bend to absorb force
Rapid continuous approach to the ball
The trunk is inclined backward during ball contact
Forward swing of the arm opposite kicking leg
Follow through by hopping on the non-kicking leg
A downward arc of the throwing arm initiates the windup
Rotation of hip and shoulder to a point where the non dominant side faces an imaginary target
Weight is transferred by stepping with the foot opposite the throwing hand
Follow through beyond ball release diagonally across body toward side opposite throwing arm
Contacts ball with one hand at hip height
Pushes with finger tips( not a slap)
Ball contacts floor in front of
( or the outside of) foot on the side of the hand being used
Dominant hand grips above bat above non dominant hand
Non-dominant side faces thrower or tee
Hip and Spine Rotation
Weight is transferred by stepping with front foot
Participates in class enthusiastically
Plays cooperatively and with respect
Works independently
Evaluates own ability and can plan a program to improve skill
Shows concern for others and offers to help peers in skill work and in games.
South Huntington Adaptive Physical Education
Progress Report / End of Year Report
Name: _________________Classification: ___________________________
Grade: _______ Age: ______
Date of Birth: _________Teacher:_____________________________
Date: _______ Screener: __________________________
Please update the progress of your adapted physical education students. This should be done on annual basis to coincide with annual CSE meeting. Focus your report on the three main aspects of their development indicated below. Include their strengths and weaknesses in each of these areas.
Physical:
Locomotion Skills:
Manipulative Skills:
Fitness Level:
Emotional:
Self Control:
Appropriate Reactions/Behavior:
Social:
Interactions with peers and teachers:
Listening Skills:
Cooperation and respectful:
COUNTRYWOOD PRIMARY CENTER
499 Old Country Road
Huntington Station, NY 11746
(631) 812-3300
Fax (631) 812-3344
Karen Siegel Barbara Kenney
Principal Assistant Principal
Dear Parent or Guardian,
This letter is to inform you that your child qualifies for Adaptive Physical Education. Adaptive Physical Education is a specially designed program of developmental activities, games, and sports suited to the interests and capabilities of students with disabilities or that has a medical condition.
Please have your doctor complete the attached medical form and return to the school nurse. If you have any questions or concerns, please contact the Physical Education Department.
Thank you,
Janice Reichert
jreichert@shufsd.org
Rory Sherman
rsherman@shufsd.org
Reference Guide For Students With Special Needs
In A Physical Education Setting
Purpose
The purpose of this section is to help physical education teachers gain insight into the various children with disabilities that they may encounter in both their regular and adapted physical education classes and how to help ensure that each of these students have a positive and successful experience while in physical education class. Information is provided in this section with regards to the name and definition of various disabilities, as well as, common causes, medical concerns, and teaching tips specific to that particular disability. That information has then been supported by instructional and curricular strategies for teaching individuals with disabilities and modifications for teaching individuals with specific disabilities both individual and team sports in the physical education setting.
Diagnostic Categories Recognized by Federal Law
The Individual with Disabilities Education Act has categorized thirteen different disabilities that qualify for special education services. Students who are identified under one of the following categories may be eligible for special education services, including Adapted Physical Education.
1. Autism
2. Deaf-Blindness
3. Deafness
4. Hearing Impairment
5. Mental Retardation
6. Multiple Disabilities
7. Orthopedic Impairment
8. Other Health Impairment
9. Serious Emotional Disturbance
10. Specific Learning Disability
11. Speech and Language Impairment
12. Traumatic Brain Injury
13. Visual Impairment
Fact Sheets
The following section contains information on the disabilities outlined under the diagnostic categories recognized by federal law, as well as, those that fall within one of those categories and others that may not be listed. Please note that the characteristics that are listed do not hold true to every individual diagnosed with that particular disability, as each child is a unique personality.
Autism
Definition: Autism is a developmental disability that is defined as a presence of marked abnormal and impaired development, typically with onset before the age of three, in social interaction, language, and symbolic or imaginative play.
