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Assessment and Children with Disabilities

Assessment and Children with Disabilities. 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)

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Assessment and Children with Disabilities

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  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

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