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This overview focuses on essential elements of Adapted Physical Education (APE) as outlined in Dr. Johnson's program. It discusses the purpose, aims, and goals of APE, emphasizing the identification of students with unique needs, the referral process, and the importance of the least restrictive environment. The document elaborates on different levels of service within APE, the benefits and challenges of inclusion, and the functions of adapted teachers. Additionally, it addresses concerns about class size, scheduling, facilities, and program evaluation to ensure effective delivery of APE programs.
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ChApter 2:Program Organization and Management PED 383 Dr. Johnson
Important aspects of APE • Purpose • Aims • Goals • Standards • Objectives
Identifying students • Procedures to identify those with unique needs. Screen … • All new students • Students with disabilities • All students annually • Referrals • Students requesting exemption for physical education
Where do referrals come from • Parents or guardians • Professional staff members in school districts • Physicians • Judicial officers • Representatives of agencies with responsibilities for student welfare, health or education • Students themselves (must be 18)
Least Restrictive environment • Educate students with disabilities in classrooms with students who are not disabled to the maximum extent appropriate. • Levels of continuum
Levels • Level 1 • Regular class placement • Level 2 • Regular class placement with support service assistance • Level 3 • Regular class placement with supplementary or resource room assistance • Level 4 • Part time special class placement • Level 5 • Full time special class
Levels Continued • Level 6 • Part-time individualized classroom • Level 7 • Full-time individualized classroom • Level 8 • Special schools • Level 9 • Hospital or treatment center
Inclusion - positives • More stimulating and motivating environment • Increased opportunities for students with disabilities to develop social skills and age-appropriate play skills • Promotes the development of friendships among students with and without disabilities • Provides skilled role models – fosters development of skills in all developmental domains
Inclusion - negatives • Receives less attention and time on task than classmates do. • Teachers are not adequately prepared for successful inclusion and do not possess the interest and motivation to teach in inclusive settings • Students without disabilities will be held back in their educational development • Inclusion is too expensive when providing support services • Schools use inclusion as a way to save money by reducing support services
Functions of Adapted Teachers • Identify unique needs • Determine appropriate instructional settings and support services • Individualize instruction • Adapt activities • Promotes interaction and interplay • Meets the needs of all students • Improves or maintains self-esteem • Provides physical activity • Provides a safe experience for all • Prepares regular physical education for inclusion • Prepare support material
Additional Concerns • Class size • Normal – 30 • Adapated – 6 or 12 • Scheduling • Same or different times • Time requirements • At least equal to regular physical education • Sports programs • Facilities • Budget • Grants through IDEA when using IEP
Those running the programs • Director of Physical Education • In charge of those factors previously discussed • Adapted Physical Educator • A person trained in APE to provide leadership and direct teaching in APE • Regular Physical Educator • Assists in several factors of APE and helps Adapted Physical Educator • Nurse • Physicians • Coaches • Paraeducators • Provide assistance to teacher
General Program Evaluation • Must evaluate just as other programs • Recommended every 5 years • Use data to support conclusions • May include…. • Organization and management • Curriculum • Instruction • Attendance • Personel • Facilities • Administrative procedures
