Adapted Physical Education

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.

Factors Affecting Performance in Physical Education:

Ability to Focus
Age
Cognitive Understanding
Disability Contraindications
Experience
Health Related Fitness
Self-Resonsibility/Control
Sensory Perception
Skill Related Fitness
Skill Specific Abilities

Adapted Physical Education at Green Lake Elementary

SHAPE America Appropriate Practices

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).

Examples from twitter

Types of placement

RESOURCES - GENERAL

IEPs

The IEP, Our Weapon of Choice

Websites

Youtube Channels

RESOURCES - TEACHING STRATEGIES

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 modifications.
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" cards, schedules, guides, whiteboards, and routines (example).
Create a positive atmosphere with a growth mindset. Negative attitudes is a big barrier to physical activity and attempts.
Create an inclusive atmosphere that bonds students with and without disabilities (ie. 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.