Adapted Physical Education

Adapted Physical Education
Resource Guide
To be used as a supplement to the
School Board of Brevard County
Health and Physical Education Curriculum
Dr. David E. Sawyer, Superintendent

Brevard Public Schools
August 1999
SCHOOL BOARD OF BREVARD COUNTY

Educational Services Facility
2700 Judge Fran Jamieson Way
Viera, Florida 32940-6699
SCHOOL BOARD MEMBERS

Paula E. Veibl, Chairman
Rich Wilson, Vice Chairman
Bea Fowler
Janice Kershaw
William L. Powell
SUPERINTENDENT
Dr. David E. Sawyer
DEPUTY SUPERINTENDENT
DIVISION OF SCHOOL OPERATIONS
!Dr. Daniel T. Scheuerer
Office of Secondary Programs

Carolyn Ellis, Director
Office of Elementary Programs
Walter Taylor, Director
Office of Exceptional Educational Program Support
Eva Lewis, Director
Office of Exceptional Educational Education Administrative Support Services
Dr. Karen Palladino, Director
The School Board of Brevard County ADAPTED PHYSICAL EDUCATION RESOURCE GUIDE
TASK TEAM MEMBERS
Adrienne LaFlamme, B.S., M.Ed.

Itinerant Adapted Physical Education Teacher,
South Pine Grove School
Tina Kurczewski, B.S.
Adapted Physical Education Teacher,
Mila Elementary School
Kevin Kaylor, B.S., M.S.
Adapted Physical Education Teacher,
Lockmar Elementary School
Barbara Tuley, B.S., M.A.
Itinerant Adapted Physical Education Teacher,
ACKNOWLEDGMENTS
We are deeply appreciative and render a huge debt of thanks to
Valerie Harville, Resource Teacher: Health, Physical Education and Driver
Education, Brevard County, whose leadership and guidance were invaluable in
facilitating the production of this manual. We appreciate her work generating the
initial format, patiently editing the manuscript, and supporting the work on this
manual.
Special thanks to Eva Lewis without whom this manual would not have been
possible.
CONTENTS
PAGE
I.
Purpose .........................................................................................................4
II.
Vision Statement ............................................................................................5
III.
Adapted Physical Education Objectives........................................................7
IV.
Florida Department of Education Technical Assistance Paper......................8
V.
Suggestions and Strategies for Teaching Students With Disabilities

A. General Suggestions for Adapting Physical Education Programs ............21
B. Adaptation of Games and Activities........................................................27
C. Teaching Suggestions for Adapting Physical Education Programs
for Specific Disabilities ............................................................................29
D. Teaching Suggestions for Adapted Aquatics............................................39
VI.
Sensory Motor Development Skills
VII.
Inclusion of Students With Disabilities in Regular Classes............................47
VIII.
Suggested Activities, Games and Sports for Adapted

Physical Education Classes ...........................................................................50
IX.
Individual Assessment of Students With Disabilities ...................................54
X.
Professional Resources:
A. Catalogs....................................................................................................63
B. Bibliography.............................................................................................66
C. Web Sites..................................................................................................71
D. Recommended Training............................................................................72
Appendixes:
A Adapted Physical Education Referral Procedures................................................73
B Referral to Receive Adapted Physical Education.................................................74
C Physician's Recommendation for Adapted Physical Education Activities .........75
D Adapted Physical Education Observation Summary Recommendation ..............76
E Florida Department of Education Course Description Update ..........................77
I. PURPOSE
This handbook has been designed to be used as a guide when considering the exceptional
education student for an adapted physical education program. It is to be used as a supplement to
the Florida Sunshine State Standards for Health and Physical Education and the Brevard County
Physical Education Curriculum.
II. VISION STATEMENT

We believe, as Adapted Physical Education teachers, that students with disabilities should
experience a quality physical education program that meets their individual needs and provides
them with the opportunity to achieve their maximum potential.
The Brevard County Vision Statement for Health and Physical Education, as stated in the School
Board of Brevard County Health and Physical Education Curriculum Frameworks, is as follows:
The Brevard County Vision for Health and Physical Education is based on the concept of
wellness. Each individual's life is improved by a safe learning environment which encourages a
lifelong commitment to personal and community wellness.
Wellness is essential for the total development of all individuals. It is the foundation for all areas
of learning.
Through participation in dynamic programs, everyone will be motivated to adopt healthy and
physically active lifestyles. These learning experiences will promote a positive attitude towards
healthy and physically active behavior throughout life.
Guiding Principles:
Certain underlying principles support the vision for health education and physical education
articulated in the frameworks.
Every person is a learner
Educational professionals, students, and family form a community of learners
All children are entitled to wellness as a basis to enhance their ability to learn
Effective teaching and learning connect concepts and processes to everyday events
Quality instruction in health education and physical education promotes a commitment to
wellness
Learning environments conducive to quality health education and physical education
instruction are the responsibility of the school community
Learning takes place both in schools and in communities
Wellness fosters an environment of acceptance and understanding of cultural diversity
Wellness is a concept that all people involved in the school community are at their
optimum for health that includes physical, mental, emotional, spiritual, and social
It creates a feeling of acceptance of others without prejudice
Instructional programs and teaching strategies should accommodate diverse learning styles
and needs
Excellence in health education and physical education teaching and learning grows from a
commitment shared by teachers, students, parents, administrators, and the community at
large
Wellness is essential for lifelong learning
III. ADAPTED PHYSICAL EDUCATION OBJECTIVES

