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Chapter 2

Chapter 2. Program Organization and Management. Identifying Special Needs Students. Referral (parents, teachers, physicians, school nurse, admin, judicial officers, government agency, themselves) In some cases, the disability is obvious, in other cases, not.

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Chapter 2

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  1. Chapter 2 Program Organization and Management

  2. Identifying Special Needs Students • Referral (parents, teachers, physicians, school nurse, admin, judicial officers, government agency, themselves) • In some cases, the disability is obvious, in other cases, not. • Assessment to determine a student’s status • Who conducts the assessment?

  3. Continuum of Alternative Instructional Placements in Physical Education

  4. Level 1 – Inclusion (non-supported) Inclusion means educating students with and without disabilities within the same environment. • Previously termed “mainstreaming”

  5. Discussion • What is the relationship between inclusion and the least restrictive environment?

  6. CT Legislation • “PJ Case” (1991) - The Settlement includes five goals for children with ‘mental retardation’ (now referred to as ‘intellectual disability’ or ID) • increase in the percentage of students with ID placed in regular classrooms more than 80 % of the day with non-disabled students (Note: this does NOT mean 80% of children with disabilities need to be included in typical classrooms, only that there be an increase in numbers of children with ID who are included). • reduction in the disparate identification of students with ID by race, ethnic group or gender. • increase in the percentage of the school day that children with ID spend with non-disabled students. • increase in the percentage of students with ID attending their ‘home’ school • increase participation of students w/ ID in school-sponsored extracurricular activities with non-disabled students

  7. Some Important Points About Inclusion • Inclusion is a powerful education movement rather than a legal mandate. • Inclusion is based on the philosophy and belief that a separate education is not an equal education. • Total inclusion differs from the LRE approach

  8. Inclusion Benefits • A more stimulating and motivating environment • Enhances the development of social and play skills (contact theory) • Promotes friendship and understanding among students with and without disabilities • Provides well-skilled role models

  9. Inclusion Potential Drawbacks • Less attention from teacher • Less time on task • Teachers not adequately prepared • Regular education students held back • Expensive *******Providing support services and teacher training are the keys*********

  10. Program Org: Class Size and Type • Special needs students require more attention and assistance from the teacher. Therefore, the potential exists for biased instruction. • Balance the needs of all students • As student teachers, you will complete an interaction analysis to look for bias in your instruction, disability is one area you may select.

  11. Program Org: Class Size and Type If possible, as a new teacher request smaller class sizes in proportion to the number of special needs students (easier said than done). Affected by supplementary aids and services May be determined by state and local policy

  12. Program Org: Class Size and Type • Recent email from CCSU grad: • Oh and get this.. large classes and on top of that the adapted students will come in and join a class which means for example i have a 3rd grade class of 29 students and then 7 adapted pe students come in and join that. • Sept, 2008

  13. Program Org: Time Requirements for APE • Frequency and duration should at least equal that of students receiving regular physical education programs. • Often require additional PE • Time for physical education should not be supplanted by athletic activities or indirect services such as PT or OT.

  14. Developing an APE Program -General Outline Some school districts develop an adapted physical education program or curriculum. This depends entirely on your district.

  15. Developing an APE Program -General Outline • Class of Disability • Emotional, intellectual, behavioral, perceptual, severe, others) • Specific Disability • CP, autism, ADHD, downs, visual impairment, etc Philosophy Programmatic Goals Organizational Method (one of two choices)

  16. APE Program Components • Common Teaching Strategies/Suggestions • List of general modifications • - Equip, boundaries, time, rules, cues, etc • Possible Objectives • - Sensory motor, perceptual motor, locomotion, non-locomotion, balance, eye-hand coordination, eye-foot, general coordination, creative movement, personal fitness, social development, self-image • Units (examples: fine motor, fitness, yard games) • Outcomes, activities, assessments, resources • General Assessment Techniques • Statement on inclusion of student with disabilities in regular PE classes

  17. Group work on APE programs • Be ready for questions about your program

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