Students with permanent or temporary mental, physical or emotional disabilities, who are unable to have all their educational needs met in a regular physical education class during the school day or to be adequately educated in the public schools are identified as “children with disabilities.” These students need special consideration in the planning and implementation of the physical education program being provided to them. If not, they will not be able to participate safely and / or successfully, thus not gain the physical, social, and psychological benefits that a quality physical education program can offer. In many cases regular physical education teachers are not equipped with the knowledge and skills to effectively include children with disabilities into their classes. This document offers some basic information on how the physical education teacher can ensure that services are available to everyone they teach.
FEDERAL LAW :
The Individuals with Disabilities Education Act, (IDEA) Public Law 105-17The purpose of IDEA is to ensure that children evaluated in accordance with this act and identified as having a disability have made available to them a free and appropriate public education that provides special education and/or related services. Special education is specially designed instruction designed to meet the unique needs of an individual student and includes instruction in physical education. Schools are responsible for determining on at least an annual basis whether a student’s disability adversely affects his/her performance in the regular physical education class. The regular physical education teacher or a specially trained adapted physical education specialist should evaluate the student’s present level of functioning. Suggested areas to be evaluated include: skills leading to physical and motor fitness; fundamental motor skills and patterns; and skills in aquatics, dance and individual and group games and sports (including intramural and lifetime sports).
If the evaluation indicates that the student needs adapted physical education, then the Individualized Education Program (IEP) team is responsible for developing the IEP goals for students in physical education. It is vital that regular physical education teachers take part in the development of the IEP since they will be responsible, often with assistance from the adapted physical education teacher or other support, for implementing the physical education goals. It is important to note that related services, such as physical or occupational therapy, cannot take the place of adapted physical education.
Section 504 of the Rehabilitation Act of 1973. This law requires schools to provide assistance to students with special learning needs who do not meet the evaluative criteria for eligibility for special education under the provisions of the IDEA. Students covered under this law are provided a 504 plan, which outlines accommodations and modifications he or she needs to participate effectively in the regular curriculum. Covered students are also entitled to adapted equipment, different testing procedures, extra time to complete tasks, and any other changes that “level the playing field” in physical education. This is a regular education initiative and does not have special education funding provided to supplement the service.
*Included in this document you will find adaptations, resources, and ideas to provide inclusive and successful physical education for all children.
Although adaptations needed to participate in physical education activities vary from student to student, many general modifications apply to students with similar needs. A few suggestions are listed below.
There may be specific components of any given activity that pose a barrier to participation of students with disabilities. Listed below are selected activities and suggestions on how to make them accessible to students with varying abilities.
* This information provided by PE Central (http://www.pecentral.org).
For students with disabilities, communication can often be a significant barrier to full inclusion in class. Below are some basic strategies to use when communicating with people with certain categories of disability.
Many students with disabilities are not able to read or use handouts or materials that are typically given out. Below is information on a variety of alternate formats that might be used.
National Center on Physical Activity & Disability (NCPAD): Web site: http://www.ncpad.org Phone: 1-800-900-8086
PE Central Web site: http://www.pecentral.org Email: pec@pecentral.org Phone: 540-953-1043 Address: PE Central P.O. Box 10262 Blacksburg, VA 24062
Parent Advocacy Coalition for Educational Rights (PACER) Web site: http://www.pacer.org Voice: (952) 838-9000 TTY: (952) 838-0190 Address: 8161 Normandale Blvd. Minneapolis, MN 55437
North Carolina Office on Disability and Health (NCODH) Web site: http://www.fpg.unc.edu/~ncodh Email: odhpubs@mail.fpg.unc.edu Voice / TTY: (919) 843-3531
NC Department of Public Instruction Exceptional Children and Healthful Living Section Address: 301 N. Wilmington St., Raleigh, NC 28601 David Mills, Chief, Speech and Language, 919-807-3982 Kymm Ballard, Physical Education, Sports Medicine & Athletics Consultant, 919-807-3858
Physical Education is a component of a Coordinated School Health Program. These components include physical education, school nutrition services, comprehensive school health education, school health services, counseling, psychological, and social services, family and community involvement in school health, healthy school environment, and staff wellness.
In compliance with federal law, including the provisions of Title IX of the Education Amendments of 1972, NC Public Schools all state-operated educational facilities may not exclude individuals from physical education programs based on age, military service, disability, or gender, except where exemption is appropriate and allowed by law.
Inquiries or complaints should be directed to: Dr. Elsie C. Leak, Associate Superintendent, Office of Curriculum and School Reform Services, 6307 Mail Service Center, Raleigh, NC 27699-6307; Telephone (919) 807-3761; Fax (919) 807-3767.
This publication was made possible by the following contributors:
NC Healthy Schools North Carolina Office on Disability and Health Be Active NC P.E. Central Public Schools of North Carolina