What is adapted physical education?

Adapted physical education is an instructional service – not a setting or placement. Students receive adapted physical education when, because of their disability, the instructional program is somehow different from what their peers receive or when they will be held to different criteria for success. Students can receive adapted physical education in an integrated or separate environment or a combination of instructional environments. This means that a student can receive adapted physical education in the environment that best meets the student’s educational needs.

What is the ARD Committee?

The Admission, Review and Dismissal Committee is composed of a student’s parent(s) and school personnel who are involved with the student. The ARD committee determines a student’s eligibility to receive special education services and develops the Individual Education Program (IEP) of the student.

How do you determine if a student should be considered for adapted physical education services?

All students who qualify for services mandated by PL 105-17 who have a disability which may affect their gross motor skills, strength, flexibility, physical fitness, and/or impact their ability to perform daily routines and participate in community based leisure and recreation should be considered for adapted physical education services. When planning IEP meetings for students who have disabilities consider how their disability may affect their ability to be successful in the regular physical education program. Also, be sure to notify the appropriate physical educator in your building as part of the IEP process.

What is the appropriate physical education environment for a student with a disability?

Students with disabilities must be afforded the opportunity to participate in the regular physical education program available to non-disabled students unless:

The student enrolled is in a full-time separate facility
The student needs an adapted physical education program, as determined by the IEP team and prescribed in the student’s IEP (PL 105-17)

What instructional environment should be available for providing adapted physical education?

The instructional setting will accommodate each student in the Least Restrictive Environment, depending on the student’s IEP. Settings could include:

Integrated regular physical education
Integrated regular physical education with supplemented aids and services
Integrated regular physical education supplemented with separate adapted physical education when necessary
Separate adapted physical education supplemented with integrated regular physical education when possible
Separate adapted physical education

How does the Admission, Review and Dismissal (ARD) Committee process address the physical education needs of students with disabilities as you proceed through the IEP process?

The ARD committee will :

Collaborate with the physical education teacher to determine if the student is having difficulty meeting goals of the essential curriculum in physical education
Ensure parent notification and permission for assessment
Contact an APE consultant to assist with motor assessment
Conduct an IEP team meeting to discuss needs, approaches, interventions and instructional expectations (may request APE consultant attend)
Determine goals and objectives to be included in the IEP
Enter into the IEP document the appropriate adapted physical education environment, service provider and hours of service
Receive parent approval of the IEP

What is the role of the physical educator in the IEP process?

When a student with a disability is having difficulty meeting the goals of the essential curriculum in physical education, the student’s physical education teacher should ask to be included in the IEP process. The physical educator will:

Review the student’s confidential folder, to determine if adapted physical education is indicated by the IEP
Speak to the campus site specialist about the student’s difficulties in physical education and discuss how to proceed and obtain an assessment
Ask the site specialist to obtain parent permission for physical education assessment
Conduct the assessment or contact an adapted physical education resource consultant at the Office of Health and Physical Education for assistance
Complete a written report based on the results of the assessment and develop goals and objectives
Provide information obtained during the assessment to help the IEP team understand the student’s gross motor, social-emotional and cognitive performance in physical education
Identify instructional goals and objectives and the appropriate instructional environment when adapted physical education is recommended
Present findings at the ARD meeting
Contact the adapted physical education consultant for assistance with the implementation of the IEP goals and objectives if needed
Complete quarterly reports for goals and objectives that are stated on the IEP
Present updated goals and objectives for annual review
Continue consultation with the adapted physical education resource teacher

What is the Role of the Adapted Physical Education Resource Teacher?

Physical education teachers provide instruction to all students attending the school at which they are assigned. Instructional support, training, and resources are available through the Office of Special Education and the Office of Health and Physical Education. The role of the adapted physical education resource teacher is to assist campus-based physical educators in providing instruction to students with disabilities in the following ways: