1. PE Adaptive Physical Education Special Olympics adaptive pe and special Olympics. Guide picks. Physical activity is important for all children, and children with special needs adaptive pe. From pe Central. The pe teacher should http://specialed.about.com/cs/pespecialolympic

zfp=-1 About Education Special Education Search in this topic on About on the Web in Products Web Hosting Special Education with Apply Now Your Guide to one of hundreds of sites Home Articles Forums ... Help zmhp('style="color:#fff"') Subjects ESSENTIALS Should Inclusion Include Every Student? What Does IDEA Mean For You? IEP Team Members ... All articles on this topic Stay up-to-date! Subscribe to our newsletter. Advertising Free Credit Report Free Psychics Advertisement PE, Adaptive PE and Special Olympics Guide picks Physical activity is important for all children, and children with special needs are no exception. Here is a list of resources for teachers, coaches and parents. Adaptations for Physical Activities Simple adaptations for several activities in an easy to read format. From PE Central Adaptive Physical Education Advocacy from Mankato State University. A tremendous amount of information related to physical education for individuals with special needs. Basketball Guidelines for adapting basketball, including wheelchair basketball and other modifications. From the National Center on Physical Activity and Disability Examples of Basic Strategies Strategies to Accommodate Learners with Disabilities in Regular Physical Education. Ideas for inclusion, from Project INSPIRE

2. Ideal Lives Project - Inclusion & PE Including special needs students in physical education. The adaptive pe section ofpe Central offers a wealth of tips and resources for any teacher working to http://www.ideallives.com/generic.jhtml?pid=253

3. Adaptive PE Teacher - Edina Public Schools adaptive Physical Education (D/Ape) teachers. A D/Ape teacher is a physical education (pe) teacher who has advanced training in special who demonstrate specific needs in the areas http://www.edina.k12.mn.us/district/specialservices/sped/adaptive_pe.htm

District Offices Edina Public Schools ISD 273 District Office 5701 Normandale Rd. Edina, Minnesota 55424 andbaker@ edina.k12.mn.us 952-848-3901 (fax) Special Services Director Penny Kodrich Assistant Director Darlene Bell Secretary Andrea Baker Parent Resources Search the Site Edina Public Schools employs four Adaptive Physical Education (D/APE) Teachers . A D/APE teacher is a physical education (PE) teacher who has advanced training in Special Education. A D/APE teacher works with students of all disabilities who demonstrate specific needs in the areas of gross motor skills. D/APE teachers work with students in the mainstream PE class, in small groups or individually. D/APE teachers consult with mainstream PE teachers about adaptations and safety issues. The role of the D/APE teacher is to help each student achieve success at their level while working on gross motor fitness and lifetime sport skills. Adaptive Physical Education Teachers Traci Bergo Southview Middle School Edina High School trabergo@edina.k12.mn.us

4. Adaptive Physical Education adaptive Physical Education I believe students with special needs bring unique characteristics to a classroom. I feel a student with special needs challenges a teacher to be the best he Central adaptive Physical Education. pe.central.vt.edu/adapted/adaptedmenu. html. About special Education http://students.uwsp.edu/jbetr869/adaptive_physical_education.htm

Adaptive Physical Education I believe I believe students with special needs bring unique characteristics to a classroom. Students with special needs may need assistance in certain daily activities, but in the same respect, he or she should be treated like any other person. The type and amount of assistance one might need depends on each individual. One should not assume that a student with special needs is incapable of doing anything. But just the opposite, a teacher should notice and appreciate all the things a student with special needs can offer to the classroom. I feel a student with special needs challenges a teacher to be the best he or she can be. My Responsibilities to a student with special needs I believe my responsibility to students with special needs is to provide a safe and open educational environment. As an educator, it is also my obligation to help educate and guide students to achieve success in both their academic and real life situations, no matter what their level of abilities. In order to be an effective teacher for children with special needs it is important for me to be imaginative and willing to explore new methods of learning for a child.

