An IPEP provides recommendations for placement, services, and the teaching and learning conditions that will be best suited for each student. Section of the Rehabilitation Act of protects the rights of individuals with disabilities in programs and activities that receive federal financial assistance, including federal funds. If a student has one of the thirteen disabilities identified by IDEA and demonstrates an educational need, special services are provided.
Adapted physical education
These services are guided by the IEP. Students who do not meet the qualifications for IDEA but still have a disability and require some assistance to be able to participate in physical education would be candidates for a Section Plan. A Section Plan spells out the modifications and accommodations that will be needed for these students to have an opportunity to perform at the same level as their peers might include things like a wheelchair ramp, blood sugar monitoring, etc.
With the development of new and improved technology with physical education , and especially adapted physical education, it is important for the APE teacher to know and understand different ways to implement technology for increased success for their students. APE teachers can develop an updated website regarding a fitness workout plan, in which students can download and follow at home with a sibling or parent.
Students can be taught how to keep track of their physical fitness goals and record the data on a spreadsheet. Video files can also be used to demonstrate proper technique. Teachers can easily create videos of students doing an activity and download them onto an iPod or computer so students have an easily accessible reference to use during transition periods or after they graduate. In APE pedometers can easily be introduced into any lesson and taught how to use and how to keep track of steps.
Teachers can also play appropriate and motivating music for aerobic activities. Video games are also starting to become more and more predominant in physical education classes, such games can be used outside of school as well. Some games are particularly accessible for individuals with disabilities including Wii and Eye Toy Play. New applications Apps are constantly being created to assist people with disabilities in numerous ways.
With technology growing, APE teachers need to continue to develop as professionals in providing new ways to enhance their students physical development. Qualifications vary by state. In order to be qualified an educator must have met their state's approved or recognized certification, licensing, registration, or other comparable requirements. These requirements include. While certification will certainly help educators create well-developed adapted physical education programs, there are no requirements for local school districts to hire CAPE's.
A physical education instructor will assess the needs of the students considering their employment opportunities and living arrangements after graduation.
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This will allow them to create an adapted physical education curriculum for students following the ABC planning process. The steps in this process are as follows. Class format is defined as the way in which members of the class are organized. There are seven class formats that are most commonly used in adapted physical education settings. There are a number of general modifications that can be applied in a physical education environment for students with intellectual disabilities.
The first set of modifications deal with communication. When instructing students use shorter sentences, use gestures or demonstrations as supplement to verbal cues, repeat directions and have students repeat directions back to you, provide praise often, and give more feedback. The next set of modifications deal with practice. Give students extra practice trials, build in more time for a student to master skills, make sure activities are perceived as fun, promote active participation, shorten activities to reduce problems with attention span, and allow choices in what activity will be done, when it will be done, where it will take place, and with whom the child will participate in the activity with.
One method to structure activities is known as level teaching.
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To accommodate for students with varying levels of intellectual disabilities a game will be designed with different levels. For example, if the specific sport is volleyball the instructor will set up 3 courts with different modifications at each court to accommodate for these varying levels of disability. Court 1 may have a set of cones designating opposing sides while Court 3 has a net set in place. Different rules may be applied to different courts as well, allowing every student to be challenged in a constructive way.
The third set of modifications deal with curriculum. Adjust the general education curriculum to meet the needs of a student. For example, reduce the number of objectives that need to be mastered. If a student is severely delayed, an entirely new curriculum may need to be made. Activities may also need to provide early success which will encourage adherence. The final set of modifications deal with the environment. It should be structured and visually appealing. It is essential to reduce playing areas in order to eliminate distractions. Plan to structure the environment in a way that will allow you to deal with behavioral problems.
There are a number of ways to accommodate these students. Reduce class size: This allows teacher extra one on one time with students. Often a class of students proves to be more effective than double or triple that in general physical education classes. Use peer tutors: Peers can be rained in how to provide specific skill feedback as well as modify activities so the student has higher success. This can be effective when class size cannot be reduced.
Offer learning strategies: Both teachers and peer tutors can provide strategies to help disorganized learners focus. This includes provided picture cues, video cues, and additional cues such as footprints on the floor to help a student understand what and how to perform an activity.
Provide structured practice: Allow the student to get many practice opportunities. This will help them learn how to listen to and observe visual feedback for performance. Identify success: Reframe success for students in a way that does not focus on the end result. For example, using correct form in shooting should be a measure of success rather than making the basket. Use a variety of senses when giving instructions: Some students do better listening to instruction while others do better watching a demonstration.
Others may do best when physically guided into the pattern. By incorporating many types of learning styles, students will be more likely to succeed. Many strategies are available to minimize learning delays in students with ADHD.
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Positive feedback: There is a relationship between positive feedback given by a physical education teacher and students applying corrective feedback. Task sheets: A task sheet provides a progression of activities to be completed by the students and requires them to record their results. Task sheets can be turned in at the end of class. This allows students to assess their performance while acknowledging their need to improve their skills. Token economy or point system: This is a structured agreement between the student and teacher in which the student earns rewards by meeting a minimum expectation.see
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At the end of class both the student and teacher initial the points earned. At the end of the month, the student may earn a reward of his or her choice provided by the teacher. Various strategies exist to allow students with autism to be successfully included in a physical education setting. Preparing for inclusion: It is essential to know the students needs, abilities, and preferences.
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The item Games and great ideas : a guide for elementary school physical educators and classroom teachers, edited by Rhonda L. Clements represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University Of Pikeville. This item is available to borrow from 1 library branch. Contributor Clements, Rhonda L. Language eng. Publication Westport, Conn. Extent xviii, p.
Schwager, Ashley M. Barrett, Sheila Mardenfeld, Rhoda Joseph Isbn Label Games and great ideas : a guide for elementary school physical educators and classroom teachers Title Games and great ideas Title remainder a guide for elementary school physical educators and classroom teachers Statement of responsibility edited by Rhonda L. Label Games and great ideas : a guide for elementary school physical educators and classroom teachers, edited by Rhonda L.
Clements Instantiates Games and great ideas : a guide for elementary school physical educators and classroom teachers Publication Westport, Conn. Isbn Isbn Type alk. Clements Publication Westport, Conn. Subject Educational games Group games Physical education for children. Library Locations Map Details.
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