Characteristics: Some or all of the following characteristics may be observed in individuals with autism:
Marked impairment in the use of multiple non-verbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction
Failure to develop peer relationships appropriate to developmental level
A lack of spontaneous seeking to share enjoyment, interests or achievements with other people
Lack of social or emotional reciprocity
Delay in, or total lack of, the development of spoken language (not accompanied by an attempt to use alternative modes of communication)
In students with adequate speech, marked impairment in the ability to initiate or sustain conversation with others
Repetitive use of language or idiosyncratic language
Lack of varied, spontaneous imaginative play appropriate to developmental level
Preoccupation with restricted patterns of interest that is abnormal in intensity or focus
Strict adherence to specific, non-functional routines/rituals
Repetitive motor mannerisms
Persistent preoccupation with parts of objects
Note: You may have some students within your class that have been diagnosed as Pervasive Developmental Disorder (PDD), Asperger’s Disorder, or Rett’s Disorders. PDD is a broad diagnostic category for severe impairment in reciprocal social interaction or communication skills and the presence of stereotypical behavior, interests, and activities. PDD encompass conditions such as Autism, Asperger’s and Rett’s. Asperger’s Disorder is often called “high-functioning” autism. There can be severe and sustained impairment in social interaction, coupled with repetitive, stereotyped patterns of behavior that seriously impact the individual’s function. Unlike autism, there are no clinically significant delays in language, cognitive functioning, self-help skills or adaptive behaviors. Rett’s disorder, which affects only females, is a severe degenerative condition diagnosed by deceleration of head growth between 5 and 48 months. It is also characterized by loss of previously acquired hand skills between 5 and 30 months, loss of interest in the social environment, appearance of stereotyped hand-wringing movements, gait and coordination problems, and severe impairment in language and psychomotor function.
Cerebral Palsy
Definition: Cerebral Palsy (CP) is a non-progressive condition, not a disease, that is caused by damage to the brain, usually occurring before, during, or shortly after birth. Symptoms vary from total inability to control body movements to only slight impairment.
Types of Cerebral Palsy:
Spastic: The individual’s muscles are tense, contracted, and resistant to movement. This makes muscle movement “jerky” and uncertain. These individuals have an exaggerated stretch reflex that causes them to respond to rapid passive stretching with vigorous muscle contractions. Spastic CP is the most common type of CP characterized by hypertonic muscle tone curing voluntary movement.
Athetoid: This type of CP causes involuntary movements of the body parts that are affected. The hands may twist and turn; there is often facial grimacing, and drooling. Posture is unpredictable. It is characterized by fluctuating muscle tone that is sometimes hypertonic and sometimes hypotonic.
Ataxia: This is a disturbance of lack of balance and coordination. Students may sway when standing, have trouble maintaining balance, and may walk with their feet spread wide apart to avoid falling. It is the least common type of CP. It is characterized by poorly conditioned and hypotonic muscle tone.
Down Syndrome
Definition: It is a chromosomal abnormality that results in the development of an extra chromosome. This chromosome changes the orderly development of the body and brain.
Some or all of the following physical characteristics may be observed in individuals with Down Syndrome:
Flat-bridged nose
Looseness of joints
Lack of muscle tone
Protruded abdomen
Short fingers, limbs, and neck
Short stature
Slanting, almond-shaped eyes
Small oral cavity
Structural abnormalities of the lungs, nasal passages, airways, and chest walls
Delays in reflex integration
Tendency to be overweight
Tendency to have antlantoaxial instability; a misalignment of the first two vertebrae of the neck
Varied levels of mental retardation
Some or all of the following motor problems may be observed in individuals with Down Syndrome:
Decreased ability of kinesthetic awareness
Significant decrease in static and movement balance
Other Disease:
Heart Disease: 40-60% of infants with down syndrome have congenital heart disease
ii. Susceptibility to pulmonary problems
Poor Eyesight:
Constant movement of the eyeball
Motor problems are intensified by visual disorders
Poor Hearing:
May have auditory perceptual deficits
Hearing loss results in difficulty learning to speak
Fragile X Syndrome
Definition: It is the most common inherited cause of mental retardation. Fragile X is the result of an abnormally long X chromosome. Gaps or breaks in the long arm of this chromosome are to a folic acid deficiency.
Some or all of the following characteristics may be observed in individuals with Fragile X Syndrome:
Males:
95% of males with the full-mutation are mentally retarded