5. Education World ® : Great Sites For Teaching About: Physical Fitness especially useful for anyone working with specialneeds students. specialty areas,such as adaptive pe and Field Day a truly original and useful teacher resource http://www.education-world.com/a_sites/sites018.shtml

Great Sites For Teaching Archives: VIEW ALL ARTICLES Arts ... PE - Health Great Sites Article G R E A T S I T E S A R T I C L E Great Sites for Teaching About ... Physical Fitness Education World's Great Sites for Teaching About ... page highlights Web sites to help educators work timely themes into their lessons. These sites are among the best on the Web for teaching about physical fitness. Ayden Elementary School Physical Education http://schools.eastnet.ecu.edu/pitt/ayden/physed.htm North Carolina's Ayden Elementary School offers this impressive example of the kinds of information a well-planned school Web site can provide. The physical education activities and resources, organized in easy-to-navigate categories, include health and fitness links and lesson plans in such categories as health and nutrition, classroom games, tag games, dance, gymnastics, fitness, and more. Use a plan from the site or take the opportunity to share one of your own. Don't forget to check out the Non-Traditional Gymnastics section. It's well worth your consideration!

6. REQUEST FOR ADAPTIVE PE SCREENING special Themes. teacher Lessons. Tech in Classroom. The Arts. Foreign Languages. History. Language, Literature. Math. pe special needs, special Kids, require adaptive or assistive http://www.kyrene.k12.az.us/resource/hardcopy_forms/related_services_adaptive_pe

REQUEST FOR ADAPTIVE PE SCREENING Note: When considering a request for screening, keep in mind: 1.) Adaptive PE is an indirect service to the primary services of the special education placement. 2.) Even though a student may benefit from Adaptive PE, it can only be provided as an indirect service if the student: a.) is identified as a student with a disability in need of special education and, b.) the indirect service is REQUIRED in order for the student to benefit from special education. PLEASE FILL OUT THIS FORM COMPLETELY (WRITE N/A IF NOT APPLICABLE). DATE RECEIVED AT D.O. DATESCHOOLPE TIME_ STUDENT_D.O.B._ CASE MANAGER_ CLASSROOM TEACHER GRADE LEVEL_ CURRENT MOVE-IN WITH ADAPTIVE PE. ON INCOMING IEP? o YES o NO IS THIS AN INITIAL EVALUATION FOR SP.ED. ELIGIBILITY? o YES o NO IS THIS STUDENT BEING CONSIDERED FOR A 504 PLAN? o YES o NO CATEGORICAL ELIGIBILITY_ HAVE PARENTS/GUARDIANS GIVEN PERMISSION FOR EXCHANGE OF INFORMATION? o YES o NO PHYSICIAN’S NAMEPHONE NUMBER_ DIAGNOSIS SECONDARY MEDICAL INFORMATION (SEIZURES, DEAFNESS, BLINDNESS, ETC.) MEDICATIONS PRECAUTIONS ADAPTIVE EQUIPMENT (CIRCLE): wheelchair walker braces crutches splints eyeglasses hearing aids other 1) PLEASE ATTACH IEP.

7. Special Needs A Unique special Education Program! Augmentative Communication. adaptive Physical Education. Occupational and state special Olympic Competitions. An adaptive pe teacher comes to http://www.ccboe.net/Res/special.htm

A Unique Special Education Program! Severe/Profound Intellectually Disabled and Multidisabled Students Self-help Skills Augmentative Communication Adaptive Physical Education Occupational Therapy Physical Therapy Speech Therapy Community Based Instruction Peer Helpers Diff-Ability Awareness Fair Adaptive Physical Education A program which provides the students with opportunities to swim, bowl, ride horses and participate in gymnastics, just to name a few. Students are transported to the sites and given individual attention to encourage development of fine and gross motor skill and cooperation in activities. Students also participate in local, area and state Special Olympic Competitions. An adaptive PE teacher comes to the classroom several times per week to provide instruction in fine and gross motor skills. Community Based Instruction Instruction provided in real-life settings to assist students in attaining skills needed for independent living. Diff-Ability Awareness Fair Special Education teachers set up stations to simulate various disabilities. All students attend to learn about the challenges of students who learn differently.

8. Special Needs Our special Education Department peachtree also receives support from the followingprofessionals adaptive pe teacher, Speech/Language teacher, Physical http://www.dekalb.k12.ga.us/~peachtreems/special_education.htm

Peachtree Charter Middle School "Teamwork Makes the Dream Work!" Offerings Our Special Education Department... Serves 116 students with a broad range of disabilities including: Severe/Profound Intellectual Disabilities Mild/Moderate Intellectual Disabilities Specific Learning Disabilities Emotional Behavioral Disorders Severe Emotional Behavior Disorders Autism Other Health Impairments including ADD/ADHD Speech/Language Impairments Hearing Impairments Orthopedic Impairments Is Peachtree's largest department, with 15 teachers and 5 paraprofessionals. Peachtree also receives support from the following professionals: Adaptive PE teacher, Speech/Language teacher, Physical Therapist, and an Occupational Therapist. Provides services to students based on their Individual Education Plan (IEP) goals and objectives in a variety of instructional settings that maximize interactions between students with disabilities and their non-disabled peers. This interaction occurs in homeroom, elective courses, PE, team-taught classrooms, Impact (Gifted) classrooms, assemblies, and extracurricular activities. Awards Recipient of the Council for Exceptional Children 's Division for Learning Disabilities and Allyn and Bacon 1998 Program Award for Exemplary Programming in the Field of Learning Disabilities.

9. Physical Education For Students With Disabilities Jury Awards One Million to Fired special Ed teacher work as an adaptive pe teacher, Dr. S. was struck work as an adaptive pe teacher, Dr. S was fired. http://www.grps.k12.mi.us/~autism/PE-tipsheet.spml

GRAPEVINE BRIGHT IDEAS GRAND RAPIDS AUTISM PROGRAM Physical Education for Students with Disabilities WHAT IS IT? IDEA '97 and The Michigan Special Education Rules and Regulations, require that each IEPT address Physical Education (PE) for every special education student. In Grand Rapids, PE is required for all students K-8 and for 3 semesters of high school. Preschool students would not have PE, but would have a gross motor component in their program that would address physical needs and development. For students in a center-based program, the age equivalents would be 6 through 16. If students have met the school district requirement for PE, PE must still be considered at the student's IEP, if the team determines that the student would benefit from additional PE beyond the district requirement. A difference between Adaptive PE and Specially Designed PE is in who provides the service: Specially Designed PE can be provided by staff other than an Adaptive PE teacher (General Ed. PE teacher, special education teacher or aide with Adaptive PE consultation), and Adaptive PE must be provided by an Adaptive PE Teacher. Another difference is in the goals on the IEP. If the student needs motor movement goals and they couldn't be met in Specially Designed PE, they need Adaptive PE. In Adaptive PE, their goals must be reported by the classroom teacher or PT, in consultation with the Adaptive PE Teacher. In Specially designed PE, the student's goals may be social, emotional or behavioral.

10. Inclusion Classroom meet the needs of our special needs community teachers, with assistance from the specialeducation assistants The adaptive pe teacher and the regular pe teacher http://seamonkey.ed.asu.edu/~hixson/chansmith/inclusion.html

The Integrated Classroom: A Collaborative Special Ed./Regular Ed. Model **This article was written in the Fall of 1991 by Kathy Smith and Patty Chan. Since then, the Inclusion Model classroom has been a successful part of the Carminati community. The program is constantly evolving and changing to meet the needs of our special needs community. If you would like to know more about our model, please e-mail us! ** The PALS (self contained special educations students) program had been on the Carminati campus for six years. During this time, students with mental handicaps had been mainstreamed in small groups into regular PE and Music. They also participated in special activities, field trips and assemblies with their non-handicapped peers. Although the program was considered a success, Kathy Smith, the special education teacher, and Patty Chan, 3rd grade teacher, felt that it would be possible to achieve even greater integration and assimilation of the students by doing some restructuring of the physical environment and stretching our "educational paradigms". Carminati's principal, Nancy Haugen, shared the excitement, and the result has been an exciting dream come true of students with and without handicaps learning side by side, and often together in the same setting.

