Success for Every Student in Physical Education

1. Success for Every Student in Physical Education Meeting the needs of all of our students Presented by: Sarah Starr Physical Education Teacher Carl Sandburg Learning Center

2. A little about me • Originally from Pittsburgh, PA • Received my Bachelor's Degree from Slippery Rock University • Only had one course in Adapted PE • Masters in Educational Leadership from Hood College • Currently enrolled in PBIS Graduate Certificate Program • Taught in MCPS for 7 years • Started at Carl Sandburg as a first year teacher

3. The Carl Sandburg Learning Center • One of the only separate special education schools in MCPS • Located in Rockville • Has 120 students with moderate to severe disabilities • Students are placed through a CIEP process • Class sizes range from 6-10 students • The media, art, music and PE teachers are the only gen ed teachers in the building

4. Outcomes of this Presentation • By the end of this presentation, we will have: • Developed a further understanding of the conditions of Autism, Emotional Disorders, Intellectual Disabilities, and other health impairments and how it can effect teaching and learning in Physical Education • Received tips from the trenches with strategies that assist in teaching PE to children with special needs • Shared methods and techniques of working effectively with Para Educators • Discussed methods to adapt the MSDE PE curriculum to meet the needs of all students • Participated in movement activities CSLC students enjoy • Discussed how to involve special needs students in the community • Explained how to work with other educators to develop interdisciplinary instruction to increase student achievement in all content areas • Shared questions and feedback during a question and answer session

5. What is Autism? • Autism is a spectrum disorder, and although it is defined by a certain set of behaviors, children and adults with autism can exhibit any combination of these behaviors in any degree of severity. Two children, both with the same diagnosis, can act completely different from one another and have varying capabilities. (Autism Society of America) • The cause is unknown • Autism effects 1 out of 110 children and 1 out of 70 boys • The rate of increase in diagnosis is 10%-17% a year (Autism Speaks)

6. Characteristics of Autism • Insistence on sameness; resistance to change • Difficulty in expressing needs; using gestures or pointing instead of words • Repeating words or phrases in place of normal, responsive language • Laughing (and/or crying) for no apparent reason; showing distress for reasons not apparent to others • Preference to being alone; aloof manner • Tantrums • Difficulty in mixing with others • Not wanting to cuddle or be cuddled • Little or no eye contact • Unresponsive to normal teaching methods • Sustained odd play • Spinning objects • Obsessive attachment to objects • Apparent over-sensitivity or under-sensitivity to pain • No real fears of danger • Noticeable physical over-activity or extreme under-activity • Uneven gross/fine motor skills • Non-responsive to verbal cues; acts as if deaf, although hearing tests are in normal range • (www.autism-society.org)

7. What is an Emotional Disorder? • IDEA defines serious emotional disturbance (SED) as: (A) An inability to learn that cannot be explained by intellectual, sensory, or health factors;(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers;(C) Inappropriate types of behavior or feelings under normal circumstances;(D) A general pervasive mood of unhappiness or depression; or(E) A tendency to develop physical symptoms or fears associated with personal or school problems." [Code of Federal Regulations, Title 34, Section 300.7(b)(9)]

8. Characteristics of Emotional Disorders • Hyperactivity (short attention span, impulsiveness); • Aggression/self-injurious behavior (acting out, fighting); • Withdrawal (failure to initiate interaction with others; retreat from exchanges of social interaction, excessive fear or anxiety); • Immaturity (inappropriate crying, temper tantrums, poor coping skills); and • Learning difficulties (academically performing below grade level) • Disoriented thinking and major mood swings (overall odd behavior) • www.nichcy.org

9. What is an Intellectual Disability? • Previously known and Mental Retardation is defined in IDEA as “significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child's educational performance." [34 Code of Federal Regulations §300.8(c)(6)] • www.nichcy.org • The most common causes are: • Genetic Conditions • Problems during pregnancy • Problems during birth • Health problems

10. Characteristics of Intellectual Disabilities • Deficits in memory and motivation   • Inattentive/ distractible • Low achievement in academic areas • Deficits in adaptive behavior

11. What is an Other Health Impairment? • IDEA defines this as: having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that—        (i) Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and          (ii) Adversely affects a child’s educational performance. [§300.8(c)(9)]

12. More examples of conditions under Other Health Impairment • Fragile X • Epilepsy • Fetal Alcohol Syndrome • Kabuki Syndrome • Williams Syndrome

13. While it is beneficial to know background information about a student with a disability, nothing is more important or more effective in teaching and learning than getting to know that student, as the person they are, and respecting them as an individual. You have the power to believe in a child when no when else does!

14. Areas to be aware of when teaching students with special needs in Physical Education

15. Processing Time • Also known as wait time (Cognitive) • Students may appear to be off task when they simply need more time to process the information (example) • We can assist these students by: • Adjusting the lesson to allow the student to have more time to process • Continuing to talk at the student is not effective

16. Motor Planning • Effects the students ability to sequence movements (psychomotor) • May struggle with • Dance routines • Demonstrating sports skills like overhead throw • Skipping • We can assist these students by • Breaking the skill down into smaller parts and teaching one at a time • Allowing for repeated practice • Giving the student picture cues or chart of the skill

17. Sensory Regulation • Effects the students ability to regulate their senses and can be uncomfortable for the student • Student may be hyper/hypo sensitive to noise, touch, smell, lights, etc… • The cause could be internal and have nothing to do with the outside environment • The causes can be inconsistent and every changing

18. Sensory Regulation • Looks like • Student with hands over ears • Student trying to run out of the room • Student jumping up and down • We can help these students by • Speaking with other staff to find out how these issues are dealt with • Asking the student what they need • Allowing a student in crisis a break • Working with the student in desensitizing them to environments

19. One way to teach Sensory Regulation is through Yoga • This is a unit my student’s love! • Let’s practice a couple of poses.