The Adapted Physical Education Program of Brevard County will:
1. Deliver physical fitness and activities that will increase/maintain endurance, flexibility, and
strength, e.g. power walking, aerobics, exercises, weight training, etc.
2. Promote the development of physical skills for the use of playground equipment, e.g.
swinging, climbing and hanging, hopscotch, basketball, etc.
3. Promote the development of the physical skills to acquire carry-over leisure/recreational
activities that can be used with the family and in the community, e.g. swimming, bowling,
dance, bicycling, miniature golf, etc.
4. Enhance the physical therapists goals, e.g., balance, walking, range of motion exercises,
aquatics, M.O.V.E. Program (Mobility Opportunities Via Education) goals, etc.
5. Promote the development of the skills to successfully participate in regular physical
education for inclusion, e.g. softball, volleyball, basketball, etc.
6. Promote in the development of the skills needed to participate in Special Olympics, e.g.
soccer, roller-skating, track & field events, etc.
7. Promote the acquisition of the skills necessary for fair play, sportsmanship, understanding
and following the rules, and respecting the rights of others.
8. Consult with regular physical education teachers to facilitate the inclusion of students with
disabilities in regular physical education classes.
IV. TECHNICAL ASSISTANCE PAPER

FLORIDA DEPARTMENT OF EDUCATION, DIVISION OF PUBLIC SCHOOLS
BUREAU OF EDUCATION FOR EXCEPTIONAL STUDENTS
NO. FY 1991-8
June. 1991
PHYSICAL EDUCATION PROGRAMS FOR STUDENTS WITH. DISABILITIES
Refer Questions to: Rima J. Hatoum (904) 488-3103 SC 278-3103
This Technical Assistance Paper begins with an overview of federal and state laws and
regulations, then provides answers to frequently asked questions relating to physical education
programs for students with disabilities. It was prepared by staff of the Bureau of Education for
Exceptional Students in cooperation with staff of the Bureau of Elementary and Secondary
Education to assist school district personnel in providing appropriate physical education services
to students with disabilities.
FEDERAL LAWS AND REGULATIONS
The Individuals with Disabilities Education Act (IDEA), formerly known as the Education of the
Handicapped Act (EHA), 20 USC 1401 (16), includes physical education within the definition of
special education, thus emphasizing that physical education services are an integral part of the
education of every student with a disability.
The term "special education" means specially designed instruction at no cost to parents or
guardians, to meet the unique needs of a handicapped child, including classroom instruction,
instruction in physical education, home instruction, and instruction in hospitals and institutions.
The necessity of assuring that physical education services are provided to students with
disabilities is reiterated in 34 CFR 300.307(a) of the implementing regulations of the IDEA,
which states that: "Physical education services, specially designed if necessary, must be made
available to every handicapped child receiving a free appropriate public education." 34 CFR
300.307(b) provides the following guideline for delivery of services:
----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------TECHNICAL ASSISTANCE PAPERS are produced periodically by the Bureau of Education for
Exceptional Students to present discussion of current topics in the education of exceptional
students. The TA papers may be used for inservice sessions, technical assistance visits, parent
organization meetings, or interdisciplinary discussion groups. Topics are identified by state
steering committees, district personnel, individuals, or from program compliance monitoring.
Each handicapped child must be afforded the opportunity to participate in the regular physical
education program available to non-handicapped 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
individualized education program.
In addition 34 CFR 300.307(c) and (d) the law specifies that:
(c) Special physical education. If specially designed physical education is prescribed in a child's
individualized education program, the public agency responsible for the education of that
child shall provide the services directly, or make arrangements for it [sic] to be provided
through other public or private programs.
(d) Education in separate facilities. The public agency responsible for the education of a
handicapped child who is enrolled in a separate facility shall insure that the child receives
appropriate physical education services in compliance with paragraphs (a) and (c) of this
section.
Physical education is defined in 34 CFR 300.14(b)(2) as follows:
(i) The term means the development of:
(A)Physical and motor fitness;
(B) Fundamental motor skills and patterns; and
(C) Skills in aquatics, dance, and individual and group games and sports (including
intramural and lifetime sports).
(ii) The term includes special physical education, adapted physical education, movement
education, and motor development.
STATE LAWS AND REGULATIONS
Section 228.2001(2)(a), F.S., the Florida Education Equity Act states that:
Discrimination on the basis of race, national origin, sex, handicap, or marital status against a
student or an employee in the state system of public education is prohibited. No person in this
state shall on the basis of race, national origin, sex, handicap, or marital status, be excluded from
participation in, be denied the benefits of, or be subjected to discrimination under any education
program or activity, or in any employment conditions or practices conducted by a public
educational institution which receives or benefits from federal or state financial assistance.
This Act refers to physical education as follows:

(c) This subsection does not prohibit the grouping of students in physical education classes and
activities by ability as assessed by objective standards of individual performance developed and
applied without regard to sex. However, when use of a single standard of measuring skill or
progress in a physical education class has an adverse effect on members of one sex, the
educational institution shall use appropriate standards which do not have such effect (Section
228.2001 (3)(c).
Section 230.2312, F.S., Florida Primary Education Program, was amended by the 1990 Florida
Legislature to require that instruction be made available to all kindergarten through grade three
students in the following basic subjects: language arts, mathematics, problem solving, science,
social studies, physical education, music, and fine arts. The legislation requires instruction, but
not separate courses in each subject and the number of minutes in each subject is not specified.
Section 230.2319, F.S., Florida Progress in Middle Childhood Education Program (PRIME)
requires regularly scheduled physical education, as determined by each district school board, for
grades 4 through 8.
Section 232.246 (11), F.S., requires "one-half credit in physical education to include assessment,
improvement, and maintenance of personal fitness" for high school graduation and Section
232.2465 (l)(a)7. F.S., requires "one year of instruction in health and physical education to
include assessment, improvement, and maintenance of personal fitness" for the graduate to
qualify for the Florida Academic Scholars' Certificate Program.
The following two State Board of Education Rules specify requirements for teacher certification
in the area of physical education:
+ Rule 6A-4.028. FAC: Specialization Requirements for Certification
in Physical Education (Grades K-8) and Physical Education (Grades 6-12)--Academic Class
(New 4/20/64, Amended 12/4/89).
+ Rule 6S-4.0281, FAC: Specialization Requirements for Endorsement in Adaptive Physical
Education--Academic Class (Adopted 11/9/89, Effective 12/4/89).
QUESTIONS & ANSWERS