11. Special Needs Kindergarten Welcome to special needs Kindergarten. a unique place for very special children! teacher. Physical Education activities are led by the pe or adaptive pe teacher. Music and P.E. http://www.cobb.k12.ga.us/~labelle/programs/snk.htm

A teacher's task: take a lot of live wires and see that they are well grounded. - unkown What are our Vision, Beliefs, and Mission Statements? What is Special Needs Kindergarten? Links to resources for Teachers and Parents. Vision Our vision is a world in which there are no limits. . . one that accepts, supports, and values individuals and challenges them in their journeys to be more. Special Education Department Cobb County Public Schools Adopted September, 1991 Beliefs We believe: Learning should be a continuous process. High expectations should exist for students and staff. Adequate resources are necessary to promote learning. Individuals flourish in an environment that is challenging and supportive. Individuals should be encouraged to reflect and dream. Collaboration with honest and open communication enhances the educational process. Being accepted and included maximizes individual potential and enhances self respect.

12. PE in this area address the needs identified in special physical education in LCPS comesin several forms provider would be the adaptive pe teacher, the location http://lcps.k12.nm.us/Departments/SPED/IEPPROCESS/PE.htm

Physical Education Previous Page Back to Contents Next Page What the Law Says ... What Parents Also Need to Know or Do What The Law Says (a)(1) As used in this part, the term "special education" means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability, including ...(B) Instruction in physical education. (a) General. Physical education services, specially designed if necessary, must be made available to every child with a disability receiving FAPE. (b) Regular physical education. Each child with a disability must be afforded the opportunity to participate in the regular physical education program available to nondisabled children unless (1) The child is enrolled full time in a separate facility; or (2) The child needs specially designed physical education, as prescribed in the child's IEP. (c) Special physical education. If specially designed physical education is prescribed in a child's IEP, the public agency responsible for the education of that child shall provide the services directly, or make arrangements for those services to be provided through other public or private programs.

13. Special Education Personnel teach the 1st2nd grade special Day Class school psychologist, occupational therapist,adaptive pe teacher and behaviorist is designed to meet the needs of all http://www.rres.srvusd.k12.ca.us/sped/sepers.html

Home About Rancho Calendars Departments ... District Site Nurse My name is Sharon Dodson and I work at Rancho Romero 1 day a week. I identify and monitor children with health concerns, ranging from allergies to diabetes. I develop heath plans for children with significant medical needs. I also provide in-service training to school staff and parents to meet these student's needs. I conduct regular vision and hearing screening on students at school. Speech My name is Linda Swatek and I work at Rancho Romero 4 days a week. I work with children who have speech (e.g., articulation difficulties) and language delays (e.g., pragmatic and receptive and expressive language delays). I work with children individually and in small groups one to two times a week, dependent upon the child's speech needs. I also provide language instruction within the Special Day Classes as needed. I design goals and objects to meet children's unique language issues. I consult with school staff and parents on how to instruct and remediate speech and language delays. Behavioral Aide My name is Kim Wannamaker and I work at Rancho Romero one to two days a week, dependent upon the need at the school site. I work with school personnel and parents to understand and improve behavior problems. I provide insight into why a child is behaving a certain way and develop behavior plans to reduce inappropriate behavior and replace it with appropriate coping strategies. I only work with Special Education students with significant/severe behavioral challenges (e.g., Autism and Asperger's Disorder, Emotionally Disturbed, Severe Attachment or Behavior Disorders).

