Adapted physical education generally refers to school-based programs for students ages 3–21 yrs.
Examples include: Weight rooms that accommodate wheelchair users, gym lockers that use combination locks, playgrounds surrounded by a fence, and well lighted gymnasiums to aid students with visual impairments.
Under Federal Law, in order to qualify for this special education programming, students must fall within one of the thirteen disability categories identified under IDEA and demonstrate an academic need.
All IEP's are outcome-oriented giving assurance that the student will benefit from special education and have real opportunities, full participation, independent living, and economic self-efficiency.
If a student is receiving adapted physical education services, it must be identified on the IEP and APE goals should be developed and implemented.
An IEP must be designed and written specifically for one student, outlining individualized needs, and used to establish an appropriate educational placement.
Some consider the IEP to be a "management" program to guide appropriate service delivery, which includes the area of physical education.
The IEP creates an opportunity for teachers, parents, school administrators, related services personnel and students (when appropriate) to work together to improve educational results for learners with disabilities.
It is a written document that parallels the IEP in form and content but is specific to physical education.
An IPEP provides recommendations for placement, services, and the teaching and learning conditions that will be best suited for each student.
Students who do not meet the qualifications for IDEA but still have a disability and require some assistance to be able to participate in physical education would be candidates for a Section 504 Plan.
A Section 504 Plan spells out the modifications and accommodations that will be needed for these students to have an opportunity to perform at the same level as their peers (might include things like a wheelchair ramp, blood sugar monitoring, etc.).
It is important to learn and implement the new technology to better help their students succeed in physical education.
APE teachers can create a website for the class to upload anything and everything they will be doing throughout the school year to keep track of their progress and IEP goal attainment.
Some games are particularly accessible for individuals with disabilities including Wii and Eye Toy Play.
In order to be qualified an educator must have met their state's approved or recognized certification, licensing, registration, or other comparable requirements.
While these vary by state, there are national standards set in place to allow somebody to become a Certified Adapted Physical Education Professional or CAPE.
[10] A physical education instructor will assess the needs of the students considering their employment opportunities and living arrangements after graduation.
This will allow them to create an adapted physical education curriculum for students following the ABC planning process.
Teachers must find the best class format to help the student achieve the goals for the lesson.
There are a number of general modifications that can be applied in a physical education environment for students with intellectual disabilities.
Different rules may be applied to different courts as well, allowing every student to be challenged in a constructive way.
[12] Various strategies exist to allow students with autism to be successfully included in a physical education setting.
Verbal prompts also include keeping phrases literal as well as provided concise instruction.
Peer tutors may also provide a lot of benefits for students in the physical education setting.
[12] Being deaf or hard of hearing typically has little impact on the development of motor skills, fitness levels, and participation in sports.
However, it is still important to accommodate students who are deaf or hard of hearing in the physical education setting.
This may include a beeping ball or allowing blind player to walk around and feel the environment before they begin.
Children with visual impairments and blindness may need more instruction and practice time to learn new concepts and movements.