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No Excuses! - A Documentary about Quality Physical Education
QUALITY PHYSICAL EDUCATION ADVOCACY
EFFECTIVE TEACHING STRATEGIES
TEACHER RESOURCES

Adapted Physical Education Resources

  • Overview
  • SHAPE America Appropriate Practices
  • Related Pages
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​Adapted Physical Education (APE) is physical education that has been modified to fit the needs of individuals with various physical and intellectual disabilities. Students receive Individualized Education Plans (IEP’s) that indicate the support needed to enhance the psychomotor, cognitive, affective, and health related domains. In some circumstances the APE teacher works alongside a Physical Therapist and Occupational Therapist in their school/community to implement evidence-based practices. APE also utilizes the Least Restrictive Environment (LRE) approach, which states that learners with disabilities must be taught in the least restrictive environment in order to be successful. This can range from full inclusion in a traditional class to teaching in a one on one setting.
 
Inclusive Physical Activity (IPA) ensures everyone has the capability to participate in physical activities in one setting. IPA believes that all environments can be adapted to fit the needs of all learners, regardless of the participants ability levels. This is cost efficient because it reduces resource redundancy and it allows individuals with and without disabilities to participate in activities together. IPA is also related to the Unified Sport setting where individuals with disabilities are teamed with individuals without disabilities. 
  • 1.6.1 Physical educators implement the special education process for students with disabilities as outlined in their individualized education programs and/or the school’s accommodations.
  • 1.6.2 Lessons/activities are adapted for overweight students (e.g., distance and pace runs are made more appropriate). Students are encouraged to undertake appropriate levels of activity for their own improvement.​
  • 1.6.3 Physical educators provide appropriate experiences for students with temporary medical limitations (e.g., a student with a broken arm can ride an exercise bike). 
 
TEACHING TIPS
  • ​Know what the law requires and advocate for the rights of Individuals with Disabilities (IWD).
  • Stay up to date with current practices and the programs available to IWD.
  • Learn about the various disabilities at your school. Recognize the characteristics of each disability, limitations/restrictions, and how to modify skills, tasks, equipment, etc.
  • Get to know the individual students and their support system: students’ sibling(s), parent(s), paraeducator, special education teacher, occupational therapist, communication therapist, physical therapist, etc.
  • Use assistance when needed: peer-tutor, paraeducator, interpreter, etc.
  • Have high expectations for your students and don’t underestimate their abilities.
  • Provide instruction in multiple modalities: visual (pictures, demonstrations, task cards), audio (adjust speed and tone, sign language), and kinesthetic (physically assist students in activity)
  • Utilize visual aids, check-off or to-do lists, this then that, schedules, guides, whiteboards, routine, structure.
  • Create a positive atmosphere with a growth mindset. Negative attitudes of IWD is the biggest barrier to physical activity and attempts.
  • Create an inclusive atmosphere that bonds IWD and students without disabilities using peer mentors or support groups.
  • Bring in guest speakers to talk about their disabilities, the challenges they face, how they overcome these challenges, and their abilities and accomplishments.
  • Encourage individuals over the age of 16 to partake in Special Olympic sporting events such as Bowling, Bocce, Disc Golf, Basketball, etc. If such activities are still unattainable, then the individual can look at other options which are more cooperative including but not limited to yoga, dance, ballet, fitness, swimming, walking club, run-club, rowing-club, and adventure challenges.
A FUNCTIONAL APPROACH TO MODIFYING MOVEMENT EXPERIENCES (FAMME) ​
  1. Determine underlying components of skills.
  2. Determine current capabilities of the individual.
  3. Match modifications efforts to capabilities.
  4. Evaluate modification effectiveness: Is the modification age-appropriate or functionally appropriate? Does it maximize participation? Does it allow the participant to be as independent as possible?
INDIVIDUAL FACTORS AFFECTING PSYCHOMOTOR ABILITY
  • Ability to Focus
  • Age
  • Cognitive Understanding
  • Disability
  • Experience
  • Health Related Fitness
  • Self-Responsibility/Control
  • Sensory Perception
  • Skill Related Fitness
  • Skill Specific Abilities​
Types of modifications
Equipment
  • Size (smaller – larger)
  • Weight (lighter – heavier)
  • Shape (regular – irregular)
  • Colors (matching – varied)
  • Brightness (brighter – darker)
  • Length (shorter – longer)
  • Straps/Velcro (with – without)
  • Audio indicators (quiet - loud)
  • Textures (smooth – textured)
  • Materials (ie. Latex-free)
  • Surface contact (increased – decreased)
Rules​
  • Add/Reduce the number of rules
  • Add/Reduce the number of players
  • Increase the number of attempts allowed
  • Increase/Decrease playing area
  • Increase/Decrease speed of play
  • Increase/Decrease time
  • Allow peer assistance
  • Allow use of different body parts
  • Allow different locomotor movements
  • Add Stability (ie. Using a string to hang a ball)
  • Add rest periods
Environment
  • Boundaries (smaller – larger)
  • Height (lower – higher)
  • Distance (smaller – larger)
  • Surface (smooth – textured)
  • Skill visuals (ie. Pictures, GIFs, etc.)
  • Organization visuals (ie. Cones, tape, etc.)
  • Lighting (bright – dark)
  • Trajectory Angle (low – high)
  • Direction (forward – backward)
PLACEMENT OPTIONS
  • Inclusion Options
    • ​Full inclusion with no adaptations or support (no IEP needed)
    • Full inclusion with curriculum adaptations and modifications
    • Full inclusion with trained peer tutors
    • Full inclusion with paraeductors
    • Full inclusion with specialist
    • Modified physical educator (small class) with able-bodied peers
  • Part-Time Self-Contained and Part-Time Integrated Placement Options
    • ​Split placement without additional support
    • Split placement with additional support
  • Community-Based Placement Options
    • ​Part-time community based and part-time school-based placement
    • Full-time community-based placement
  • Full-Time Self-Contained Placement Options Within a Regular School District
    • ​Self-contained placement with no additional support
    • Reverse integration (typically developing peers attend class with peer with a disability)
    • Paraeducator one-to-one support
  • Other Placement Options
    • Day school for specific disabilities
    • Residential school for specific populations
    • Home schooling
    • Institution
    • Hospital
Thanks to Jordan Weber for helping create this section
resources - ​GENERAL
Resources - ​TEACHING STRATEGIES AND MODIFICATIONS

How to Video Series

​DIY Modifications for Adapted PE
Resources - From Social Media
​Resources - JOURNALS for Adapted Physical Education
​Promoting Quality Physical Education through Advocacy and Free Access to Information and Resources