1. QUESTION:
What are the differences between the terms "adaptive", "adapted", "special physical education",
and "specially designed physical education"?
ANSWER:
Different people use these terms differently. In Florida, program arrangements in which some
modifications are made to compensate for students' disabilities in order to allow them to
participate in the regular (basic) physical education program are commonly referred to as
"adaptive physical education", and program arrangements that are tailored to meet the individual
physical-motor needs of students with disabilities are commonly referred to as "specially
designed physical education." The term "adapted physical education" is used nationally to refer
to both programs of physical education designed for an entire class of students with disabilities
and programs designed to meet the special needs of one or more students with disabilities in a
regular physical education class.
2. QUESTION:
Are the terms "adaptive", "adapted", "special", or "specially designed physical education"
defined in federal or state laws and regulations?
ANSWER:
No. The term "adaptive physical education" is not referred to in federal laws and regulations, and
the terms adapted, special, and specially designed physical education are mentioned, but not
defined. No definitions of these terms are provided by state laws and regulations. In 1947, the
American Alliance for Health, Physical Education, Recreation, and Dance (AAHPERD) adopted
the following definition of "adapted physical education:"
A diversified program of developmental activities, games, sports, rhythms, suited to the interest,
capacities, and limitations of students with disabilities who may not safely or successfully engage
in unrestricted participation in the vigorous activities of the general physical education program.
This definition is still widely accepted by professionals in the field.
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3. QUESTION:
What physical education program arrangement options are available for students with
disabilities?
ANSWER:
A physical education continuum of services designed to meet the needs of students with
disabilities as determined through the individual education plan (Individualized Education
Program) development process could include the following options specified in the May 23,
1980, OSE [Office of Special Education] Policy Paper on Individualized Education Programs
(IEPS):
a. Regular PE with Non-Handicapped Students. Many learning disabled and speech impaired
children participate in the regular PE program with non-handicapped students without special
provisions. In addition, some children with other handicapping conditions and without any
physical-motor problems (e.g., some educable mentally handicapped-EMH- children) also
participate in the regular PE program.
b. Regular PE with Adaptations. Some individual children in various disability areas (including
those with physical impairments) are able to participate in the regular PE program with nonhandicapped students if special adaptations are made for them.
c. Specially Designed PE. Sometimes an individual handicapped child will require specially
designed PE that is different from that for non-handicapped children. It might also differ
from the kind of PE provided to other children with the same handicapping condition. A
child might participate in a special body conditioning or weight-training program, or,
depending upon his/her specific needs and abilities, participate in some type of individual
skill sport.
d. PE in Special Settings. Under certain circumstances, some of the handicapped students
within a given disability receive their education in a special setting (e.g., an ESE center or a
separate wing of a regular school building) most of the students participate, as a group, in the
same basic PE program.
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4. QUESTION:
What physical education courses are available for students with disabilities?
ANSWER:
(see update in appendix E)
Students with disabilities may be enrolled in any of the regular (basic) physical education courses
listed in the Course Code Directory (CCD), with or without modifications (Rule 6A-6.0312,
FAC) for exceptional students, depending on students' needs and in accordance with the school
district's pupil progression plan:
Basic Education Elementary
5015010
Physical Education -Elementary
Basic Education Middle/Junior High
1501000-1501120
M/J Physical Education (nine courses)
Basic Education Senior High, Adult
1501300-1503420
Fitness (ten courses)
1502300-1505560
Individual and Dual Sports (23 courses)
1503300-1505510
Team Sports (eight courses)
In addition to the courses listed above, students with disabilities may be enrolled in the following
adaptive (basic) physical education courses if their needs cannot be met by the aforementioned
courses:
Basic Education Elementary
5015000
Physical Education- Elementary Adapted Program
Basic Education Middle/Junior High
1500000
M/J Adaptive Physical Education IEP
Basic Education Senior High. Adult
1500300
Adaptive Physical Education IEP
1500310
Individual Sports for Disabled Students
1500320
Team Sports for Disabled Students
1500330
Recreational Activities for Disabled Students
1500340
Aquatics for Disabled Students
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If none of the aforementioned courses fit the needs of students with disabilities, they could be
enrolled in the following exceptional student education courses:
7715010
Exceptional Student Physical Education: Grades PreK-5
7815010
Exceptional Student Physical Education: Grades 6-8
7915010
ESE - Specially Designed Physical Education: Grades 9-12
5. QUESTION:
Must all students with disabilities be enrolled in either adaptive or specially designed physical
education courses?
ANSWER:
No. As specified in the answers to questions 3 and 4 above, an assessment of each individual
student's needs must be made during the IEP development process to determine the physical
education program arrangement(s) and the course(s) most suitable for that student. The
requirements of the least restrictive environment provision as stated in 34 CFR 300.307 (b) must
be observed in determining the most appropriate physical education program option for
individual students.
6. QUESTION:
Are there any special physical education requirements for students with severe emotional
disturbances (SED)?
ANSWER:
No. Although Rule 6A-6.03016 (4) (a) and (b) FAC, requires that SED students be served for
the "full school week in a special class" and that they be provided "a highly structured academic
and affective curriculum, including but not limited to art, music, and recreation services which are
specifically designed for severely emotionally disturbed students, it does not address special
physical education requirements. It is noteworthy that even though some physical education
services could be subsumed under recreation services, they represent a district program entity
with different goals and methodology.
13
7. QUESTlON:
Are there any special physical education requirements for children placed in programs for
prekindergarten students with disabilities?
ANSWER:
No. Federal laws and regulations require instruction in physical education for all students with
disabilities and do not specify different requirements for certain age groups.
8. QUESTION:
When must physical education be referred to or described in the IEP?
ANSWER:
According to 34 CFR 300.307 (a), "Physical education services, specially designed if necessary,
must be made available to every handicapped child receiving a free appropriate public education."
According to 34 CFR Part 300, Appendix C, 330.346 the extent to which physical education
must be described in an IEP depends on the physical education program arrangement required to
meet the individual student's needs specifically:
a. Regular PE with non-handicapped students. If a handicapped student can participate fully in
the regular (basic) PE program without any special modifications to compensate for the
student's handicap, it would not be necessary to describe or refer to PE in the IEP On the
other hand, if some modifications to the regular (basic) PE program are necessary for the
student to be able to participate in that program, those modifications must be described in the
IEP.
b. Specially designed PE. If a handicapped student needs a specially designed PE program, that
program must be addressed in all applicable areas of the IEP (e.g., present levels of
educational performance, goals and objectives, and services to be provided). However, these
statements would not have to be presented in any more detail than the other special education
services included in the student's IEP.
14
c. PE in separate facilities. If a handicapped student is educated in a separate facility, the PE

