Adapt ed Physical Education (APE)

1. Adapted Physical Education (APE) • Ann Hughes, New Hanover Schools • Barbara Meleney, Durham Public Schools

2. Special Education: Common Core Curriculum Adapted PE : Healthful Living/PE Curriculum North Carolina State Board Policy requires physical education for all students, as a part of the Healthful Living Curriculum. The Individuals with Disabilities Education Act (IDEA), requires Adapted Physical Education for those students with disabilities who require specially designed instructions in order to receive Physical Education. North Carolina Adapted Physical Education Advisory Council (N-CAPE-AC) and Laurie Ray (NC DPI APE liaison) can assist with questions

3. AdaptED Physical Education… IS Special Education • What are the areas of need for this student? • Does s/he qualify under one of the fourteen educational categories for special education? • Does s/he require APE as specially designed instruction for the Healthful Living/PE curriculum? • For any students that demonstrate a need, APE is required by IDEA, it is not a local option or decision • APE is NOT a related service. It is Special Education with identified need in the area of instruction for physical education

4. Eligibility for Special Education and Related Services: Three Prongs The student is a ‘student with a disability’ that meets the criteria under one of the fourteen eligibility categories under IDEA. The disabilityadversely affects educational (academic and/or functional) performance at school. The performance deficits related to the disability are such thatthe student requires specially designed instruction in order to ensure access to the general curriculum.

5. APE INSTRUCTION: GUIDING QUESTIONS • Can this student participate in PE with non-disabled peers? • Can PE instruction be differentiated so s/he can participate? • Provide written instructions in advance • Deliberate small group assignment • Small ratio (teachers : students) or small groups • Modify tasks or skills

6. APE INSTRUCTION: GUIDING QUESTIONS, con’d • What are this student’s strengths in PE? • What are this student’s needs in PE? • In order for this student to participate in and learn the PE curriculum, do we have to design PE instruction just for him/her? • What does the general education physical educator report about this student’s participation, abilities and needs in PE class?

7. Special Education & Need for APE Instruction • EC students must be provided physical education • Whether a student receives APE is an IEP team decision, driven by data • Input is needed from the general education PE teacher as a part of the evaluation or re-evaluation process regarding APE • If a need for APE is determined, a Present Level of Academic and Functional Performance and student Goals are developed by the IEP team with input from someone knowledgeable about the PE curriculum

8. If APE services are being considered… • The IEP team, including someone with firsthand knowledge about the child’s abilities, should review existing data to determine any need for additional data to meet all areas of student need, including APE • If data are needed, “Other” should be checked on the DEC 2 and “Adapted Physical Education Evaluation” should be written in

9. HEALTHFUL LIVING CURRICULUM • General physical educators and adapted physical educators in NC follow the state Healthful Living Curriculum and use the new Essential Standards and the National Association for Sport and Physical Education (NASPE) Standards • PE and APE must be taught by a teacher with current PE licensure • All students must access physical education in his/her least restrictive environment

10. Continuum of Possibilities for APE services Home, Residential Home or Hospital Regular PE class with Additional Staff Separate PE class with Additional Staff Regular PE class Regular PE class with Accomodations/ Modifications Separate Public School Separate PE class

11. Documenting APE Services on the IEP “Does this student require Adapted Physical Education?” (on DEC/4)...Checking yes means: • An evaluation has provided the IEP team with sufficient data to determine whether the student requires APE • The IEP team has determined the student requires adapted physical education • The student’s present level of academic and functional performance has been developed • There are goals developed by the IEP team including someone knowledgeable in the PE curriculum • The IEP indicates how student progress on the goal will be reported

12. APE Goals/Objectives/Outcomes • Written by someone with knowledge of the PE curriculum • Functional (What do we want to see the student doing?) • Measurable • Behavior, conditions, criteria • Student-centered • Meaningful; minimal important change • Realistic; attainable within time frame • Age & developmentally appropriate • Clear - no jargon

13. Areas to Consider for APE GOALS: Fitness, Motor Skills, Participation • To develop and improve cardio- endurance • To develop eye-hand; eye-foot coordination • To increase time on task in Physical Education • To develop functional competence in locomotor and object control skills • To improve social interaction with peers

14. Who Can Provide APE: • All teachers licensed in physical education are qualified to provide adapted physical education—this does not mean they feel prepared to do so!! • Best practice is to employ a physical educator with CAPE certification for your APE program to plan and implement

15. Who Provides Adapted PE Service? • Adapted PE Specialist • PE Teacher with specialized training in: • Assessment and evaluation • Developing an individualized PE program for students with disabilities • Knowledge and understanding of a variety of physical and cognitive disabilities • General PE Teacher • PE Teacher with training in: • Motor skills and physical development • Fitness skills • Games and sports • Lifetime activities • Limited training in working with students with disabilities

16. No APE Specialist??? Providing Adapted PE when your county does not have an APE Specialist can be challenging. • Encourage PE staff to update knowledge of disabilities and teaching strategies • Collaborate with other service providers (NC State Adapted PE Council, OT, PT, EC Teachers, Parents, Administrators) • Explore and use community resources (colleges, universities, recreation programs, sports programs for the disabled).

17. Providing APE • Without a APE specialist, APE services still must be delivered… • Collaboration between general education PE teachers and related service providers (especially PTs and/or OTs) can be very effective • Contact Laurie Ray or North Carolina Adapted Physical Education Advisory Council

18. Monitoring Progress and Documenting APE Services • Each session must be documented • What was done? • How did the student respond? • Student progress towards the goal(s) must be provided: • By someone knowledgeable about the PE curriculum • By someone present in the APE/PE class on a consistent basis • On schedule with report cards

19. Exiting APE Exiting APE requires the IEP team to review the student’s existing data to determine if additional data is needed to make a decision regarding the need for Special Education in the area of APE. The re-evaluation process (DEC 7) must be completed.  Evaluations may or may not be required to make this decision but the re-evaluation process is mandated to exit Special Education/APE.

20. Exiting APE if it was the sole special education service… • Requires a review of the student’s special education program (re-evaluation process/ DEC 7) • Requires the IEP team to determine if it has sufficient (formal and/or informal) data or if additional data is needed Potential types of data: • standardized assessment • observations of student • objective measures • parent input • summary of student performance in physical education

21. Thank you for your kind attention! Contact information: N-CAPE-AC=please see map Laurie Ray, APE Liaison for NC DPI 919)636-1827 laurie_ray@med.unc.edu http://ec.ncpublicschools.gov/instructional-resources/adapted-physical-education