Adapted Physical Education in Maryland

1. Adapted Physical Education in Maryland MANSEF Conference 2011

2. Presenters • Baltimore County Public Schools • Linda Webbert lwebbert@bcps.org • Cyndi Naylor cnaylor@bcps.org • Jenny Melnick jmelnick@bcps.org • Beth Marchione emarchione@bcps.org • Frederick County Public Schools (Carroll County Public Schools) • John Perna john.perna@fcps.org • Prince George’s County Public Schools • Scott Geist scott.geist@pgcps.org

3. What is Adapted Physical Education? • The IDEA regulation on physical education, 34 C.F.R. §300.108, states, “The State must ensure that public agencies in the State comply with the following: • General. Physical education services, specially designed if necessary, must be made available to every child with a disability receiving FAPE, unless the public agency enrolls children without disabilities and does not provide physical education to children without disabilities in the same grades. • (b) Regular physical education. Each child with a disability must be afforded the opportunity to participate in the regular physical education program available to nondisabled children unless— • (1) The child is enrolled full time in a separate facility; or • (2) The child needs specially designed physical education, as prescribed in the child’s IEP.

4. Continued (c) Special physical education. If specially designed physical education is prescribed in a child’s IEP, the public agency responsible for the education of that child must provide the services directly or make arrangements for those services to be provided through other public or private programs. (d) Education in separate facilities. The public agency responsible for the education of a child with a disability who is enrolled in a separate facility must ensure that the child receives appropriate physical education services in compliance with this section.”

5. I.D.E.A. Definition of Physical Education • Physical and motor fitness; • Fundamental motor skills and patterns; and • Skills in aquatics, dance, individual and group games, and sports (including intramural and lifetime sports).

6. Code of Maryland COMAR 13A.04.13, Program in Physical Education, specifies the requirement for physical education instruction of children and youth, in grades K – 12. National Standards for physical education and the Maryland State Curriculum for physical education provide the guidelines for the development of physical education programs in Maryland.

7. Maryland State Curriculum for Physical Education • State Standards include: • Skillfulness • Biomechanical Principles • Motor Learning Principles • Exercise Physiology • Physical Activity • Social Psychological Principles • http://mdk12.org/instruction/curriculum/physical_education/index.html

8. State requirements Maryland does not allow a local school system to waive a student’s required participation in physical education. “ALL students” includes students with disabilities. HS Graduation No Waiver Letter No Waiver Letter K-8

9. Who is Qualified? A teacher certified in physical education in the state of Maryland is certified to teach adapted physical education.

10. Additional educational training • Graduate level programs in adapted physical education • http://www.ncperid.org/directory.htm • Adapted Physical Education National Standards - National Certification • Certified Adapted Physical Educator (CAPE) • http://apens.org

11. Planning for instruction in adapted physical education • Assessment • Determine level of performance • Developmental level • Skills • Physical fitness • Adapted PE goals and objectives • Maryland State Curriculum • Specific school curriculum • Types of disabilities your school serves • Facilities available • Equipment

12. Assessment Identify students with significant gross motor delays. Plan an instructional program in gross motor skill development. Assessindividual progress. Evaluate the success of the adapted physical education program.

13. Formal Assessment Tools Battelle Developmental Inventory (BDI) Test of Gross Motor Development 2nd Edition (TGMD-2) Adapted Physical Education Assessment Scale (APEAS)

14. Battelle Developmental Inventory Type: early developmental milestones, fundamental movement skills (Infant/Toddler and Early Childhood programs) Age: birth through 8 years Time:gross motor section, takes 20 minutes Scoring: norm-referenced

15. TGMD-2 • Locomotor - measures the following gross motor skills: • run, gallop, hop, leap, horizontal jump, slide • Object Control - measures the following gross motor skills: • throwing, striking, catching, kicking • dribbling, rolling

16. APEAS Type: Test includes: motor development, perceptual motor function, motor achievement, posture, fitness Age: 5 through 18 years Time:20 minutes to 30 minutes Scoring: norm-referenced

17. Performance-based Assessment Experienced assessors, either teachers or other trained staff, assess the quality to determine the students need for successful participation in physical education.

18. Informal Assessments • Block Functional Assessment of Children with Severe Disabilities • http://www.thefreelibrary.com/Functional+assessment+of+students+with+severe+disabilities.-a0157193198 • Inventories based on curriculum standards • Other assessments: teacher made checklists, tests, rubrics and peer assessments

19. Collaboration on Assessment • Collaboration with additional personnel can be helpful in the assessment process. • physician • special educators or classroom teachers • physical education teacher or consultant • physical therapist • psychologist

20. Who Qualifies for Adapted Physical Education? Students who are unable to demonstrate the acquisition of grade level standards and objectives as identified in the Maryland State Curriculum for Physical Education. Students who score 1.5 standard deviation below the mean on norm-criterion referenced assessment tools and/or 2 years below chronological age on criterion referenced assessment tools (NASPE, 2010)

21. Current Fitness Trends and Assessments • Fitnessgram • is a complete battery of health-related fitness items that are scored using criterion-referenced standards. • Aerobic capacity • Flexibility • Muscular strength and endurance • Body composition • standards are age and gender specific and are established based on how fit children need to be for good health.