program for that student must be described or referred to in the IEP. However, the kind and
amount of information to be included in the IEP would depend on the physical-motor needs
of the student and the type of PE program that is to be provided. Thus, if a student is in a
separate facility that has a standard PE program (e.g., center for multiply handicapped
students), and if it is determined--on the basis of the student's most recent evaluation -- that
the student is able to participate in that program without any modifications, then the IEP
need only note such participation. On the other hand, if special modifications to the PE
program are needed for the student to participate, those modifications must be described in
the IEP. Moreover, if the student needs an individually designed PE program, that program
must be addressed under all applicable parts of the IEP. (See paragraph "b" above.)
9. QUESTION:
What physical education courses meet the requirements for graduation with a standard diploma?
ANSWER:
As specified in the Course Code Directory, students are required to have one-half credit in
physical education to meet graduation requirements. Personal Fitness (1501300) is the only
course that may be used to satisfy this requirement for nondisabled students. Adaptive Physical
Education (IEP) (1400300) satisfies this requirement for those exceptional students seeking a
standard diploma who cannot be assigned to Personal Fitness (1501300) pursuant to physical
education guidelines in the IDEA and Section 504 of the Rehabilitation Act of 1973. This
requirement cannot be waived.
10. QUESTION:
What are the physical education requirements for graduation with a special diploma?
ANSWER:
There are no statewide physical education requirements for graduation with a special diploma.
Each school district, pursuant to Section 232.247, F.S., prescribes credit requirements for
graduation with a special diploma for exceptional students in accordance with Rule 6A-1.095(4),
FAC.
15
11. QUESTION:
How are students in adaptive and specially designed physical education courses reported for
FTE purposes?
ANSWER:
Exceptional students enrolled in the specially designed physical education courses listed in the
exceptional student education section of the Course Code Directory may generate special
program funding. In order for exceptional students enrolled in adaptive physical education
courses--which are basic courses--to qualify for special program funding, the following three
conditions must be met:
a. All students enrolled in the class must be exceptional (Rule 6A 1.0451(8), FAC).
b. The course must be a modification for exceptional students (Rule 6A-6.0312, FAC), in
accordance with the district's pupil progression plan, and
c. The course must be taught by a qualified teacher in accordance with Rule 6A-1.0503, FAC,
and the Course Code Directory.
Exceptional students (excluding gifted) enrolled in adaptive physical education courses with
nondisabled students or in regular (basic) physical education courses may generate the
mainstream cost factor in accordance with Section 236.08 1(1)(d)4 F.S., when special services,
aids, or equipment are provided.
12. QUESTION:
What are the certification requirements for teaching regular (basic), adaptive (basic), and specially
designed (exceptional student education) physical education courses?
ANSWER
Certification requirements for teaching physical education courses are specified in the Course
Code Directory (CCD). According to the 1991-92 Course Code Directory, certification in
Physical Education is required for teaching all basic physical education courses except Aquatics
for Disabled Students (course number 1500340), Beginning Swimming (course number 1504460),
Intermediate Swimming (course number 1504470), and Water Safety (course number 1504490),
which may be taught by a teacher certified in any field who is also a Red Cross Instructor; Care
and Prevention of Athletic Injuries (course number 1502490), which may be taught by a teacher
certified in any field with National Athletic Training Association certification, or Physical
Education or Health Education certification; and Outdoor Education (course number 1502480),
which may be taught by a teacher certified in any academic coverage.
16
For the adaptive and the specially designed physical education courses, the 1991-92 Course Code
Directory provides two certification coverages appropriate for teaching students enrolled in those
courses: (1) Physical Education or (2) Physical Education with Endorsement in Adaptive
Physical Education. However, for exceptional students, the Course Code Directory specifies
that for basic and exceptional student education courses in physical education, teacher
certification may be in accordance with either basic education or physical education requirements
or the type of exceptional students enrolled in the course.
13. QUESTION:
Since Rule 6A-4.0281, FAC, Specialization Requirements for the Endorsement in Adaptive
Physical Education--Academic Class, was adopted by the State Board of Education on November
9. 1989, and became effective on December 4. 1989. Will all teachers assigned to teach physical
education to students with disabilities be required to have the Endorsement in Adaptive Physical
Education? If so, when will this take effect?
ANSWER
The Endorsement in Adaptive Physical Education may be attached only to Certification in
Physical Education--Academic Class (Rule 6A-4.028, FAC). Therefore, teachers certified in
exceptional student education are not eligible for this endorsement. Beginning with the 1994-95
school year, the Endorsement in Adaptive Physical Education will be required for instructional
personnel who hold certification in physical education and are assigned to teach adaptive and
specially designed physical education courses listed in the basic and exceptional student
education sections of the Course Code Directory. Certification in exceptional student education
will continue to be appropriate coverage for teaching these courses as specified in the Course
Code Directory; however. school districts are encouraged to ensure that such teachers have the
appropriate training or experience in the area of physical education for students with disabilities.
14. QUESTION:
What are the requirements for the Endorsement in Adaptive Physical Education?
ANSWER:
Requirements for the Endorsement in Adaptive Physical Education specified in Rule 6A-4.0281,
FAC, are as follows:
a. A bachelor's or higher degree with certification in physical education, and
b. Twelve (12) semester hours in adaptive physical education to include the areas specified
below:
1. Three (3) semester hours in the Survey of Exceptional Student Education.
2. Three (3) semester hours in Biological and Medical Aspects of Motor and Physical
Health Disabilities
17
3. Four (4) semester hours with credit in at least two (2) of the following areas:
(a) Physical Education and Sports for Children with Mental Deficiencies,
(b) Physical Education and Sports for Children with Motor Disabilities, or
(c) Physical Education and Sports for Children with Sensory Disabilities, and
(d) Two (2) semester hours in one (1) of the following areas:
(1) Coaching Techniques for Disabled Athletes,
(2) Assessment in Physical Education for Exceptional Students,
(3) Adapted Aquatics, or
(4) Physical Activity for the Profoundly Handicapped.
15. QUESTION:
Must Special Olympics coaches meet the requirements for the Endorsement in Adaptive
Physical Education?
ANSWER
No. Since Special Olympics is an extracurricular activity and since coaches' duties are not within
their instructional assignments, they do not need to meet the requirements for the Endorsement in
Adaptive Physical Education.
16. QUESTION:
Does the rule for the Endorsement in Adaptive Physical Education include a grandfathering
clause to allow current adaptive physical education teachers to become fully qualified in this area
on the basis of their experience?
ANSWER:
No. There are no provisions for grandfathering.
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17. QUESTlON:
What training resources are available to prepare teachers for meeting the requirements of the
Endorsement in Adaptive Physical Education?
ANSWER:
Through the cooperation of universities, Teacher Education Centers (TECs), local education
agencies, and the Florida Diagnostic and Learning Resources System Centers (FDLRS), various
preservice and inservice training programs are currently available to prepare teachers to meet the
requirements for the Endorsement in Adaptive Physical Education. For additional Information
on training resources. please contact Manny Harageones, Program Specialist, Physical
Education/Driver Education, Bureau of Elementary and Secondary Education. at (904) 488-8795
or Suncom 278-8795. In addition, the Bureau of Education for Exceptional Students has been
sponsoring adaptive physical education training sessions held in conjunction with the Florida
Association for Health, Physical Education, Recreation, Dance, and Driver Education annual
summer workshops since 1989.
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V. SUGGESTIONS AND STRATEGIES FOR TEACHING

STUDENTS WITH DISABILITIES
a) *GENERAL SUGGESTIONS FOR ADAPTING PHYSICAL

EDUCATION PROGRAMS:
The following list includes examples of modifications and adaptations that may or may not be
applicable to every student with the specified disability.
Modifications and adaptations should be based on:
I.
II.
III.
IV.
V.
VI.
knowledge of the student's strengths and weaknesses,

requirements of the course(s) or classes under consideration,
parameters of time/space/personnel available in each situation,
input from the student's staffing team,
consideration of the student's IEP goals and objectives,
physician recommendations.
1. Physical education will be scheduled in the morning due to the energy level of the student.
2. Repetitions of exercises or skill practice will be adapted for the disability (ex: reduced 50% to
avoid fatigue).
3. Student will be scheduled into smaller class sizes to maximize student's participation and peer
interaction.
4. Arrangements will be made for student to avoid excessive exposure to the sun.
5. Student will be given assistance in recording answers during the administration of written
tests. Student will be given oral tests.
6. Student will have the option to use various size and shape manipulative objects to assure
success in executing basic motor skills. Materials and equipment will be adapted based on
special needs for specific tasks and objectives. (Be specific).
* Adapted Physical Education Assistance Manual, n.d., Broward County, Florida.
20
7. The teacher aide will assist the student with mobility and chair transport for physical
activity. A buddy system will be used to assist.
8. Teacher will provide written (picture) task cards for students to monitor their own task
completion.
9. Teacher will use flash cards and visual aids (puppets, pictures, cards, etc.) for giving
directions.
10. Students will be paired for peer teaching with both serving as teacher and student when
appropriate.
11. Teacher will provide multiple demonstrations to assure understanding.
12. Teacher will give directions/tasks in smaller amounts and shorter sequences.
13. Student will be asked to repeat the step-by-step instructions to assure understanding.
14. Directions will be tape recorded for easy retrieval.
15. Student is encouraged to engage in self-talk to understand and complete tasks.
16. Teacher will circulate to be in closer proximity to student, to help keep student on task, and
to provide more feedback.
17. Student will participate in more cooperative activities and cooperative learning designs.
18. Time cues (bell) will be provided to assist in time management.
19. Teacher will check for understanding more frequently throughout the lessons. Teacher will
also review previous and completed lessons more often.
20. A consistent routine will be established when entering and leaving the activity area.
21. Students will execute specific exercises to help remedy their problems during their exercise
periods. Exercises will be listed on task cards. (Be specific).
22. Student will use aquatic devices to assist with swimming skills. (Be specific).
23. Activity/game rules will be modified by adjusting playing space, distance, time, repetitions,
group size, equipment. (Be specific).
24. During fitness activities, student will adjust resistance, repetitions, rate, and range of motion
based on special needs. (Be specific).
21
25. Sound devices (beeper ball) will be used for visually impaired.
26. Sign language or gestures will be used to communicate with hearing impaired.
27. Prosthetics will be adjusted regularly and padded as needed for physical activity as directed
by occupational or physical therapists.
28. Due to severe arthritic condition student will work with soft objects for grasping. Student
will avoid pounding, running, and jumping tasks. Student will substitute with walking and
range of motion exercises.
29. Cerebral palsy student will substitute strengthening exercises for stretching exercises which
are contraindicated during exercise periods.
30. Due to Cystic Fibrosis, student will have additional time to warm-up and cool down as part
of activity periods. Student will experience gradual increases in cardiovascular frequency,
intensity, and time.
31. Due to student's Diabetes, physical education is scheduled in consideration of eating periods.
Highly competitive and combative activities will be avoided. Student will participate in
cooperative non-threatening activities.
32. Due to Down Syndrome, student will avoid head extension and head initiated skills due to
possible Atlantio-Axial Instability.
33. Due to Epilepsy, student will avoid extreme fatigue. Additional time will be provided to
warm-up, exercise, and cool down. Periodic rest periods will be provided.
34. Due to Head Trauma/Brain Injury, student will have ample space for movement due to
