Assessment and Children with Disabilities

1. Assessment and Children with Disabilities

2. Ecological Model for Assessment • Determine who qualifies (eligibility) • Determine what to teach (program plan) • Determine how to teach it (instruction) • Determine where to teach it (placement) • Determine how often to teach it (time) • Determine who will teach it (support) • Determine how well it was taught (evaluation) assessment

3. Determining Who Qualifies • What assessment data would justify a child not qualifying for adapted physical education? • What assessment data would justify a child requiring “special accommodations” to be successful in GPE but without IEP goals and objectives? • What assessment data would justify a child qualifying for APE services including goals and objectives on his/her IEP? assessment

4. Who Qualifies: Areas to Assess • Fitness: Areas to Assess • Endurance • Flexibility • Strength • Body composition • Fitness: How do you assess it? * What level of fitness would not qualify a child, might require accommodations, or would qualify a child? assessment

5. Who Qualifies: Areas to Assess • Motor ability: Areas to Assess • Balance • Speed • Agility • Eye-hand/eye-foot coordination • Body and space awareness • Motor Ability: How do you assess it? * What level of motor ability would not qualify a child, might require accommodations, or would qualify a child? assessment

6. Who Qualifies: Areas to Assess • Motor Development: Areas to Assess • Motor milestones • Fundamental object control • Fundamental Locomotor skills • Motor Development: How do you assess it? * What level of motor development would not qualify a child, might require accommodations, or would qualify a child? assessment

7. Who Qualifies: Areas to Assess • Sport Skills: Areas to Assess • Sport skills • Ability to play the game • Knowledge of the game • Being able to play safely • Sport Skills: How do you assess it? * What level of sport skills would not qualify a child, might require accommodations, or would qualify a child? assessment

8. Who Qualifies: Areas to Assess • Social/Behavior Skills: Areas to Assess • Self control • Following directions • Staying on task • Cope with frustration and conflict • Positive attitude • Safety skills • Social/Behavior Skills: How do you assess it? * What level of fitness would not qualify a child, might require accommodations, or would qualify a child? assessment

9. Determining What to Teach • Create a top-down plan (what assessment information would you need?) • Define targeted skills within top-down plan. • Determine student’s PLOP on targeted skills (how would you assess these skills?). • Develop student’s IEP goals and objectives to match PLOP. assessment

10. Determine How to Teach • How Do You Determine Necessary: • Instructional modifications • Curricular modifications • Equipment modifications • Think about … • What is “too much” modifications? How do you know? • What is “not enough” modifications? How do you know? assessment

11. Determine Where to Teach • What assessment data would justify the following placement decisions: • General physical education – no support • General physical education – support • Part time general part time pull-out APE • Full time pull-out APE small group • Full time pull-out APE one-on-one assessment

12. Determine Who Will Teach • What assessment data would justify the following types of support decisions: • Peer from same class • Older peer from different class • Paid teacher assistant • Specialist (APE, PT, OT) assessment

13. Determine How Often to Teach • What assessment data would justify the following amount of service: • Consult (varying amounts per week/month) • 30 minutes direct service • 60 minutes of direct service • 90 minutes of direct service assessment

14. Determine How Well It Went • What assessment data would let you know that a student is making adequate progress towards his/her goals and objectives? • What assessment data would let you know that your program is effective for the majority of students you serve? assessment