How do I do that?

1. How do I do that? Presented by: Dr. Kathy Kochersperger Gay Drake “Adapted Physical Education Specialists”

2. Who are we? a. Gay b. Kathy c. Holly d. 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?

3. Level of Services • Determination • a. Interview • Observation • No Support Needed • Participates adequately with teacher assistance • Behavior is age appropriate/under control • Participates safely • Follows class rules and instructions

4. Level of Services (contd.) • 2. Support Needed • a. Observation (to stay on task) and occasional intervention • b. Behaviors are easily managed • c. Proximity occasionally need to stay on task or safe in play • d. “Hands on” support needed for new/unfamiliar tasks (until learned and able to participate with peers) • Full Support Needed • a. Behaviors not well controlled • b. Motor skills lacking • c. Struggles with social interaction and participation in class activities

5. Integration/Inclusion Flowchart Full Class Inclusion Yes Yes Yes Environmental Factors (safety, peer influence, personality, . . .) Cognitive Ability (processing, reasoning, reading, writing, . . . ) Motor Skills (run, jump, hit, move, . . . No No No

6. Full Class Inclusion Cognitive Ability (processing, reasoning, reading, writing, . . . ) Environmental Factors (safety, peer influence, personality, . . .) Motor Skills (run, jump, hit, move, . . . No No No Considerations

7. 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

8. 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

9. Remember: • More similarities than differences a. All students aim to please • b. All students act out • c. 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, ….)

10. 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, …..

11. 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

12. Goals for Participation in Physical Education Enhance a positive self-concept and body image, while building self-esteem To develop/enhance motor skills to the highest degree of capability To enhance creative expression and learn to safely take risks to learn new skills To enhance independence in play To develop appropriate play skills including good sportsmanship To develop an awareness/understanding of (while practicing) the components required for a lifestyle of healthy physical activity and physical fitness To enhance the social skills involved in activity participation

13. Meeting Goals Develop modifications/adaptations of skills and/or class activities to help students be successful in participation efforts Model appropriate/expected behavior Model skills involved in class participation Assist students with social behaviors and peer interaction Encourage safe “risk taking” to help develop a broader spectrum of participation “likes/dislikes” Encourage independence in all activity participation, as capabilities/abilities allow Expect students to participate to the best of their ability throughout the entire class period

14. 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 studentsS= shows care for the safety and well-being of all students

15. Hints for Success Listen to instructions as they are given – become a learner first (only enhances your own ability to teach/assist your student) Contact teachers/adapted physical education staff if having trouble modifying/adapting activities/curricular lessons Use your best creative skills – actions, cues, modeling, ….think outside of the box Maintain positive attitude and outlook Be enthusiastic when recognizing student accomplishments, trials, efforts

16. 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)

17. Hints for Success (cont.) 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 Anticipation is a big key to student success – one step ahead of frustration, a behavioral “outburst”, …..catching a student being good Keep your expectations high – for yourself and students Remember small steps are often huge successes Have fun

18. 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

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

20. 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

21. Rubric for Para Professional Performance

22. Duties/Responsibilities for the physical education classroom: 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 Assist student(s) with all class activities as needed – dressing, warm up activities, game play, social interactions, ….. Keep student(s) safe 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) Help students develop skills of participation – striving for independence and adapting skills as needed for successful participation Act on your own instincts of what is needed/best for student success; ask for help when you need it

23. Duties/Responsibilities for the physical education classroom (cont.): Be on time to class Dress appropriately for participation in physical education class activities 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…

24. Precautions: Down’s Syndrome - atlantal axial Shunts Seizures Visual/Auditory Deficits Primitive Reflexes – still intact Reaction Time Processing Time

25. Precautions (cont.): “Earth Bound” Depth Perception Marfans’ Syndrome Cerebral Palsy Autism Spectrum Disorders Spinae Bifida – latex allergies Brittle Bone Disease 15. Severely Multiply Disabled

26. Considerations Modifying Adapting Exclusion “Parallel Play” , 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 play Cognitive: 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 play Environmental: 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 changes Environmental: 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 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 understood Environmental: Participate in separate activity, select peer groupings for participation, use very basic skills, rules, and strategic play

27. Modifications or Thinking Outside of the Box Look for contrasting colors – background to ball – when doing catching skills Develop some “catchy” clues Shorten the handles of manipulative equipment Allow “sitting” if balance is an issue (prevent allowing it to become “habit forming” behavior) Repeat, repeat, repeat, …………. Think in long terms – what will they really need as an adult

28. Modifications • or • Thinking Outside of the Box • Considerations when assessing (written) students with disabilities: • Type of learner • a. Visual/Auditory/Tactile • b. Reader/Non-reader • c. Communication • Questions • a. Layout • b. Number • c. Complexity/wording • Importance of knowledge being assessed • a. Healthy lifestyle • b. Lifetime – fun/fitness

29. Activity Participation: Practice modifying activities/skills Experience participation with a disability Share ideas with colleagues Gather information on adapting equipment/skills Understand how others learn and apply techniques for teaching Write a test for assessing a student’s knowledge Learn to “think outside of the box” Have fun

30. Thanks for Attending Questions/Concerns: bcdrake@smsd.org bckocher@smsd.org 993-9778 Visit our web backpack: inservice information modifications ideas for community-based instruction