possible impaired vision and perception. Due to shunt, student will avoid abrupt
hyperextension, gymnastics activities, contact sports, or diving. Student will wear helmet
during selected activities. (Be specific).
35. Due to visual impairment (myopia), student will wear goggles during small ball handling
games to protect eyes from impact.
36. Student will wear hearing device during physical activity.
37. Hemophilic student will participate in noncontact activities on soft surfaces.
38. Due to Scoliosis, student will participate in light weight training and modified gymnastics
skills. Student will participate in trunk flexion and other appropriate exercises daily. (Be
specific). Normal participation in other activities.
22
39. Due to Muscular Dystrophy, student will engage in activities that are on soft surfaces (unless
wheelchair bound) and wear a protective head gear. Student will be provided periodic rest
periods. Specific muscular strengthening exercises will be prescribed to help remedy
condition. (Be specific).
40. Due to Cancer, student will reduce activity intensity to avoid fatigue. Teacher and student
will exercise caution during activities due to radiotherapy and chemical therapy weakening
joints and muscles.
41. Due to Multiple Sclerosis, student will hydrate more frequently and avoid excessive exposure
to the sun. Teacher will simplify activities that require balance Teacher will alternate
activity with intervals of rest to avoid lengthy activity periods.
42. Due to Spina Bifada, student will avoid trunk rotations and back bends. Student will practice
movement patterns that include turning the whole body and moving backwards for activities.
Shunted students will avoid twisting or spinning. Student will be prescribed additional
abdominal exercises to help remedy the condition. (Be specific).
43. Student will use bicycle inner tubes or surgical tubing in place of weights for typical exercises.
44. Student will be paired with a more abled student for assistance in dance.
45. Student will wear seat belt while in wheelchair. Student will use a sports chair with anti-tip
castors to participate in activities.
46. Student will be placed in smaller squads for skill practice and activities.
47. Handles for implements will be changed (enlarged, reduced, attachments added) for easy
gripping with the assistance of the occupational or physical therapist.
48. Play areas will be marked with colored chalk, paint, or tape to assist student with space
awareness.
49. Student will bowl with ramp and use spring loaded bowling ball. Student will use plastic pins
with 8" playground ball.
50. Teacher will face hearing impaired student to give instructions for lip reading.
51. Teacher will verbally cue student through each step of skill practice.
52. Teacher will position a sound device for easier location of target.
53. Teacher and student will design new ways to perform the skill.
23
54. Amputee student will toss and hit the object with the same arm. Student will hit the object
while it is stationary or suspended.
55. In collaboration with occupational and physical therapist, teacher will design an apparatus
that will assist student in executing skills and participating in activities. (Describe).
56. Teacher will provide assistive devices (ropes, side panels, bowling bumpers, cage) to help
control and retrieve the object. (Describe).
57. In games, student will use lighter objects, objects that bounce more than once, lower or closer
targets, different colored objects, and different variations of the game. (Be specific).
58. Student will be assigned a buddy for distance running.
59. Crutch and cane user student will be given instruction and the opportunity to practice falling
for safety in activities.
60. Student will engage in physical activities according to doctor's approval.
61. Student will wear specialized clothing for physical activity. (Be specific).
62. Student will practice relaxation before and after activity periods.
63. Teacher will correlate physical education activities with classroom activities whenever
possible in order to reinforce academic skills.
64. Hearing impaired student will minimize activities that involve spinning or sudden changes of
directions due to balancing problem.
65. Student will substitute sitting or lying for standing positions in activities.
66. Teacher will design activities that slow down moving objects by changing throwing style,
throw with one bounce, roll the ball, increase size of ball, decrease weight or air pressure
within the ball.
67. Visually impaired student will ride tandem bicycle with normal vision student.
68. Visually impaired student will run, tethered by a three foot cord, with a normal vision
student.
69. Floor mats will be used for range of motion exercises and activities.
24
b) **ADAPTATION OF GAMES AND ACTIVITIES

