STUDENT
Component Areas: Placement, Assessment, Individualized Education Plans (IEP), Transition Services, Student Interests
PLACEMENT
Physical education for students with disabilities should take place in the least restrictive environment (LRE). The goal for all students is to succeed in general physical education without supplementary aids or services; the least restrictive of all placements. Refer to the Physical Education Placement Continuum to determine the placement that best supports the needs of the students. Depending on the needs of the students, they may move up and down the continuum. The further down they move, is considered more restrictive. To determine the students physical education needs, a comprehensive needs assessment should be preformed. |
Adapted Physical Education Referral Form Example. Used with permission from the Canyons School District
ASSESSMENT
Click here to link to the full assessment page.
Assessment Do's and Don'ts:
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PRESENT LEVEL OF PERFORMANCE (PLOP)Student's PLOP will guide you in several areas:
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INDIVIDUALIZED EDUCATION PLAN (IEP)
What is an IEP? A detailed written plan to meet the educational need of a student with a disability.
Purpose of an IEP? A mode of communication between the administrators, teachers, related service personnel, students, and their guardians. An evaluation tool to ensure the student is making progress. And a compliance document to ensure the development and implantation of the IEP. Refer to the IEP Process graphic for the steps in the IEP development process. Possible Participants of the IEP Meeting: Parents, representative of public agency, student (optional), GPE, APE, private school rep (if necessary), other possible members (PT, OT, Speech, Behavior, lawyer, etc.) Consideration when Developing IEP:
Contents of IEP:
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TRANSITION SERVICES
Sample Transition Service Needs Survey from Salt Lake District*
Note* Contact your special education teacher or school administrator to determine who is in charge of your district’s transition services. |
What are Transition Services? A coordinated set of activities for a student with a disability that are designed through an outcome-oriented process promoting movement from school to post-school activities. Specifically, transition services in independent living skills and community participation promote lifetime physical activity participation.
Other Transition Services include vocational training, integrated employment, on-the-job training, continuing adult education, post-secondary education, employment, and adult living skills. Purpose of Transition Services? To determine students individual needs, physical activity preferences, and other interests; instruction, related services, community experiences, and individual interests. |
Other transition considerations:
Moving from Home to Elementary, Elementary to Middle School, Middle School to High School, High School to Post-High.
GPE to APE or APE to GPE. Old School to New School. Or any other physical education/activity change.
Moving from Home to Elementary, Elementary to Middle School, Middle School to High School, High School to Post-High.
GPE to APE or APE to GPE. Old School to New School. Or any other physical education/activity change.
- Communication between current teacher and new teacher.
- Parent/Guardian meeting with current teacher and new teacher.
- Orientation to new school, curriculum, and practices (ie: bus drop offs, pick-ups, rules, etc. )
- Slow integration into new classroom, if possible. Follow the continuum of services as appropriate.
INTERESTS
Teaching students based on their interests? Is there really any other way to teach?
- Find out what sports and/or games your students are interested in learning
- Ask your students what recreation opportunities they participate in
- Talk to families and find out what home activities your students participate in