Transcript Ch 7 Fall 2011.ppt

DYNAMIC
PHYSICAL
EDUCATION
FOR ELEMENTARY
SCHOOL CHILDREN
Chapter 7
Children with
Disabilities
R O B E R T
SIXTEENTH
P A N G R A Z I
EDITION
PowerPoint® Lecture Slide Presentation prepared by Mary J. Sariscsany, California State University Northridge
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Quality Physical Education for ALL Students
Public Law 94-142
 All Handicapped Children Act (1975)
 Introduced new requirements, vocabulary,
concepts
 IEP’s
 Mainstreaming
 Least restrictive environment
 Zero reject
 Progressive inclusion
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Quality Physical Education for ALL Students
PL 94-142 (continued)
 All youth, 3–21, receive a free and appropriate
education in the least restrictive environment
 Physical education only specific area
mentioned
IDEA (1997) Individuals with Disabilities Act
 “Physical Education services, specifically
designed … providing handicapped
individuals with the least restrictive
environment …”
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Quality Physical Education for ALL Students
 Schools must locate, identify and evaluate all
students who might have a disability
 Screening followed by formal assessment
 IEP developed
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Least Restrictive Environment
Determines the best placement arrangement of
students with disabilities
 Entitles everyone of school age to some aspect
of the school program
 Must have access to physical education
 Place students into setting that offer the best
opportunity for educational advancement
 Varies depending on the unit of instruction
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Least Restrictive Environment
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Mainstreaming/Inclusion
Students with disabilities must have
opportunities to integrate with other students
in public school
 Categories of placement for physical education
 Full mainstreaming
 Mainstreaming for PE only
 Partial mainstreaming
 Special developmental classes
 Reverse mainstreaming
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Screening and Assessment
Involves all students in a school setting and is
part of the “child find” process
 Conducted by the PE teacher
 Used to identify students who may need special
services
 Assessment is conducted after screening
process
 Team of experts
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Due Process Guidelines
 Written permission
 Interpretation of assessment
 External evaluation
 Negotiation and hearings
 Confidentiality
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Screening and Assessment
Selection of test instruments
 Valid examinations
 Formal and informal assessment techniques
 Administration procedures
 Team evaluation
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Developing an IEP
 Developed by a committee
 Identifies the child’s unique qualities
 Determines educationally relevant strengths
and weaknesses
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Components of an IEP
Individualized Education Program
 Current level of educational performance
 Long-term goals
 Short-term instructional objectives
 A statement of special education and related
services provided to the youngster
 Initiation and duration dates
 Criteria for determining if the short-term
objectives are being reached
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Systematic Approach to Successful
Mainstreaming
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Systematic Approach to Successful
Mainstreaming
 Determine how to teach
 Analyze and diagnose motor behavior of students
with disabilities
 Provide appropriate experiences for remediation
 Register data
 Understand specific impairments
 Know how to assess motor and fitness needs
 Find activities where students can excel
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Systematic Approach to Successful
Mainstreaming
 Determine what to teach
 Determine how the existing curriculum affects
students with differing needs
 Individualize activities as much as possible
 Find ways to modify instruction and activities
 Avoid degrading methods for choosing teams
 Analyze participants roles
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Systematic Approach to Successful
Mainstreaming
Reflection Check
 Ask the following:
 Do the changes allow students with differing
needs to participate successfully?
 Does the modification make the setting unsafe?
 Does the change negatively affect the quality of
the educational experience?
 Does the change cause an undo burden on the
teacher?
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Modifying Activities
 All students have differing needs
 Teacher’s responsibility to make the
environment better
 Use the STEPS (space, task, equipment,
people, safety)
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Modifying Activities
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Modifying Activities
Lack of strength and endurance
 Lower or enlarge goal size
 Modify game tempo
 Reduce projectile weight and/or size
 Reduce throwing distance
 Reduce points necessary to win game
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Modifying Activities
Lack of strength and endurance (continued)
 Modify striking implements
 Slow down ball by decreasing air pressure
 Play games/activities at different positions
 Provide matching or substitution
 Youngsters can substitute skills
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Modifying Activities
Lack of coordination
 Increase target or goal size
 Offer protection from injury
 Throwing—allow student to throw at maximum
velocity
 Striking—begin striking a stationary object
 Catching—use soft, lightweight, and slow moving
objects
 Place student in an environment where they will
not have to chase equipment
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Modifying Activities
Lack of balance and agility
 Increase width of rails, lines, beams
 Increase width of base of support
 Increase number of balancing body parts
 Increase surface area contacting floor
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Modifying Activities
Lack of balance and agility (continued)
 Lower center of gravity
 Ensure surfaces offer good friction
 Some children require balance assistance
 Teach students to fall correctly
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Modifying Activities
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Teach Tolerance to all Students
 Recognize the similarities among all people
 Understand human differences
 Teach the acceptance of all students as worthwhile
to all individuals
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Teach Tolerance to all Students
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Integrate Students with Differing Needs
 Meet goals specified in the IEP
 Build ego strength; stress abilities
 Foster peer acceptance
 Concentrate on student’s PE needs, not disability
 Provide continual monitoring and assess
periodically
 Be constantly aware of students’ feelings and
anxiety
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