KIN 579: Inclusion Practices in Adapted Physical Education By: Jenna M. Filipone

1. A Team Approach To Inclusion In Physical EducationChapter 3You Tube Video Link: http://youtu.be/UJS9vlcOHUw KIN 579: Inclusion Practices in Adapted Physical Education By: Jenna M. Filipone

2. OBJECTIVES • Define what a collaborative team is • Identify the key professionals who are members of a collaborative team • Explain what each team members job entails • Understand the importance of communication in a collaborative teaming • Explain how team members can help support inclusion in Physical Education

3. BACKGROUND INFORMATION • IEP – Individualize Education Plan • IDEA 2004 • Stated that…an IEP should be created by a “team” of people which should include the student, the parent, the classroom teacher, the special education teacher, therapists, and a representative from a local agency • Before IDEA 2004 “Pull out Method.” • “TEAM” Approach • Allows for shared resources, experiences and knowledge • There is no “I” in TEAM.

4. WHAT IS A COLLABORATIVE TEAM? • It is when two or more people work together to share information and responsibilities to achieve a common goal • Created by combining two models • Trans-dicipinary Model: Parents and teachers share techniques with out any limitations, allows for the child to be more independent when participating in age appropriate activities and routines • *Problem: Students taught in Isolation • Integrated Therapy Model: Therapy is conducted within a functional manner

5. CHARACTERISTICS OF A COLLABORATIVE MODEL • Equal participation, shared responsibility, inter-dependence and utilization of functional settings • Equal participation by family members and educational service providers • Equal participation of all school disciplines to create efficient IEP goals • Decision made on the priority of accomplishing goals set at home, school and community • Attention of all team member in monitoring and communicating the needs and skills of the child • Combination of all team members to activity develop confidence and competence needed to help students achieve the IEP goal • Collaboration of problem solving techniques and responsibility for students learning across all spectrums of the education plan ***Reference Table 3.1 page 31

6. P.E.I.T • Physical Education Inclusion Team • It is made up of team members who can successfully plan and implement the physical education aspects of an IEP • Special education teacher and the general physical educator • Plan alternative activity for disable child to participate in during PE class which are targeted toward one of their IEP goals

7. MEETING WITH PHYSICAL EDUCATION INTEGRATION TEAM • Combination of GPE and APE views • ROLE RELEASE • Role Extension where members of the team share their role in the education plan • Role Enrichment where team members share their teaching practices with others • Role Expansion where team members describe how to utilize their teaching practices into other disciplines Release  Enrichment  Expansion • Communication is KEY to success ***Reference Figure 3.2

8. COLLABORATIVE TEAM MEMBERS • These members include… • Adapted Physical Educator • General Physical Educator • Building Principle • School Nurse • Physical Therapist • Occupational Therapist • Recreational Therapist • Speech therapist • Audiologist • Vision Therapist • Orientation and Special Mobility • Para Professional • Parent • Student with Disability

9. TEAM MEMBERS: APE & GPE • ADAPTED PHYSICAL EDUCATOR • Critical team member who provides info on motor performance • Assist in assessment, program planning, writing individualized PE plans, participating in IEP meetings, and implementing programs for students with disabilities, consulting with GPE, parents, fitness consular and advocating for the child in PE and sport activities • GENERAL PHYSICAL EDUCATOR • Shares critical information pertaining to PE that no one else can provide • Keep an open mind about inclusion, attend as many IEP meetings as possible, provide input about Physical Education program for the child with disabilities

10. TEAM MEMBERS: SPECIAL EDU, BUIDLING PRINCIPLE, & SCHOOL NURSE • SPECIAL EDUCATOR • Primary advocate, planner, supporter and organizer for a student with disabilities • Develop and assist in the implementation of IEP, coordinates all support and related services a teacher needs, communicates important information to other team members, and assists in training peer tutors and Para-professional • BUILDING PRINCIPLE • Responsible for everything that place in his or her school. • NOT directly involved with programming • Can provide important resources • SCHOOL NURSE • Involvement varies occurring to the level and extent of the disability • Give medication, monitor health, and carry out medical procedures • Act as a consultant to the team

11. TEAM MEMBERS: PT, OT, & RECREATIONAL THERAPIST • PHYSICAL THERAPIST (PT): • Helps improve gross motor movements, daily living skills, utilization of assisted devices, and preventing the onset and/or slowing the progression of conditions resulting from injury, disease or other causes. • OCCUPATIONAL THERAPIST: • Helps improve, develop or restore functions impaired or lost though illness, injury or deprivation • Help individuals preform activities of daily living, self help skills, and fine motor skills • RECREATIONAL THERAPIST: • Helps assess leisure functions, therapeutic recreation services, recreation programs in schools and community agencies, and leisure education • Provides many programs for students like music, art, dance, drama, camping, sports, horticulture, and fitness • Doctor referral needed - Commonly work at children hospitals or rehab centers

12. TEAM MEMBERS: SPEECH THERAPIST, AUDIOLOGIST, VISION SPECIALIST, & ORIENTATION/SPECIAL MOBILITY • SPEECH THERAPIST: • Helps diagnose specific disorders, provides speech and language services to provide communication disorder, and provides support to the student, parent, and teachers • AUDIOLOGOIST: • Help determine the degree of hearing loss, the current hearing abilities and safety precautions for the child • VISION SPECIALIST: • Help encourage movement, stimulate the use of all senses, teach rereading sills and brail reading skills

13. TEAM MEMBERS: PARAPROFESSIONAL, PARENT, & STUDENT • PARAPROFESSIONAL: • Most one-on-one contact with the student during the school day • Help monitor the students behavior and collect data on the child’s behavior and academic progress • NOT responsible for the initial design and development of the education plan • PARENT: • IDEA 2004 states that 1 parent/guardian must be present at each IEP meeting or at least given an opportunity to attend the meeting • Important to attend meeting because they have the most knowledge about the child • STUDENT: • Should be included in IEP meeting when appropriate • More committed and motivated to work toward achieving them • Teachers the child to be their own advocate

14. COMMUNICATION: KEY TO SUCCESS • How team members communicate is actually more important then what they are communicating. • Ways to communicate effectively • Establishing open channel to communication • Gain acceptance with team members • Create Trust with other team members • Manage conflict • Listen with intent to fully understand

15. SUMMARY • Many people are involved in the education plan for a child with disabilities • ALL team members NEED to work together sharing info to help make important decisions regarding a students educational program • General PE teacher NEEDS to gets involved to better service the child/children in their class. • COMMUNICATION IS KEY!!

16. Work Cited • Block, M. E. (2006). A teacher’s guide to including students with disabilities in general physical education. (3rd ed.) Baltimore, MD: Paul H. Brooks Publishing Co. • Lieberman, L., Houston-Wilson, C. (2009). Strategies for inclusion. (3rd ed.). Champaign, IL: Human Kinetics Publishers