Adaptive Physical Education (A.P.E.)
WHAT IS ADAPTED PE?
What is adapted PE?
Adapted physical education is a diversified program of developmental activities suited to the capacities and limitations of students with disabilities who may not safely or successfully engage in unrestricted participation in the activities of the general physical education program. In many circumstances, the adapted physical educator collaborates with general physical educators, classroom teachers, physical and/or occupational therapists.
Who determines whether a student in Special Education needs adapted PE?
When a special education student (or a student during an initial special education evaluation) is experiencing significant physical and/or motor difficulties, a referral may be made thru the campus diagnostician. The parents will complete the consent to evaluate for adapted PE and referral information. Then, an adapted PE teacher will go to your student’s school to conduct observations and diagnostic assessment. They will also gather information from the student’s classroom teacher(s) and the PE teacher. The adapted PE teacher will write a report with recommendations for the ARD committee to review. The ARD Committee will make the decision of whether your student will need adapted PE.
How does the ARD Committee decide whether a student with disabilities needs adapted PE?
The ARD Committee will review the adapted PE teacher’s assessment report and recommendations concerning physical education. The ARD Committee will also need to consider the continuum of placement options for physical education before making a final decision.
What is continuum of placement options for adapted PE?
Federal laws require that physical education be provided in the lease restrictive environment. The intent of the law is not to mainstream or include every student in need of specially designed programs into the regular physical education program, but rather to provide a continuum of services that would provide the most appropriate educational setting for each student.
In AISD, there are five levels on this continuum. The first level is considered the least restrictive, while the fifth level is considered the most restrictive.
What are the five levels?
Level 1: General education PE. The campus general ed. PE teacher would provide the instruction.
Level 2: General education PE with support personnel. The campus general ed. PE teacher would provide the instruction and support personnel (teaching assistants, volunteer, etc.) would go with the student to PE to assist him/her.
Level 3: General ed. PE with adapted PE providing either direct instruction and/or consultation. PE instruction would be provided by the general ed PE teacher. The adapted PE teacher would provide direct instruction in the general ed PE classroom and/or consult with the general ed PE teacher. Support personnel would assist the student in PE class.
Level 4: Part-time general ed. PE and part-time adapted PE. PE instruction would be provided in both general education setting and special education setting. Both the general ed. PE teacher and the adapted PE teacher would each provide instruction. The instruction can be either a flexible schedule with mainstreaming or fixed schedule with mainstreaming. Support personnel would assist the student in both the adapted PE classroom and the general ed. PE classroom.
Level 5: Self-contained adapted PE. All of the PE would be taught in the special education setting by the adapted PE teacher. Support personnel would assist the student in the adapted PE classroom.
What is adapted PE?
Adapted physical education is a diversified program of developmental activities suited to the capacities and limitations of students with disabilities who may not safely or successfully engage in unrestricted participation in the activities of the general physical education program. In many circumstances, the adapted physical educator collaborates with general physical educators, classroom teachers, physical and/or occupational therapists.
Who determines whether a student in Special Education needs adapted PE?
When a special education student (or a student during an initial special education evaluation) is experiencing significant physical and/or motor difficulties, a referral may be made thru the campus diagnostician. The parents will complete the consent to evaluate for adapted PE and referral information. Then, an adapted PE teacher will go to your student’s school to conduct observations and diagnostic assessment. They will also gather information from the student’s classroom teacher(s) and the PE teacher. The adapted PE teacher will write a report with recommendations for the ARD committee to review. The ARD Committee will make the decision of whether your student will need adapted PE.
How does the ARD Committee decide whether a student with disabilities needs adapted PE?
The ARD Committee will review the adapted PE teacher’s assessment report and recommendations concerning physical education. The ARD Committee will also need to consider the continuum of placement options for physical education before making a final decision.
What is continuum of placement options for adapted PE?
Federal laws require that physical education be provided in the lease restrictive environment. The intent of the law is not to mainstream or include every student in need of specially designed programs into the regular physical education program, but rather to provide a continuum of services that would provide the most appropriate educational setting for each student.
In AISD, there are five levels on this continuum. The first level is considered the least restrictive, while the fifth level is considered the most restrictive.
What are the five levels?
Level 1: General education PE. The campus general ed. PE teacher would provide the instruction.
Level 2: General education PE with support personnel. The campus general ed. PE teacher would provide the instruction and support personnel (teaching assistants, volunteer, etc.) would go with the student to PE to assist him/her.
Level 3: General ed. PE with adapted PE providing either direct instruction and/or consultation. PE instruction would be provided by the general ed PE teacher. The adapted PE teacher would provide direct instruction in the general ed PE classroom and/or consult with the general ed PE teacher. Support personnel would assist the student in PE class.
Level 4: Part-time general ed. PE and part-time adapted PE. PE instruction would be provided in both general education setting and special education setting. Both the general ed. PE teacher and the adapted PE teacher would each provide instruction. The instruction can be either a flexible schedule with mainstreaming or fixed schedule with mainstreaming. Support personnel would assist the student in both the adapted PE classroom and the general ed. PE classroom.
Level 5: Self-contained adapted PE. All of the PE would be taught in the special education setting by the adapted PE teacher. Support personnel would assist the student in the adapted PE classroom.