14. Overview Of Opportunity Preschool Children with a wide variety of special needs are served at services are providedby the ECSE teacher, the SLP the OT, the PT, the adaptive pe teacher, and the http://www.circleofinclusion.org/english/demo/manhattanopportunity/overview/

Overview of Opportunity Preschool Your Path: Circle of Inclusion Home Page Inclusive Programs List of Programs Opportunity Overview Communication The children are at many different levels of communicative ability, so intervention starts from where they are and encourages them to make progress. PECS (the Picture Exchange Communication System is particularly helpful with nonverbal children who have trouble initiating communication) Picture Schedules (for children who have difficulty transitioning) child's photo with name by coat hook (the photo helps those children who are developmentally not ready to learn to read their name) communication centers in each classroom (writing materials with child's name and photo available to attach to any project - - this draws children of many different levels of ability together) basic objects labeled (i.e., door, computer, sink)

15. September 15, 1997 4 Alaska. Preschool special needs teacher, Sears Elementary. 4 Alaska. specialEd/Resource, Soldotna Middle School. K8 Generic Sped; K-12 pe; adaptive pe. http://www.kpbsd.k12.ak.us/board/SchoolBoard/MeetingInfo/BD_PKT01_02/bd_pkt05060

May 6, 2002 TO: Board of Education FROM: Richard Putney, Director, Human Resources THROUGH: Todd Syverson , Assistant Superintendent, Administrative Services SUBJECT: Approval of New Teacher Assignments/2002-03 Item – 11 a (5) It is recommended that the following teacher assignments be approved for the 2002-03 school year: RESIDENCE NAME DEGREE INSTITUTION MAJOR ATC EXP ASSIGN Douglas AK Clooten , Ned M BSEd Valley City State University North Dakota Biology 7-12 Biology; 7-12 Chemistry Alaska , 3 States .50 FTE Math; .50 FTE Athletic Director Nikiski Middle High School Point Hope AK Downs, Kay M BSEd Montana State University Billings MT. Special Ed, Elem Ed K-8 Elem Ed; Special Ed; Mildly Handicapped K-12 Alaska Preschool Special Needs Teacher, Sears Elementary Point Hope AK Downs, Kevin T BSEd Montana State University Billings MT. Elem Ed K-8 Elem Ed; SpEd Mildly Handicapped K-12 Alaska Special Ed/Resource, Soldotna Middle School Kotzebue AK Owens, Theresa L. MEd Oregon State University Education K-8 Generic SpEd ; K-12 PE; Adaptive PE Alaska , 9 States Special Ed, Intensive Needs at K-Beach Elementary

16. Power Of 2: Resources HOME teacher vistas online adaptive pe Easy and helpful modifications for includingstudents of on health issues for special needs, emergency procedures http://www.powerof2.org/resources/elementary/exploratory/

[HOME] [teacher vistas] [online training] [FAQs] ... Exploratory Table of Contents Adaptive PE - Easy and helpful modifications for including students of all abilities in physical education activities. Basketball - Easy and helpful modifications for including students of all abilities in physical education activities. Bowling - Easy and helpful modifications for including students of all abilities in physical education activities. Golf - Easy and helpful modifications for including students of all abilities in physical education activities. Soccer - Easy and helpful modifications for including students of all abilities in physical education activities. Softball - Easy and helpful modifications for including students of all abilities in physical education activities. Tennis - Easy and helpful modifications for including students of all abilities in physical education activities. Volleyball - Easy and helpful modifications for including students of all abilities in physical education activities.

