How do I do that?

Presented by: Dr. Kathy Kochersperger

Gay Drake“Adapted Physical Education Specialists”

Who are we?a. Gayb. Kathyc. Hollyd. Karen

What is the history of S.M. Adapted Physical Education?

a. IDEA law (phys. ed. mandated by law)b. consultants vs. direct service providers

How do we determine when adapted physical education services are needed and how these services will be provided?

Level of Services

Determination a. Interviewb. Observation

1. No Support Neededa. Participates adequately with teacher

assistanceb. Behavior is age appropriate/under

controlc. Participates safelyd. Follows class rules and instructions

Level of Services (contd.)2. Support Needed

a. Observation (to stay on task) and occasional interventionb. Behaviors are easily managedc. Proximity occasionally need to stay on task or safe in playd. “Hands on” support needed for new/unfamiliar tasks (until learned and able to participate with peers)

3. Full Support Needed a. Behaviors not well controlledb. Motor skills lackingc. Struggles with social interaction and participation in class activities

Full Class Inclusion

Motor Skills

(run, jump, hit, move, . . .

Yes

No

Cognitive Ability

(processing, reasoning, reading, writing, . . . )

Yes

No

Environmental Factors

(safety, peer influence, personality, . . .)

Yes

No

Full Class Inclusion

Motor Skills

(run, jump, hit, move, . . .

No

Cognitive Ability

(processing, reasoning, reading, writing, . . . )

No

Environmental Factors

(safety, peer influence, personality, . . .)

No

Considerations

This may be one of the hardest classes you will support -

Continuous movement of students during activity participation

Larger class size

Many transitions occurring throughout the class period

May cause “undesired” behaviors to surface with some students

Familiarity/understanding of subject content

What do I know about the students to whom I’ve been assigned for the physical education class period?

What is the diagnosis/disability

What are the physical limitations

What are the cognitive limitations

What are the safety precautions for class participation

Are there behavior plans to help students experience successful class participation and social interaction with peers/teachers

Remember:

More similarities than differences a. All students aim to pleaseb. All students act outc. All students seek attention

What else do I know about my student(s)?

need more time for processing motor skill development – delay or exposure sensory concerns passivity in sports play – may need to be taught some

“assertiveness” understanding of concepts (over, under, around, ….)

What else do I know about my student(s)?

Learning style visual, auditory, kinesthetic splinter skills ability to transfer skills from setting to setting

Motivators music need for breaks (occasional) sensory diet praise, …..

What is the “atmosphere or barometric pressure” like in the gymnasium?

Do I feel welcome? Or do I feel like an unwelcome visitor?

Do I need to be prepared with ideas for assisting students? Or do I receive guidance and expectations – for myself and students?

Am I treated with respect? Am I considered a contributing member of the team? Or do my ideas “not hold water” or seem to fall on “deaf ears”?

Are the students to whom I’ve been assigned, accepted as a part of the class?

Accepted during all activities Accepted during most activities – with modifications/adaptations

given when it’s best for the safety and welfare of the students Do not seem to be accepted at all – always given parallel activity

for participating elsewhere – hallway, corner, …. away from other students even when abilities warrant participation with peers in some manner

Goals for Participation in Physical Education1. Enhance a positive self-concept and body image, while building self-

esteem

2. To develop/enhance motor skills to the highest degree of capability

3. To enhance creative expression and learn to safely take risks to learn new skills

4. To enhance independence in play

5. To develop appropriate play skills including good sportsmanship

6. To develop an awareness/understanding of (while practicing) the components required for a lifestyle of healthy physical activity and physical fitness

7. To enhance the social skills involved in activity participation

Meeting Goals1. Develop modifications/adaptations of skills and/or class

activities to help students be successful in participation efforts

2. Model appropriate/expected behavior

3. Model skills involved in class participation

4. Assist students with social behaviors and peer interaction

5. Encourage safe “risk taking” to help develop a broader spectrum of participation “likes/dislikes”

6. Encourage independence in all activity participation, as capabilities/abilities allow

7. Expect students to participate to the best of their ability throughout the entire class period

S= student centered

U= focuses on the uniqueness of each student

C= challenges each student to do their best

C= creative E= enthusiastic

S= supportive of all students

S= shows care for the safety and well-being of all

students

Hints for Success

1. Listen to instructions as they are given – become a learner first (only enhances your own ability to teach/assist your student)

2. Contact teachers/adapted physical education staff if having trouble modifying/adapting activities/curricular lessons

3. Use your best creative skills – actions, cues, modeling, ….think outside of the box

4. Maintain positive attitude and outlook

5. Be enthusiastic when recognizing student accomplishments, trials, efforts

Hints for Success (cont.)

6. Expect the best effort – push to reach the potential

7. Discourage “manipulative” efforts

8. Watch for frustration “overload”

9. Catch students being good or putting forth good efforts

10. Remember: at times the best teaching/assisting is not helping

11. Know your student (behaviors, safety concerns, capabilities, disabilities)

Hints for Success (cont.)

