Adapted Physical Education
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Adapted Physical Education is a diversified program of developmental activities, games, sports, and rhythms suited to the interests, capacities and limitations of students with disabilities who may not safely and/or successfully engage in unrestricted participation in the vigorous activities of the general physical education program , modified general physical education program or in a specially designed physical education program in a special day class . Services are based on need and not generalizations from categorical conditions.

Definition of Adapted Physical Education
All students, unless excused or exempted under terms specified in the California Education Code (section 51241) are required to have appropriate physical education program. Several types of physical education program are available to students, including adapted physical education:

General Physical Education is the District's adopted curriculum for physical education. It includes the full spectrum of game, sport, fitness, and movement activities. 1 No adaptations of modifications are required for safe and successful participation. Physical Education is defined as the development of:

1. physical and motor fitness
2. fundamental motor skills and patterns
3. skills in individual and group games and sports.

These classes are designed for all students who are able to benefit from participation. This is the least restrictive placement for individuals with special needs.

Modified Physical Education is participation within a general physical education program instructed by a physical education specialist or general classroom teacher but with modifications such as:

1. modifying activities through rule changes to equalize competition,
2. permitting the substitution or interchange of game and/or activity duties by analyzing and assigning positions in games in accordance with the abilities of the student,
3. modifying facilities by limiting play area when movement capabilities are restricted,
4. modifying equipment used as to size and weight to vary speed and performance standards,
5. allow for variable time scheduling:
   1. to provide extra time
   2. to allow students to rest

Specially Designed Physical Education is the physical education curriculum that is designed for the students who are placed in a Special Day Class and cannot benefit from the general physical education program. Modifications mentioned above (a-e) can be used as guidelines for the specially designed physical education program. The SDC classroom teacher or the general physical education teacher may teach this curriculum.

Role of Adapted Physical Education Instructor

1. Instruct students in the development of skills and knowledge that enables them to participate independently to the highest degree possible, based on assessment needs.
2. Provide consultation and support services including in-service training to regular & special education teachers, school personnel and peers concerning Adapted Physical Education needs and appropriate methods of adaptation for the student that will foster maximum independence and safety.
3. Works with members of the IEP team (i.e. speech, occupational, physical, orientation & mobility and vision specialists) to provide a functional and meaningful program.
4. Create a program geared to the assessed needs, goal & objectives, functional levels and motivational levels of the student.
5. Prepare and utilize equipment and materials for the development of skill as it is related to Adapted Physical Education (i.e. beeper balls, sponge balls, batting tees, etc.)
6. Conduct assessment, which focuses on both long and short-term needs of the student.

Referral for Adapted Physical Education

The special day classroom teacher, inclusion specialist, parents, and members of the IEP team can make a referral for an Adapted Physical Education assessment. Students must have an IEP to be referred. Students, parents, and teachers must value Adapted Physical Education to allow pullout during the normal school day.

Before making an Adapted Physical Education referral, appropriate and meaningful interventions, adaptations, and modifications should be tried with the physical education program.

Considerations
All of the following should be present in order to receive Adapted Physical Education instruction:

1. Student should be able to understand and respond to simple language and one step commands,
2. Student has behaviors that will not interfere with the safety of the student or of other students/individuals or interfere with the student's ability to learn.

Assessment Procedures and Instruments to Determine Eligibility for APE
The assessment of a student for Adapted Physical Education must address the student's needs and give special attention to concerns raised in the student's referral. Specific areas that might be address in such an assessment include gross motor skills, fine motor skills, perceptual motor skills, physical performance, and physical fitness. Such assessments are conducted by an Adapted Physical Education Specialist to determine the student's present level of motor skill functioning. The formal and informal measures used as assessment instruments may include standardized tests, review of records, and authentic assessment of the student.

Upon receiving the Adapted Physical Education referral, a medical questionnaire and consent form to assess is sent home to the student's parent/guardian. After the forms are received, with permission to assess, arrangements will be made to assess the student. The student will be given the Gross Motor Assessment. Results of the testing may suggest:

1. Adapted Physical Education is not recommended.
2. Adapted Physical Education will consist of individualized instructions provided by an Adapted Physical Education Specialist to students who have needs that cannot be adequately satisfied in other physical education programs as indicated by an assessment and evaluation of motor skills performance and other areas of need.

