Students With Disabilities Of Physical Education

According to the Individuals with Disabilities Education Act (IDEA) an Individualized Education Program (IEP), address the following 7 steps about the student. The first step begins with a statement of the student’s present level of academic achievement and functional performance (PLAAFP). This is a summary of the student's present levels of academic achievement and functional performance, including (a) how the disability affects the student's involvement and progress in the general education curriculum; and (b) for students who

Students with disabilities need to be physically, programmatically, and interactionally included in classroom activities that have been planned by a qualified teacher in conjunction with support staff as needed.

The Individuals with Disabilities Education Act (IDEA) has established procedures for the placement of students with disabilities within a school setting. Members of the child study

For the state of Indiana as an administrator I need to familiarize myself with the Special Education Rules Title 511 Article 7 Rules 32-49 (Indiana Dept. of Ed, 2014). Article 7 was brought to my attention by my special education coordinator at Laurel School Mrs. Christy Sheehan. This article will help me access the guidelines of Least Restrictive Environment (LRE) and the Individual Education Programs (IEP) along with the instruction from Mrs. Sheehan. This article will help me indicate what key areas I need to know as a future administrator. As I become an administrator I know I will have to familiarize myself with the entire 134 page article, but for now I will focus in on five areas. This article and area of study is new to me being a physical education teacher that isn’t familiar with all the laws of special education. It can be overwhelming looking into this document, but as an administrator I need to familiarize myself with all aspects of education.

The combination class that I chose to teach this lesson consist of eight boys and six girls, ranging in ages from fourteen to twenty. All attend Jefferson High School in Los Angeles Unified School District. All have varies disabilities ranging from mild to moderate autism, to Down syndrome, and Cerebral Palsy that ranges from mild to severe with two students in wheel chairs. Generally, all students are excited and willing to participate in most activities. Their present level of fitness is average and are able to perform most locomotor skills at a developing level. Because of the diversity in character and disabilities, it gives me the opportunity to create a lesson that will enable them to be successful by learning from the many ability levels. In addition, all paraprofessionals are willing to contribute to the student’s success by guiding them in the right direction and enforcing rule violations.

Special education students are delayed in there learning process. To resolve the gap in learning abilities Individual with Disabilities Education Act (IDEA) obliges by law that all public schools to create an Individualized Education Program (IEP) for every child that receives special educational services. IDEA inspires to create an effective relationship amongst the parents and school that boost an educational team with the goals of providing the student with proper services (Mueller, 2009). In Each IEP meeting it involves the IEP team, IEP sections that addresses the student with disabilities educational progress.

Over the course of 15 weeks, the students felt much more comfortable working with children who had disabilities and loved the opportunity to do so (Taliaferro, Hammond & Wyant, 2015). One participant stated, “The more I interacted and worked with [Karen], the more confident I got. I was able to see some form of progress every week with her” (Taliaferro, Hammond & Wyant, 2015, p. 60). This study is a prime example of the improvements individuals can make despite any differences they may have. Studies on different abilities according to gender have also been conducted. Sarkin, McKenzie and Sallis performed a study analyzing the differences in physical activity between grade school boys and girls during P.E. class. They discovered that girls have similar activity levels during P.E. class and were 94.6% as active as boys (Sarkin, McKenzie & Sallis, 1997). This study also demonstrates that ability can’t be limited to differences such as gender, and physical educators should recognize that boys and girls have the same abilities. It is the responsibility of the physical educator to ensure that individuals have the proper program designed for their specific needs, and to help them achieve their personal health goals. It is essential that physical educators understand the importance of diversity and abandon any bias related to these diversities. This will allow the professional to create optimal programs for their clients, and limit ability discrimination in the

Students with special needs need deserve the same education general education students are presented with. The philosophy of “ Disability Inclusion” concentrates on creating a safe, loving, and effective learning environment for students who suffer from physical, learning, and behavioral disabilities. When a student with disabilities is placed in the same environment as a non-disabled student, the results show wonderful improvement. When we are able to discover the strength of the student we are able to see just how much the student can improve in an inclusion classroom. Disability Inclusion not only sets a new beginning for an equal education of special education students, but it allows for more interaction with the child, and a more hands-on assessment.

Meeting all of the needs of students today is a challenging task, especially in physical education with students that have special needs and physical limitations. All students today have a right to participate in physical education classes and schools have a responsibility to ensure everyone is given the opportunity (Aiello, 2014). Adaptive Physical Education class offers a great opportunity for those with limitations to be in a safe environment and participate just like the rest of the students (C. Curtis, personal communication, May 6, 2014). Schools must be compliant with a certified adaptive physical education teacher leading a class as they are trained in conducting a class. With proper implementation of an IEP (Individualized Education Program ) and

Today, under the provisions of IDEA many teachers must be prepared to help students at a variety of different levels including students with disabilities (14). More specifically the “Least Restrictive Environment,” provisions helps students with disabilities to receive time in general education classrooms with their peers (14). To learn more about this provision, special education in general, and to gain the perspective of a general education teacher working with children receiving special education, I spoke with a general education working at an inclusive school (22).

The teacher can encourage this inclusion by teaching the students, parents, and other community members about negative stereotypical attitudes about students with disabilities by avoiding negative words, such as “disabled”, or “crippled”, or “handicapped” and to promote positive ideas about disabilities into class work, the student’s play time and other activities. To further ensure that the classroom is promoting equality for the child with the disability, the teacher should incorporate an inclusive curriculum mindset, by adapting the lessons, learning materials and classroom to suit the needs of all the different types of learners including the child with the disability within the classroom.

Just like any individuals in our society, the needs of students with a disability also differ. As a future educator and specifically a physical education teacher, I believe inclusion is at the utmost importance within a school setting in both theory and practical lessons. It is disheartening to know that students in particular those with a disability are often excluded due to their needs and that a number of teachers are not educated with the right skills in a way that they know how to plan their lessons effectively enough that all students are able to participate and feel comfortable doing so. According to the ‘Inclusive Education for Students with a Disability’ (2013) report which was commissioned by the Australian Research Alliance for Children

Thirteen percent of the current population has at least one physical or cognitive impairment. As the population of Earth increases, the amount of individuals with disabilities increases as well. In fact, the percent of students with disabilities enrolled in school increased from thirteen to fourteen percent between 2015 and 2016. To provide free education for children of all abilities and without discrimination, the government set up the public school system.

One of the most controversial issues facing educators today is the topic of educating students with disabilities, specifically through the concept of inclusion. Inclusion is defined as having every student be a part of the classroom all working together no matter if the child has a learning disability or not (Farmer) (Inclusion: Where We’ve Been.., 2005, para. 5). The mentally retarded population has both a low IQ and the inability to perform everyday functions. Activities such as eating, dressing, walking, and in some cases, talking can be hopeless for a child with mental retardation.

According to the Individuals with Disabilities Education Act, students with disabilities should be placed in a “least restrictive environment.” One of the main ideas of this act was to improve the learning experiences of students with disabilities by giving them learning opportunities outside of a special education classroom. The number of students with disabilities being placed in their general education classrooms is increasing more and more each year. The U.S Department of Education’s 27th annual report to Congress on the implementation of The Individuals with Disabilities Education Act (2005) indicates that the number of students with disabilities in general education classrooms has risen to almost 50 percent. This is about a 17 percent increase from the 1997 U.S