12. Help reduce/eliminate inappropriate behaviors that might “embarrass” peers or make them feel uncomfortable – assist with age-appropriate behavior

13. Quietly deal with behaviors that need to be addressed

14. Anticipation is a big key to student success – one step ahead of frustration, a behavioral “outburst”, …..catching a student being good

15. Keep your expectations high – for yourself and students

16. Remember small steps are often huge successes

17. Have fun

Student Goals for Physical Education

Learn to follow directions Learn to self direct play activity Learn basic rules and/or game strategies for

active involvement Develop personal likes and dislikes of

activity through class exploration Build self esteem and confidence

Student Goals for Physical Education Understand personal limitations Learn to adapt Begin a lifetime and lifestyle of fitness and

fun

D do your best

U understand student needs

T teach the skills

I include your student in all/most activities

E encourage appropriate behavior at all times

S supervise at all times

Outstanding Acceptable UnacceptableActively participates (listen and apply) in all class activityo With best interest of student

in mindo Promotes successo Promotes growth and

“stretching” of capabilitiesIs a “team” player – student, physical education teacher, classroom teacherCreatively assists student with development in physical educationo Uses resources (physical

education teacher, case manager, classroom teacher, adapted physical education teacher) as needed

o Checks with physical education (approval) before “changing” curriculum application

Gives assistance as needed and appropriate for student’s levelo Proximity – reminder to stay

on tasko Verbal, physical promptingo Allows for personal

exploration Remains with student for duration of class period

Assists students at level of need o Hands on assistance (for

safety or skill practice)o Verbal prompto Reinforcemento Encouragemento ObservationActively listens to teacher’s instructions – gain knowledge of day’s lesson to apply to child’s learningDresses appropriately for day’s activityAssists teacher as needed – to help with student success in all class activities o Complete participationo Modification/adaptationo Parallel curriculum

participationRemains with student for duration of class period

Stands off to side (away from student) when assistance is neededDisrupts student (any student) learningo Not listening to instructions

given during lesson presentation

o Talks with others during class time (off task conversation)

o Unnecessary discipline disruptiono Loud verbalization to

studento Allows behavior to

escalate without attempts to subside

Does not demonstrate an interest in assisting student towards successo Reading, talking, engaging

in off task activity a majority of the class period

o Oblivious to activity and student “happening”

o Not try to assisto Overly “protective” of

student (stifling capabilities)Does not always stay with student for duration of classDoes not allow student to remain in class for duration (exception: behavior concerns warrant removal)

Rubric for Para Professional Performance

Duties/Responsibilities for the physical education classroom:

1. Assist physical educator with simple duties if you are still able to maintain responsibilities with student(s) to whom you are assigned – especially if student is well behaved and independent

2. Assist student(s) with all class activities as needed – dressing, warm up activities, game play, social interactions, …..

3. Keep student(s) safe

4. Assist all students in learning to accept one another (recognizing diversity and abilities)and in being respectful to self and others – keep an eye on “bullying” (among all students)

5. Help students develop skills of participation – striving for independence and adapting skills as needed for successful participation

6. Act on your own instincts of what is needed/best for student success; ask for help when you need it

Duties/Responsibilities for the physical education classroom (cont.):

7. Be on time to class

8. Dress appropriately for participation in physical education class activities

9. Be prepared to move actively while keeping all limbs available for use as needed

10. Be prepared to use close proximity with struggling students (skills or behavioral), while keeping an eye on the

level of frustration

11. Encourage students to use proper form (to the best of their ability) in all activities

12. Follow through with other “plans of action” as established – behavior, communication, “first/then” rewarding…

Precautions:

1. Down’s Syndrome - atlantal axial

2. Shunts

3. Seizures

4. Visual/Auditory Deficits

5. Primitive Reflexes – still intact

6. Reaction Time

7. Processing Time

Precautions (cont.):

8. “Earth Bound”

9. Depth Perception

10. Marfans’ Syndrome

11. Cerebral Palsy

12. Autism Spectrum Disorders

13. Spinae Bifida – latex allergies

14. Brittle Bone Disease

15. Severely Multiply Disabled

,

Considerations

Modifying

Motor:Change rules of play, slow the pace, select peer groupings for play/practice, allow for more play time and less concentration on rules or strategic playCognitive:Create a different test-applying skills most needed for understanding and performance, allow for individual learning styles to be used, require less formal rules and/or strategies of game playEnvironmental:Support staff assist as appropriate (physical, verbal, proximity), change the “look” of the game-rules, strategic play, select peer partners/teams

Motor:Allow student to play game with or without peers, use different equipment (more adaptable to student’s ability)Cognitive:Present information in different format (auditory, visual, . . .) and/or in very basic format, allow for individual adaptations-correcting with simple changesEnvironmental:Use different equipment, select peer groups for participation, change rules of play and/or allow for “special” play occasionally, slow the pace of play or information presentation

Adapting

Motor:Participate in separate activity prepared by phys. ed. or adapted phys. ed.Cognitive:Read test to student, allow for verbalization or drawing of answers, allow extra time to complete task, simplify rules or strategic play, simplify skill presentation and practice, reduce/eliminate amount of game play-more practice of skills, add one skill to another until “whole” is understoodEnvironmental:Participate in separate activity, select peer groupings for participation, use very basic skills, rules, and strategic play

Exclusion“Parallel Play”

Modifications or Thinking Outside of the Box1. Look for contrasting colors – background to ball – when doing

catching skills

2. Develop some “catchy” clues

3. Shorten the handles of manipulative equipment

4. Allow “sitting” if balance is an issue (prevent allowing it to become “habit forming” behavior)

5. Repeat, repeat, repeat, ………….

6. Think in long terms – what will they really need as an adult

Modifications or Thinking Outside of the BoxConsiderations when assessing (written) students with

disabilities:

1. Type of learner a. Visual/Auditory/Tactile b. Reader/Non-reader c. Communication

2. Questionsa. Layoutb. Numberc. Complexity/wording

3. Importance of knowledge being assesseda. Healthy lifestyle

b. Lifetime – fun/fitness

Activity Participation:

1. Practice modifying activities/skills

2. Experience participation with a disability

3. Share ideas with colleagues

4. Gather information on adapting equipment/skills

5. Understand how others learn and apply techniques for teaching

6. Write a test for assessing a student’s knowledge

7. Learn to “think outside of the box”

8. Have fun

Thanks for Attending

Questions/Concerns:bcdrake@smsd.orgbckocher@smsd.org993-9778

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