General Considerations:
1. Most children with permanent disabilities will have already developed necessary
modifications to permit their participation in certain activities. Allow these children to
proceed at their own rate of involvement. If they experience difficulty or cannot make the
necessary adjustments, step in and assist.
2. Adaptations must be made to suit the child's abilities rather than his disabilities.
3. Modification of game rules should not be discouraged and should be regulated to meet the
needs of the group.
4. Try not to change a game to such a degree that the children lose sight of what they started to
play.
5. When working with a new student, begin slowly and gradually introduce him to new
activities. Keep in mind the child may have some fear of new experiences, may become
embarrassed or display a lack of initiative.
Methods of Modifying Games and Activities:
1. Reduce the size of the playing area:
a. Change the boundary lines
b. Increase the number of players
c. Decrease the height of the net or goal
d. Use equipment that will reduce the range of play
e. Net-type games may be played through a hoop
2. Use lighter equipment:
a. Plastic bats, whiffle' type balls
b. Large plastic beach balls; bladder balls
c. Yarn balls, styrofoam balls
3. Slow down moving objects:
a. Change the throwing style to underhand
b. Throw the ball with one bounce
c. Roll the ball
d. Stationary ball: place it on home plate or place it on a batting tee
e. Increase the size of the ball
f. Decrease the weight of the ball
g. Decrease the air pressure within the ball
**Adapted Physical Education Assistance Manual, n.d., Broward County, Florida.
25
4. Modify the rules:

a. Sit down or lie down rather than stand
b. Walk rather than run
c. Kick rather than strike
d. Throw or strike rather than kick
e. Permit additional trials; strikes, throws. jumps
f. Allow for substitution
g. Reduce the time periods of the game
h. Reduce the number of points required to win a contest
5.
Provide additional rest periods:

a. Discuss rule infractions
b. Discuss strategy and team play
c. Rotate players in and out of game or into active and inactive positions
d. Reduce the time periods of the game
e. Provide quiet type games that may keep the student busy during rest periods; nokhockey, box soccer, darts, ring toss, etc.
26
c) ***TEACHING SUGGESTIONS FOR ADAPTING PHYSICAL

EDUCATION PROGRAMS FOR SPECIFIC DISABILITIES
I. Orthopedic- Neuromuscular Impaired
1. Obtain medical approval of the students planned program and proceed accordingly with
updates of new information after the student is absent because of an illness or surgery.
2. Provide hazard-free space for activity.
3. Watch for fatigue and overheating and provide frequent periods of rest for those with
limited endurance.
4. Know joint limitations, especially with regard to dislocations and strain.
5. Give students time to move and adjust to your lifting and supporting movements.
6. If medically approved, remove student from wheelchair to move onto the floor or a mat.
7. Support the key joints when lifting or changing a person with extremely low muscular
strength.
8. Teach "fall safety" and getting up again to increase independence.
9. Substitute sitting or lying positions for standing positions if support or fatigue is a factor.
10. Adapt equipment and activities to the students' needs.
11. Focus on activities that will enhance the development of a positive self concept, self
confidence through movement competence.
12. Avoid activities requiring sudden movement changes in tempos and directions in order to
allow more control and success.
***Thanks to Mr. Bill Price, University of South Florida, Teaching Suggestions for
Handicapping Conditions, and Adapted Physical Education Assistance Manual, n.d., Broward
County, Florida, for much of the information in this section.
27
13. Teach relaxation techniques.

14. Teach better movement management with respect to effective use of crutches, walkers,
braces, wheelchairs, etc.
15. Teach proper body alignment.
16. Fitness needs will be of a functional nature with upper body strength, and endurance, and
cardiovascular endurance being the major area for crutches, wheelchair, and walker users.
17. Teach appropriate leisure skills.
18. Avoid sudden body temperature changes, i.e., cold water during aquatics.
II. Learning Disabled

1. Control the environment and eliminate as much unnecessary stimuli as possible.
2. Use short, simple directions with demonstrations and have them repeat the directions.
3. Avoid using abstract terms.
4. Speak slowly and distinctly.
5. Establish start, stop, and other attention gaining signals.
6. Establish eye contact and have the students attention when giving instructions.
7. Promote independence and self-confidence.
8. Keep students actively involved rather than waiting and listening.
9. Keep the environment free from outside noise and distractions, eliminating as much
unnecessary auditory and visual stimuli as possible.
10. Avoid frustration by progressing slowly in very small increments of task difficulty.
11. Use a task analysis approach to skill development.
12. Establish expected behaviors and follow through on the expectations.
13. Be consistent in behavioral management and communication with students.
28
14. Use multisensory cues with auditory, tactile, visual, and kinesthetic techniques to teach
activities.
15. Work on developing general skills presented in a variety of situations, to help students
utilize transference of information.
III. Emotionally Handicapped

1. Watch moods and side effects to medication and provide feedback to parents or
physicians.
2. Avoid competition or arrange for appropriate level and fair competition.
3. Use praise appropriately.
4. When full participation is expected, do not settle for partial compliance.
5. Avoid sudden changes in routines or program. Give students ample time to adjust.
6. Avoid unsupervised periods of time.
7. Minimize the waiting time for activity to begin.
8. Provide Plan arrival and departure procedures and follow them carefully and consistently.
9. Set guidelines for rules in such a way as to allow for adequate social adjustment.
10. Provide diversity in activities with highly related carry over skills.
11. Provide for successful experiences in the activities or games.
12. Help students understand limits and all expectations.
13. Control all variables possible and remove distracting stimuli or objects.
14. Provide activities that help teach:

a. accepting responsibility and acting cooperatively with self and others.
b. accepting from others and expressing their own feelings and ideas.
c. connection or relating to academic learning.
d. self-awareness by providing feedback of performance.
e. relaxation techniques.
29
15. It may be necessary to separate some students if inappropriate interaction results in

conflicts that will disrupt the entire group
16. Use the emotionally handicapped student as a helper.
17. Use the following intervention techniques to control behavior:
-planned ignoring
-interest boosting
-reduction of tension through humor
-planned success
-positive and negative reinforcement
-restructuring the program
IV. Attention Deficit Hyperactivity Disorder (ADHD)