Individualized does not mean only one-to-one or small group settings; individualize mean a variety of activities, methods, procedures, and techniques according to needs and limitations of each program participant.

Adapted Physical Education Collaboration as defined above.

Adapted Physical Education Consultation as defined above.

Service Delivery Models

Adapted Physical Education can be any of the following:

1. Direct Services: designates direct physical education services provided by an adapted physical education specialist to students who have special needs, as indicated by an assessment and evaluation of motor skills performance and other areas of need. 2

2. Collaboration: designates services provided and/or implemented jointly with other school staff members to assist students in meeting individualized goals and objectives through all of the physical education options described. Services may be provided in a way intended to lead students progressively through various types of physical education options or in a way that combines elements of various options to meet the students' individual needs.

3. Consultation: designates assistance given to parents, general and special education teachers, or general physical education teachers who conduct the general, modified, or specially designed physical education program options. Assistance may include suggestions for individualizing instruction by making modifications or adaptations, and identification of supplementary devices or teaching aids to facilitate skill development by individuals with exceptional needs.

1. Applicable goals have been met or student has progressed and met all his/her needs
2. Student shows lack of progress within a reasonable length of time.
3. Student's skill level is compatible with cognitive level of functioning.
4. Lack of support from student or others that prevents the student from using skills taught.

Overview Of The Revised Motor Assessment
Test materials consist of items commonly used in a physical education program and can be transported to any site in an extra large equipment bag. Set up time for the test is estimated to be approximately ten minutes. A cleared space the size of a classroom is ideal for testing purposes. However, the test may be given in a multi-purpose room or in a playground area. The test is estimated to take approximately thirty minutes.

Test items are designed for ease of scoring and limited documentation. Subtests in the upper and lower limb coordination sections require 3-10 trials, but consistency is maintained within a specific test item. In other sections of the test, a trial of direction is repeated if the student did not understand the directions properly.

The test battery includes a section (Part II) for students who are severely disabled and/or who use a wheelchair. Some of the test items are purely observational in nature and some of the test items will require measurements with respect to time, accuracy, and distance.

A separate evaluation was created for the preschool (3-4 years old) level to assess their age appropriate developmental motor skills.

A Motor Skills Screening Form for the classroom teacher to fill out for a referred student has been created. Of particular interest is the question directed to the teacher as to what interventions have been attempted for the student to succeed in a physical education classroom with peers.

SAN FRANCISCO UNIFIED SCHOOL DISTRICT
REFERRAL TO ADAPTED PHYSICAL EDUCATION


MOTOR SKILLS SCREENING FOR THE CLASSROOM TEACHER


Student___________________________________________________DOB________________
Teacher__________________________________________School_______________________
Program__________________________________________________Grade________________
TimeofP.E.Period*_________________________________________Days_________________
Health Related Information   ______________________________________________________
*Physical Education must be a part of the student's curriculum.   _________________________
______________________________________________________________________________
______________________________________________________________________________
Based on your observation, circle the areas that the student is having difficulty in:  ___________


GROSS MOTOR
	1.  Locomotor skills (walk, run, skip, hop, jump, gallop)
	2.  Balance
	3.  Ball handling skills (throw, catch, strike, kick)
	4.  Using playground equipment
	5.  Coordination (falls frequently, bumps into things, etc)
	6.  Tracing objects with eyes.


PHYSICAL FITNESS
	1.  Climbing, crossing/hanging from monkey bars
	2.  Doing sit-ups
	3.  Stretching or bending body (flexibility)
	4.  Keeping up with peers in running activities


SENSORY MOTOR
	1.  Displays tactile defensiveness
	2.  Knowledge of right/left
	3.  Knowledge of basic body parts
	4.  Dislikes or avoids play involving spinning, swinging
	5.  Difficulty with spatial awareness
	6.  Following basic directions
What interventions have been attempted?:____________________________________________

2 See also California Code of Regulations, Title 5, Division 1, Chapter 3, Section 3051(a): Adapted physical education is for individuals with exceptional needs who require development of corrective instruction and who are precluded from participation in the activities of general physical education, modified activities of general physical education, or in a specially designed physical education program in a special class. Consultative services may be provided to pupils, parents, teachers, or other school personnel for the purpose of identifying supplementary aid and services or modifications necessary for successful participation in the regular physical education program or specially designed physical education programs