Students with disabilities and the Ohio PE Assessments

Who to include and how, and when to count the scores?

Fiona Connor-Kuntz, Ph.D., C.A.P.E.

F_Kuntz@chuh.org

OHIO REVISED CODE

(N) “Special education” means specially designed instruction, at no cost to parents, to meet the unique

needs of a child with a disability. “Special education” includes instruction

conducted in the classroom, in the home, in hospitals and institutions, and

in other settings, including an early childhood education setting, and instruction in physical education.

“Related services” means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education, and

includes:• speech-language pathology and audiology services,

interpreting services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, early identification and assessment of disabilities in children, counseling services, including rehabilitation counseling, orientation and mobility services, and medical services for diagnostic or evaluation purposes. Related services also include school health services and school nurse services, social work services in schools, and parent counseling and training.

PHYSICAL EDUCATION IS NOT A RELATED SERVICE!

ADAPTED PHYSICAL EDUCATION IS NOT A RELATED SERVICE!

(ii) “Physical education” means:

(a) The development of:

(i) Physical and motor fitness;

(ii) Fundamental motor skills and patterns; and

(iii) Skills in aquatics, dance, and individual and group games and sports (including

intramural and lifetime sports); and

(b) Includes special physical education, adapted physical education, movement education, and motor development.

(iii) “Specially designed instruction” means adapting, as appropriate to the needs of an eligible child under this rule, the content, methodology, or delivery of instruction:

(a) To address the unique needs of the child that result from the child’s disability; and

(b) To ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the school district that apply to all children.

Adapted Physical Education

• Specially designed instruction in physical education

• Should be viewed as a service not a place or person

– May be within general PE– May be in addition to general PE– May be a substitute for general PE

CHRONOLOGICAL-AGE-APPROPRIATE PROGRAMMING

• CRITICAL FOR STUDENTS WITH DISABILITIES

• LEADS TO THE DEVELOPMENT OF FUNCTIONAL SKILLS

• LIFETIME PHYSICAL ACTIVITY SKILLS

INCLUSION

• WHAT IS THE REALITY IN PHYSICAL EDUCATION IN YOUR EXPERIENCE?

• WHAT CAN YOU AS THE PHYSICAL EDUCATION TEACHER AND ADVOCATE FOR YOUR STUDENTS DO?

• 911 PE HELP REQUEST• STUDENT ASSISTANCE TEAM??

ABOUT THE IEP

• AS THE PE TEACHER OF THE STUDENT WITH A DISABILITY YOU HAVE ACCESS AND INPUT!

• WHETHER A CHILD NEEDS SPECIALLY DESIGNED PE AND WHAT WILL BE PROVIDED SHOULD BE BASED UPON ASSESSMENT DATA

• THE IEP CONTAINS A STATEMENT OF ACCESSMENT ACCOMMODATIONS

POTENTIAL OBSTACLES

ADMIN/IEP THE STUDENT FACILITIES/EQUIPMENT

-PE EXCLUDED FROM IEP PROCESS / LATE NOTICE

-ACCESS DENIED-NO SUPPORT-CLASS SIZE /MAKE UP –PLACEMENT OF SWD

-SIGNIFICANT NEEDS-DOESN’T KNOW PEERS-DOESN’T LIKE PEERS-DOESN’T LIKE PE-COMES LATE/ EARLY-MISSES CLASS

-ACCESS ISSUES-LACK OF ADAPTABLE/ ADAPTED EQUIPMENT-INSUFFICIENT EQUIPMENT FOR CLASS SIZE

OTHER STAFF ASSESSMENT/SCORING GENERAL ED. STUDENTS

-GIVE YOU THEIR STUDENTS TOO-DON’T RETURN EQUIPMENT -BROKEN PROMISES-INFLEXIBLE

-TASK INAPPROPRIATE-STUDENT NEEDS PULL TEACHER FROM ASSESSING-DISTRICT MAKES YOU COUNT ALL SCORES-FEELS LIKE CHEATING

-EXCLUDE SWD-HELP TOO MUCH-MISSING OUT BECAUSE OF MODIFICATIONS-”IT’S NOT FAIR!”