17. Question 6 at risk students and students with special needs in a the Title One reading interventionteacher, speech therapist, adaptive pe teacher, or counselors http://www.murrieta.k12.ca.us/alta/ds/q6.html

TEACHING AND LEARNING: AT RISK STUDENTS AND SPECIAL NEEDS STUDENTS Identify the at risk student and special needs student populations at your school. Describe the learning support services and personalized assistance provided to those groups of students. Describe programs and strategies used by the school to ensure access to and success in the regular curriculum. Include evidence that the learning support services are showing success. Describe support for school staff to assist students with disabilities to achieve IEP goals, progress in the regular curriculum, and be educated with non-disabled students. "During a classroom visit, I see an instructional aide playing a word game with a small group of students while the teacher helps a struggling student with a reading assignment. Two other students work on a challenging Internet project on the computer." All special education students at Alta Murrieta are transitioned to and supported in mainstream classes, including full inclusion. About 50 students receive direct services in pull-out sessions where they receive individualized or small-group instruction to meet their IEP goals. Indirect services are also provided using the collaborative model in the regular classroom. Most English language learners are provided access to the regular curriculum and receive effective instruction to acquire English language skills in our English Immersion classes. Other English language learners receive small-group or individualized assistance from our English language Development (ELD) teacher. Last year, 15% of our English language learners were redesignated as Fluent English Speakers (FEP).

18. Special Needs Students also participate in local, area and state special Olympic Competitions.An adaptive pe teacher comes to the classroom several times per week to http://www.ccboe.net/res/special.htm

A Unique Special Education Program! Severe/Profound Intellectually Disabled and Multidisabled Students Self-help Skills Augmentative Communication Adaptive Physical Education Occupational Therapy Physical Therapy Speech Therapy Community Based Instruction Peer Helpers Diff-Ability Awareness Fair Adaptive Physical Education A program which provides the students with opportunities to swim, bowl, ride horses and participate in gymnastics, just to name a few. Students are transported to the sites and given individual attention to encourage development of fine and gross motor skill and cooperation in activities. Students also participate in local, area and state Special Olympic Competitions. An adaptive PE teacher comes to the classroom several times per week to provide instruction in fine and gross motor skills. Community Based Instruction Instruction provided in real-life settings to assist students in attaining skills needed for independent living. Diff-Ability Awareness Fair Special Education teachers set up stations to simulate various disabilities. All students attend to learn about the challenges of students who learn differently.

19. Special Teachers Cindy Slagle adaptive pe Mrs. Slagle is new to Redland Oaks. She is an adaptivepe teacher working with special needs students on our campus. http://www.neisd.net/redland/sped/special/specialteach.htm

Redland Oaks Elementary School San Antonio, Texas Specialists: Brenda Counce OT Mrs. Counce is new to Redland Oaks. She is an occupational therapist working with special needs students on our campus. Maria Mangold PT Mrs. Mangold is new to Redland Oaks. She is a physical therapist working with special needs students on our campus. Diane Remling OT Mrs. Remling is new to Redland Oaks. She is an occupational therapist working with special needs students on our campus. Cindy Slagle Adaptive PE Mrs. Slagle is new to Redland Oaks. She is an adaptive PE teacher working with special needs students on our campus. Last modified 2002

20. HenryOT Schedule From an adaptive pe teacher I can't wait to implement the activities with all mystudents! From a Preschool teacher I have students with special needs who I http://www.henryot.com/schedule/photos/pictures.htm

Photos on the road A TEACH ABOUT Workshops to bring sensory integration to homes, schools and businesses Photos and Feedback from... Our workshop San Bernardino, California Participants are involved in a partnership activity using movement, muscles, and trust, to promote collaboration Feedback from our three day workshop in San Bernardino - Promoting Collaboration between School, Home and the Medical Community using Sensory Integration. From OT's who attended: This workshop was helpful in my school based OT treatment. I thoroughly enjoyed the collaboration model. I like the concepts introduced. Although I am an OT student, this info will help me to become a great OT in the pediatric field. Even if I plan to work in a clinic, learning about school based OT gave me a better perspective. Great presentation! I will recommend this training to all. I would like to look at writing a grant for the principals, psychologists, APE, etc. to attend your seminar. Thank you for defining educational OT vs. medical/clinical model OT. You're doing a great job!

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