Teaching Students with Disabilities in Physical Education: Essential Elements

VTAHPERD ConferenceKillington Grand Resort

Killington, VT November 13, 2014

David G. Lorenzi, Ed.D., CAPE

Essential Element #1

Attitude

“All good physical education is adapted physical education.”

Dr. Claudine Sherrill

Attitude• Poor Attitude = Poor Experience• Open Minded• Creative• Adapt/Modify• Self-Education• Professional Development

Essential Element #2:

Getting Involved

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)

Essential Element #3

Teaching Styles

Teaching Styles

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

Essential Element #4

Behavior Management

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

Essential Element #5

Paraeducator/Teacher Aids

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

Essential Element #6

Transition Planning

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

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

QUESTIONS?

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) 357-3777-faxDavid.Lorenzi@iup.edu