SUCCESSES

ADMIN/IEP THE STUDENT FACILITIES/EQUIPMENT

-HAVE VOICE IN IEP-GET SUPPORT-GET $$/EQUIPMENT-VOICE IN SCHEDULING

-LOVES PE-FEELS ACCOMPLISHED-HAS FRIENDS BEYOND THE GYM-HAS SKILLS TO BE ACTIVE

-ACCESSIBLE-ADAPTIVE EQUIPMENT AVAILABLE-QUANTITY ALLOWS FOR FLEXIBLE PROGRAMMING

OTHER STAFF ASSESSMENT/SCORING GENERAL ED. STUDENTS

-HELPFUL AND SUPPORTIVE-TEAM PLAYERS-SHARE EQUIPMENT AND IDEAS

-STUDENT ACHIEVED MEANINGFUL PARTICIPATION/SCORES-ASSESSMENT LESSONS WERE INCLUSIVE-DISTRICT ACCEPTS YOUR CALL ON SCORES-USED IN IEP PROCESS

-INCLUSIVE AND EMPATHETIC-ALLOW SWD AUTONOMY-UNDERSTAND FAIRNESS- FRIENDS WITH SWD BEYOND PE

APE SUPPORT DOCUMENT

• EXISTS AND CAN BE DOWNLOADED FROM ODE WEBSITE

• http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Physical-Education/Physical-Education-Evaluation-updated/Adapted-Physical-Education-Evaluation-8-30-12.pdf.aspx

SPECIAL NEEDS IN PE

• Short attention span

• Hyperactivity

• Clumsiness/ motor delays/orthopedic issues

• Difficulty understanding directions

• Difficulty understanding drills, formations ..

• Autism spectrum disorders

USE THE HELPFUL HINTS FOR DEALING WITH

STUDENTS WITH SPECIAL NEEDS IN PHYSICAL ACTIVITY SETTINGS

• Imagine a challenging student of yours

• Find a hint you could use for that student

• Discuss with a neighbor!

When to include (i.e. count) scores

YESo Student with a disability is physically capable of performing the tasko And s/he clearly understands and attempts to perform the tasko Score may be advanced, proficient or limited

NOo A physical limitation interferes with task performance and a functional

adaptation cannot be made without changing the tasko Or cognitive or processing issues prevent the student from understanding

the task even in a small group with additional cues

BASIC PRINCIPLES FOR MODIFYING GAMES AND

SPORTS (Block, 2007)• Games aren’t sacred; Kids are!

• Not all traditional games are for everyone

• You can modify any game to include anyone

• When possible include students in decisions

• Get input from students before implementing

• Give choices of modifications when possible

• Participating with physical assistance is OK

• Play multiple games/formats simultaneously

EVALUATING ACTIVITY MODIFICATIONS (BLOCK, 2007)

• DOES THE MODIFICATION ALLOW FOR SUCCESS WHILE STILL PROVIDING A CHALLENGE? YES

• DOES THE MODIFICATION MAKE THE ACTIVITY UNSAFE FOR EITHER THE STIDENT WITH A DISBAILITY OR THE PEERS WITHOUT DISABILITIES? NO

• DOES THE MODIFICATION NEGATIVELY AFFECT THE PEERS WITHOUT DISABILITIES? NO

• DOES THE MODIFICATION POSE AN UNDUE BURDEN TO THE P.E. TEACHER? NO

PROBLEM-SOLVING ACTIVITY• CHOOSE A GRADE BAND AND WORK WITH A

PARTNER OR GROUP OF 3

• IMAGINE THREE INDIVIDUALS WITH POTENTIALLY LOW, MODERATE AND HIGH NEED.

• CHOOSE A BENCHMARK FROM CHOICES PROVIDED WHICH ARE UNREPRESENTED IN THE SUPPORT DOCUMENT.

• DESCRIBE TASK MODIFICATIONS FOR EACH LEVEL OF NEED AND CONSIDER IF THE SCORE SHOULD COUNT

• K-2

–2A, 4A

• 3-5

–1A, 1B, 2A

• 6-8

–1A, 1B, 4A

• 9-12

–1A, 1B, 4A

Brockport Physical Fitness Test for 4A (Winnick & Short, 2014)

• The BPFT offers either alternate standards for individuals with specific disabilities using the Fitnessgram test items or alternate test items

• Covers Boys and Girls with Intellectual Disability, Visual Impairment (Blindness), Spinal Cord Injury, Cerebral Palsy, Congenital Anomaly or Amputation

Alternate Test Items

• The manual contains all the information necessary to select test items and administer the test, and the new edition contains codes to online resources.

• PACER (15m), Target Aerobic Movement Test• Isometric push-up, Reverse curl, Seated push-up, Bench

press, Dumbbell press, Extended arm hang, Flexed arm hang. Dominant grip strength, Pull-up, Modified pull-up

• Modified curl-ups, 40 m push/walk, Wheelchair ramp test• Target stretch test (TST), Modified Apley test, Shoulder

stretch, Modified Thomas Test