teaching students with disabilities in physical education: essential elements vtahperd conference...
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Teaching Students with Disabilities in Physical Education: Essential Elements
VTAHPERD ConferenceKillington Grand Resort
Killington, VT November 13, 2014
David G. Lorenzi, Ed.D., CAPE
Attitude• Poor Attitude = Poor Experience• Open Minded• Creative• Adapt/Modify• Self-Education• Professional Development
The Individualized Education Plan (IEP)
“The IEP is not a piece of paper; it is a process in which parents, educators, and the student work together to ensure that the student is able to achieve his or her designated goals”
(Auxter, Pyfer, Huettig, 2005, p. 68)
Physical Educators Role in the IEP Process• Identify students with special needs in physical education (ex.
students with motor delays).• Perform an appropriate assessment.• Based upon assessment results, write annual goals and short-
term objectives for physical education.• As part of the multidisciplinary team, make a placement
decision for physical education (ex. general physical education, adapted physical education, or a combination of both).
• Monitor physical education program – ensure progress is being made in achieving annual goals – revise as necessary
Strategies for Physical Education TeachersContact the classroom teacherSpeak to the parentsSpeak to the principalContact the IEP committee chair or special education directorCollaborate with other professionalsAttend the IEP meeting(Kowalski, Lieberman, & Dagget, 2006)
Teaching Styles• Flexibility/Experimentation• Ability to Utilize a Variety of Teaching Styles• Effective use of Paraeducators• Implementation of a Peer Tutoring Program
– Selecting same-age/ cross-age students– Peer tutoring training program
Behavior Management
• Purposes of Behavior Management:Control behaviorPromote skill acquisitionTeach prosocial behaviors
Principles of Behavior Modification
• Systematic process• Application of reinforcement learning
principles• Behavior controlled by its effect on the environment
Identifying Problematic Behaviors• Specifically describe the behavior
– What– When– Where– How often– To what intensity
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Why Behavior Problems Occur• Analyze the environment
– Instruction– Curriculum– Reinforcement
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Address Behaviors Based on Analysis• Alter Environment
– How you are teaching– What you are expecting– What you are teaching– How you have your activity arranged– How you respond to behaviors
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Implementing a Behavior Modification Program
1. Identifying the target behavior2. Establishing baseline3. Choosing the reinforcer4. Scheduling the reinforcer5. Evaluate the effectiveness
Utilizing the Paraeducator Effectively
Before Class During Class After class
Roles of the Paraeducator
Before Class• Discuss the student’s
disability• Share IEP goals and
objectives• Discuss your teaching
philosophy and approach• Discuss the
paraeducator’s duties
During class• Assist with equipment• Monitor safety• Instruct in a 1:1 or small
group setting• Assist with classroom
management• Assist with managerial
duties
Outside of PE duties• Work with physical
education teacher on planning lessons
• Work on determining IEP goals
• Work on implementing IEP goals
• Represent physical education at IEP meetings
• Communicate student progress to parents
Training Program • Definition of Physical Education and Adapted
Physical Education
• Disability information – both general and specific to the individual student
• Duties and expectations
• Information regarding how to assess progress
Training Program cont’d• Behavior management
• Inclusion strategies
• IEP involvement
• Honing communication skills
What is Transition Planning?Transition planning is a coordinated set of activities focused on improving the academic and functional achievement of a student with disabilities to promote the student's movement from school to post-school activities. Post-school activities can include college, vocational training, employment, continuing and adult education, adult services, independent living or community participation. Good transition planning is outcome oriented and focuses on results that help the student reach his or her post-school goals. For students with disabilities, transition planning occurs during an Individualized Education Program (IEP) meeting.
(http://olrs.ohio.gov/ASP/olrs_SpecEd10.asp#what)
Transition Study Results• According to the National Longitudinal Transition Study
(Wagner, Newman, Cameto, Garza, & Lavine, 2005):– Decline in the number of high school graduates who
participate in recreational activities and sports.– Increase in the percentage of parents who reported that
their “adult children” with disabilities were in poor health.
What is the Health and Physical Educator’s Role in the Transition Process?
• Provide students with disabilities with a basic level of physical fitness sufficient for activities of daily living (ADL’s) and participation in a variety of vocational activities (painting, stocking shelves, doing laundry, etc.).
• Provide students with disabilities with the prerequisite skills needed for a lifetime of participation in recreation, sport, and physical fitness activities.
• Promote lifetime health and wellness.
Specific Questions to Ask• What specific social-emotional, cognitive-academic, and gross motor
skills should be demonstrated as an adult?• What vocational competencies does the individual need to
guarantee independence and the least restrictive educational or work placement?
• What skills does the individual need to enjoy a life full of leisure, recreation, sport, and physical fitness activities?
• What survival skills does the individual need to guarantee his or her access to community-based programs, facilities, or activities?
(Auxter, Pyfer, Zittel, & Roth, 2010, pgs. 127-128)
Teaching Adapted Physical Education• Keep class sizes small• Follow a consistent routine • Music may be a good motivator• Over plan and change activities frequently• Keep developmental levels in mind when planning
activities• May need to purchase specialized equipment• Use Paraeducators and Peer Tutors
Teaching Adapted Physical Education• Frequent communication with classroom teachers
– Behavior Management– Communication Strategies
• What to teach?– Psychomotor skills from PE class– Functional skills– Health-related physical fitness components– IEP goals and objectives
Contact InformationDavid G. Lorenzi, Associate Professor
Department of Health and Physical EducationIndiana University of Pennsylvania1190 Maple Street; 239 Zink Hall
Indiana, PA 15705(724) 357-4415-office
(724) [email protected]