APE PROGRAM DESIGN MODEL
This theoretical program design model intersects in such a way that depending on where you are in the program design process, offers a guide to help facilitate planning. For example, if an APE specialist was asked to consult on how to better include a student with a disability in the currently established GPE program, the program development-student-adaptation and support relationship of the model helps to address these needs. Further applications of this model may be addressed; such as starting a new physical education program from the ground up for a student with a disability, qualifying students for APE, or determining the least restrictive environment. Possible applications of the model may also be utilized to address response-to-intervention as a high-quality educational technique for students who experience failure in GPE.
Student-Teacher-Collaborator Relationship
This theme describes the relationship between the student and teacher and how they intersect with collaborators. Before determining what to teach each student with a disability, the APE specialist or GPE teacher should refer to the Student-Teacher-Collaborator flow chart to gather important information regarding the student.
Identifying whether curriculum has been established or not may determine what type of assessments to utilize in determining student’s needs and whether current placement is least restrictive. Identifying student’s physical education needs should be based on comprehensive skill assessments appropriate for their current ability in order to establish a valid baseline of current performance; such information may already be established on the student’s IEP. If the student does not have a current IEP, the APE specialist or GPE teacher will use the information derived from assessments to outline measurable goals and objectives on the IEP. Identifying student’s physical activity interests can be accomplished through informal or formal conversations with the student. Collaborating with essential personnel will add additional insight into the students’ needs outside the physical education environment that may impact physical activity participation. Essential personnel may include any provider listed on the students Interdisciplinary or IEP team; this may include but is not limited to the APE specialist, GPE, SPED, and/or GE teachers, Physical and/or Occupational Therapists, School Administrators, and Parents. Additionally, collaborating with parents provides additional insight regarding the child’s physical activity interests outside of school that the APE specialist and/or GPE teacher can use to help connect families to available community sport, leisure, and recreational opportunities. Moreover, parent collaboration may add valuable information unique to the student that may facilitate appropriate behavior or student management.
Teacher Expertise-Program Development-Framework Relationship
This theme describes the relationship of teacher expertise and how it interacts with program development through evidence-based teaching strategies and frameworks. Once information regarding the student’s current physical education program, physical education needs based on comprehensive assessments, physical activity interests, and any additional needs established by related service providers is gathered, the APE specialist or GPE teacher should refer to the Teacher Expertise-Program Development-Framework flow chart.
APE specialists or GPE teachers utilize their knowledge of curricular content, disability, evidence-based teaching strategies and methods to appropriately integrate the student’s individual goals and objectives into the current physical education curriculum; or, to establish a curriculum based on their individual goals and objectives. Professional development is a vital part of staying up to date into current curricular content trends such as, how to design programs, how to implement appropriate adaptations, how to identify supports needs that may be associated with certain disabilities, and what the current evidence-based teaching strategies are.
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Program Development-Student-Adaptation & Support Relationship
This theme describes the relationship of developing a physical education program based on the individual needs of the student using adaptations and support services. To determine what to teach and how to successfully meet the students’ needs, the APE specialist or GPE teacher should refer to the Program Development-Student-Adaptation & Support flow chart.
Regardless of whether there is current physical education program in place or not, the APE specialist or GPE teacher should integrate the students IEP goals and objectives into the program they modify or develop under the confines of available resources; equipment and/or facilities. Utilizing adapted community programs is a great option for those who may have limited equipment available to them or lack specialized equipment that may be necessary to ensure successful physical activity participation. To help identity adaptations needed, considerations should be made regarding the activity, equipment used or needed, the physical, social, and temporal environment, and instructional strategies used to implement the program. Additionally, if not already established on the students IEP, considerations should be made to determine if any supplemental aids and/or services are needed to supplement instruction such as, communication devices, transportation, and/or support services such as a classroom aide, physical therapy, occupational therapy, and/or behavior supports.
Program-Implementation & Evaluation Relationship
This theme describes the relationship program implementation and student, program, and teacher evaluation. To determine how the program should work as a whole, the APE specialist or GPE teacher should refer to the Program-Implementation & Evaluation flow chart.
Learner-Centric frameworks are suggested to design your physical education program while incorporating multiple means of representing information, multiple means of engaging the learner, and multiple means of expression. Utilizing multiple methods of representing information, such as using verbal cues or picture boards, allows for greater success in reaching the learning needs of all students. Utilizing multiple means of engaging the learner, optimizes individuality, increases intrinsic motivation and enables greater self-regulation. Utilizing multiple methods of expression, such as self-assessments, rubrics, exit-slips, enhances the capacity to monitor student progress, guides appropriate goal setting and supports continued program development.