22. Fitness Test for Children with Disabilities • Brockport Physical Fitness Test is a health-related , criterion-referenced test of fitness. • Population targeted: • Intellectual disability • Spinal cord injury • Cerebral Palsy • Blindness • Congenital Anomalies • Amputations

23. Brockport • assesses the same health-related components as Fitnessgram using a modified or different test. • Aerobic capacity • Flexibility • Muscular strength and endurance • Body composition • can be used for children with other disabilities, as well as those in the general population.

24. For Children with Severe Disabilities When formal assessments are not appropriate, alternative methods can be utilized to evaluate fitness levels. Consideration should be given to functional tasks students should be able to perform in daily living as well as participation in recreational activities.

25. More than the traditional push up and curl-up …. Push-up and Curl-up Fun Modifications and extension from elementary and middle and high school Physical Best Activity Guide Books. Resources: The Physical Best Teachers Guide Physical Education for Lifelong Fitness, Third edition, Human Kinetics, 2011 Physical Best Activity Guide Elementary Level , Third Edition, Human Kinetics, 2011 Physical Best Activity Guide Middle and High School Levels, Third Edition, Human Kinetics, 2011 http://www.acefitness.org/exerciselibrary http://www.pecentral.org http://www.coreperformance.com http://www.ncpad.org

26. Push-ups • Partner Push-up – stand facing partner • Chin Juggling - ball under chin alternate hands • Tower Stacking – stack pucks in the shortest time • Line Drill – over and back # of times in a minute • High Five/Low Five - # of times in minute • Over your shoulder toss -# of times in a minute • Ball Tap Push-ups – touch the ball alternating hands • Push-up Tag – plank position facing partner, touch shoulders • Push-up Hockey – score between your partners hands • Push-up Frenzy – teams try to score between hands • The Burn – hold a push-up in the down position for time • Bucket Bean Bag Fun – shoot the bean bags into the bucket • Steal the Bacon – on a signal grab the bean bag/ball first

27. Curl-ups • Toss and Catch/Volley – with partner • Steal the Bacon – on a signal grab the bean bag/ball first • Team Curl-up Relay Race - sit up and move to the end of the stick or rope • Ball Exchange- hand ball to your partner after the curl-up • Pass It On Relay – sit up and pass the ball on to the next person • Elevated Knee Touch – partner holds feet, touch your knees

28. APE for Early Childhood Programs If the Pre-K program in a school has a physical education program, the ADA requires that students with disabilities have an equal opportunity to participate. If the Pre-K program in a school offers no physical. education, the ADA does not require the school system to establish an adapted physical education program for Pre-K students with disabilities.

29. APE for Early Childhood Programs Infant and Toddler Program (IFSP) For children under the age of 3, individual developmental play activities should be infused into the daily or weekly curriculum or activities in the home or school. APE support services may include collaboration and consultation to parents, staff, and other service providers. Assessment and/or recommendations for transition into a curriculum based preschool program maybe appropriate.

30. APE for Early Childhood Programs Curriculum Based Preschool Programs (IFSP extension or IEP) Adapted physical education must be offered to those preschool students who possess an identified motor deficit and whose need is documented through the evaluation process. The frequency (days per week) and duration (minutes per session) is based on individual need and determined by the IEP Team.

31. APE for Early Childhood Programs Early Childhood Programs School based and community based 3 year old programs School based and community based 4 year old programs Inclusive Pre-K programs Services can be collaborative/consultative or direct depending on the needs of the student

32. Adapted PE in the Nonpublic Special Education Facilities… • Incoming students from LSS’s • Continue APE as documented on the IEP. • Revise goals as needed to meet with changes in program. • Adapted physical education should not be considered “Programatic”. It is a special education service and should be addressed as other academic content areas (reading, math etc).

33. What can be “adapted” in physical education? Environment Instruction Rules (without changing the original structure of the game) Equipment

34. Environment Designated individual space Limit space Add space Limit distraction Alter lighting Limit sound distractions Provide stations Use color coding Music No music Suspend objects Provide visual cues

35. Instruction Group instruction Demonstration Guided discovery Physical assistance Visual aids Auditory cues Consistent structure Additional adult support Peer tutor Cooperative learning groups Additional practice time

36. Rules Individualized Student created Non competitive No elimination Safe areas in team sports Points for participation and effort Modified scoring Decrease playing area Use “Rock, Paper, Scissors” to resolve conflict or determine order of turns Everyone gets up to bat Allow double dribble

37. Equipment Size and weight “Soft” balls Textures Attached or suspended Slow moving Auditory or visual Specialized equipment Adapted tricycles Jettmobile scooters Aquatics Sensory Technology

38. Equipment resources http://www.schoolspecialty.com/special-needs http://www.gophersport.com http://www.flaghouse.com/default.asp?Category=Special%20Populations&srccode=901629

39. National Resources National Association for Sport and Physical Education http://www.aahperd.org/naspe/ American Association for Physical Activity and Recreation http://www.aahperd.org/aapar/ National Consortium for Physical Education and Recreation for Individuals with Disabilities http://www.ncperid.org/

40. State Resources • Maryland State Department of Education (physical education) http://www.msde.maryland.gov/MSDE/divisions/instruction/physical education.htm • 3 Online adapted physical education courses • MSDE A guide for Serving Students with Disabilities in Physical Education http://marylandpublicschools.org/NR/rdonlyres/84C4C717-B8FF-486B-8659-79F297DF5B38/19715/Servingstudents2.pdf • Maryland Association for Health, Physical Education, Recreation and Dance • Maryland Adapted Physical Education Consortium