20. Tracking • Ability to follow or track an object or person • May struggle with: • Volleying • Striking • Catching • We can help these students by: • Using objects that travel slower to track such as balloons or scarves • Allow for extra practice

21. Comprehension • Effects the students ability to retain information • May struggle with • Completing assessments • Recalling what was taught last class • We can help these students by: • Allowing for repeated practice • Making lessons meaningful and enjoyable to the student

22. Social Skills • Ability to read verbal and non verbal cues, being able to effectively communicate with others, and follow a society’s rules of conduct • May struggle with • Taking part in group activities from basketball to duck duck goose • Sharing equipment • Loosing a game • Not getting “their way” • We can help these students by: • TEACHING THEM THE SOCIAL SKILLS THEY NEED! • Allowing opportunities for practice • Praising the student when progress is observed

23. PE and its connection to Social Skills • In my opinion, PE is sometimes the only area where students with developmental challenges are directly taught social skills • This area is by far the place I feel I have made the biggest impact on my students • Your support in teaching these important LIFE Skills to these students is amazingly powerful

24. At times it may appear to be easier to just allow the special needs student to “skip” the areas that he or she struggles with. But these are the students who need our expertise more than anyone and with modifications and good teaching, the student will make improvements and learn!

25. Tips from the Trenches

26. Really get to know your students! • This means: • Likes/Dislikes • Strengths/Weaknesses • PE • Other subject areas • Life Skills • Preferred learning styles • The student feels you genuinely care about them • A way to accomplish this is through: • Discovery Lessons • Observations during recess, lunch, classrooms, etc… • Attend after school or community events

27. Routines and Consistency • IT’S HUGE! • Model some of the routines I use in my classroom • Items that help with this are: • Schedule boards • Picture symbols • Google Images • Boardmaker

28. Music, Music, Music • My students love it • A great way to start or stop an activity • Helps students stay on task • Great way to increase fitness levels

29. Behavior/Classroom Management • You must plan each lesson answering the question, “What is it my students are expected to learn today and how do will they demonstrate that!” • Time out is rarely effective • Many of my students enjoy it • Use a timer • CSLC’sPBIS program • PAWS (Positive Actions with Students) • PAWS charts • Extra Practice • Answer why is the student off task and how can I work with them to be successful? • Goal should be to keep them in class and in the lesson

30. How to work effectively with Para Educators • Develop a working relationship • Learn their names • Understand each para educator comes into your class with a different skill set • Athletes to non athletes • Understand the complexities and draining effects of the job • May come to your class exhausted

31. How to work effectively with Para Educators • Beginning of class, briefly explain the objectives of the lesson or write them somewhere • Have a plan ahead of time to share with para educator on how he/she can support you in this lesson • Some examples of ways para educators can support lessons in PE are: • Giving more individualized instruction • Taking data • Behavior management and delivering reinforcers • Setting up/cleaning up equipment • Para educators are a great resource to learn more about a student with special needs • They usually spend more time with the students than anyone • Website for more info: http://www.pecentral.com/adapted/paraeducators.html

32. Adapting/Modifying the curriculum to meet all students’ needs • What is the difference between adapting and modifying? • Examples of units taught at CSLC and how to it ties to grade level curriculums (handouts) • Brief demonstrations of what these units looks like and how learning is assessed Establish a plan to achieve a personal fitness goal as measured and monitored by student goal sheets, running data, etc… with 100% success ( III.5.4) Examine and demonstrate the fitness components of muscular strength and endurance through the completion of the Sandburg Yoga Unit as measured by a teacher created checklist and student self-check worksheet(V.3.2b)

33. Let’s have some fun! • Here are some activities my students really enjoy: • Not in my backyard • Yoga • Bear Scare • Reverse Tag • Animal Hide n’ Seek • Knock Down the Buckets • Shipwreck • Locomotor Round Up • Listen and Move (Greg and Steve) • Freeze Dance (Greg and Steve)

34. Helping our students with special needs participate in the community • PE teachers are looked to as a resource for community resources for athletics • Here are some websites for programs for students with special needs • www.keengreaterdc.org • www.playsportsplus.org • I also recommend students to local community athletic organizations • With modifications, many students can play on teams and get that experience successfully

35. Increasing overall achievement through Interdisciplinary Instruction • As a physical educators, we often hold the key for many students with special needs to learning other academic content • Reading • Math • Science • Social Skills • Working with other staff in planning, teaching, and assessing lessons has many benefits • You learn more and become a better educator • Your co-workers also learn • Your students learn more effectively

36. Learning something new everyday

37. Feedback/Questions??? • Please feel free to contact me: Sarah Starr Carl Sandburg Learning Center Montgomery County Public Schools Sarah_C_Starr@mcpsmd.org