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Introduction. TransitionLawResearchRole of Adapted Physical EducatorsTransition FrameworkTransition Philosophy and ModelStudy and Results. Transition. Transition and the LawIDEAResearch on School LeaversCommon Activities and RelationshipsTelevision and RadioFamiliesRole of Adapted Physical EducatorsEmbracing Transition ConceptsPerceived Competence.
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1. Transition: A Model for Adapted Physical Educators Scott J. Modell, Ph.D.
California State University, Sacramento
2. Introduction Transition
Law
Research
Role of Adapted Physical Educators
Transition Framework
Transition Philosophy and Model
Study and Results
3. Transition Transition and the Law
IDEA
Research on School Leavers
Common Activities and Relationships
Television and Radio
Families
Role of Adapted Physical Educators
Embracing Transition Concepts
Perceived Competence
4. Transition Framework Benefits of Transition:
Post-School Community Adjustment
Physiological Benefits
Psychological Benefits
Social Benefits
Barriers to Transition:
Transportation (67% most serious obstacle)
Budget Restrictions (58%)
Lack of Collaboration (52%)
Opportunities (42%)
5. Transition Framework Barriers to Transition:
Social Isolation from Student Peers (33%)
Lack of Exposure / Functional Skills (9-18%)
Other
Accessibility
Community Attitudes Resisting Inclusion
Parental Support
APE lack of knowledge
6. Transition and Quality of Life The Why
Quality of Life
Physical Activity: The Ideal Medium?
“Healthy Lifestyle”
Model for Transition
7. Two Models of Transition
8. Adapted Physical Education Transition (APET) Model School
Fitness
Motor Skills
Sport Skills
Social skill training
Community adjustment
Recreation/leisure survey Post -School Outcomes
Fitness
Sport
Disability Sport
Friendships
Community Participation
Relationships
9. Revised APET Model
10. Purposes of the Study
To develop a valid and reliable instrument to measure perceived professional competence of Adapted Physical Educators toward their transitions services
To investigate the levels of perceived professional competence of Adapted Physical Educators toward their transition services.
11. Methods Instrument Development
Demographic data
APENS Level 5 application content used (9 of 15 Standards)
5 pt. Likert-type scale
(1=poor;2=fair;3=moderate;4=good;5=excellent)
Pilot Study (Sep.,1999)
exploratory factor analysis
solid factor structure
reliable/valid
reduction of items from 32 to 29
Data Collection- Oct., 1999 NCPAEI conference and practitioners in the field
12. Results
Participants- 99 Adapted Physical Educators
Age (N=90)
40.2 years (SD 9.04)
Gender (N=96)
78 (81%) females / 18 (19%) males
Credential (N=95)
77 (81%) credentialed / 18 (19%) not
Education (N=98)
41 (42%) Bachelors
48 (49%) Masters
7 (07%) Doctorate
7 (07%) Other
13. Results Years APE Experience (N=94)
12 (13%) less than 1 year
21 (22%) 1-5 years
20 (21%) 6-10 years
41 (44%) 10+ years
Current Level of Employment (N=98)
Majority at K-12 (42%)
Transition Experience (N=94)
51 (54%) Yes
43 (46%) No
14. Table 1: Descriptive Statistics and Reliability for Transition Factors
15. Factor 1: Community-Based Transition Services
16. Factor 1: Community-Based Transition Services (Continued)
17. Factor 2: School-Based Transition Services
18. Factor 3:Programming Aspects
19. Factor 4: Advocacy
20. When asked if they were interested in gaining more knowledge and skills in transition, 88% (83; N=94) of the Adapted Physical Educators indicated YES!
21. Discussion of Results 1. The APE Transition Competency Survey is a highly valid and reliable instrument to use with Adapted Physical Educators.
2. APE participants in this study demonstrated a need for professional growth in all four areas of transition measured by the survey. The community-based transition service factor was analyzed as the lowest rated area.
22. Discussion of Results 3. Adapted Physical Educators could use this survey for self-assessment of their transition competencies
4. School Districts, SELPAs, County Special Education Programs, etc. could utilize it for a needs assessment for their APE inservice training programs in transition
5. University APE training programs can analyze/expand their instructional curriculum to reflect factor content
23. Recommendations to Gain Transition Competence: 1. Contact local parks and recreation and community-based programs about adapted and inclusive opportunities.
2. Contact national disability sport organizations about local/regional opportunities.
3. Fieldtrips to health and recreation facilities in the community.
24. Recommendations to Gain Transition Competence: 4. Expand your professional knowledge base.
5. Generalize and transfer existing professional advocacy competencies.
6. Establish a resource network for successful transition.
25. Some KEY After Thoughts “Buy In”
Utilizing School Effectively
External / Internal Support
Implications and Applications*