1. Help minimize distractions by reducing unnecessary stimuli. (noises, other classes
activities...)
2. Allow the student to sit front and center, in close proximity to the teacher, while giving
instructions and/or demonstrations.
3. Focus on what the student can do.
4. Draw the students attention prior to giving directions. (e.g., Listen carefully, I am now
going to demonstrate...)
5. Reward the student frequently with praise.
6. Use as much positive reinforcement as possible. (a smile, eye contact, an affirmative
gesture, a positive word or two...)
7. Use specific praise to reward desired behavior. (e.g., I like the way you waited. I like
the way you shared...)
8. Reduce unnecessary equipment and clutter in the activity area.
9. Establish simple, clear, rules and expectations.
10. Post rules and consequences in a visible area, and review these frequently.
11. Be very consistent in enforcing rules and consequences.
12. When speaking to a student, call them by name.
30
13. Use frequent eye contact.

14. Use proximity control. (e.g., stand close to the student)
15. Provide as much individual attention as possible.
16. In an effort to make the student feel important, assign helper jobs.
REMEMBER:
Children with ADHD tend to lack organizational skills and time concepts.
There is a tendency, by the student, to look at the whole of a task or assignment. Because
students lack the ability to break it down into parts, keep the task simple to avoid frustration.
Impulsiveness is a major problem. The student may speak, answer, or act without thinking or
planning ahead.
If the student does not gain attention through positive reinforcement of appropriate behavior,
he/she will usually attempt to gain attention through any other attention-seeking behavior.
Students with ADHD have a physical disability, not merely a behavioral problem.
V. Speech Impaired
1. Students with speech impairments should have no problems participating in regular
physical education activities.
2. Find ways to socialize students in accordance to their verbal capacity or in nonverbal
expression activities.
3. Use common and familiar vocabulary when giving instructions.
4. Although most students will be able to follow directions, some will need instructions or
directions in simple progressive sequences.
5. Learn what the student needs in speech development, reinforce this in physical education
activities and encourage them to use newly acquired skills.
VI. Deaf/Auditory Impaired
31
1. Don't single out or overprotect these students, rather normalize your approach and
socialize them into the mainstream.
2. Position students where they can see the activity leader and make eye contact with each
student.
3. Help them to develop skills of being aware of moment by moment activity from peers, as
well as from the activity leader, and encourage them to follow the example of their
classmates.
4. Diagrams, stick figures, print on task cards, augmentative communication devices,
interpreter, and demonstration are helpful tools for instruction.
5. Know the type of communication being taught to them and utilize that system during
physical education activities (hand signals and/or verbal commands).
6. Remove hearing aid in activities with high probability of contact.
7. The motor area of balance may be a deficit in the deaf/auditory impaired students.
VII. Blind (20/200) Visually Impaired (partially sighted and totally blind)
1. Know the nature of the visual problem in order to know which activities should be
avoided, providing as many regular activities as possible with suitable modifications.
2. Change the distance usually required to recognize objects.
3. Have players participate in pairs.
4. Decrease the playing area by using familiar and predictable boundaries.
32
5. Modify games and activities by:

a. providing maximum lighting
b. using brightly colored objects
c. enlarging the target object
d. reducing the speed of activities (e.g. walking instead of running)
e. lowering nets
f. allowing ball to bounce before catching
g. stationary balls on tees
h. using softer balls
6. Keep things arranged in a familiar fashion so that students will not trip over them.
7. Use auditory signals or locator for directions, targets, boundaries, etc.
8. Verbally signal the student prior to receiving an object.
9. Develop awareness of dangerous aspects of the activity.
10. Protect eyeglasses using eyeglass guards during games and activities, or remove eyeglasses
for vigorous contact play.
11. Obtain constant feedback from students pertaining to their involvement and success.
12. Provide activities to improve spatial awareness, directionality, laterality, postural
maintenance, and locating of sounds or objects.
13. Verbally provide students with details of a game's or activity's progress.
14. Use tactile instruction by using the teacher or another student as a model, or by moving
the student through the activity.
15. Use tactile instructions.
16. Use blind student as demonstrator as this helps him/her to feel the movement wanted.
17. Assure that playing surface is flat, and free of obstacles.
18. Develop their trust and confidence in you through your instruction and teaching behavior
consistencies.
19. Emphasize their strengths, help them develop movement competence.
20. Adjust teaching pace and allow for responses at a slower rate.
33
VIII. Dual Sensory Impaired

1. Similar suggestions for the auditory and visually impaired sections may also apply.
2. Find a way to praise and communicate what you want them to do through tactile and
auditory instructions.
3. Communicate with hearing and vision specialists to reinforce each other.
4. Be positive, consistent, and don't underestimate abilities.
IX. Mentally Handicapped

Educable Mentally Handicapped (mild)
1. Think in terms of developmental age not chronological age for motor skills, but consider
social age for the peer group.
2. Work for over learning through summary, repetition, and review.
3. Emphasize safety.
4. Be firm and insist on participation.
5. Use the KISS system (Keep it Simple and Specific).
6. Use simple and sequential instruction.
7. Provide much opportunity to practice newly acquired skills.
8. Use verbal and tactile praise.
9. Provide activities that can help students to make decisions.
10. Provide activities that will help students to cooperate and to increase emotional
adaptability.
11. Be positive and enthusiastic.
12. Help students to stay on task.
34
Trainable Mentally Handicapped (moderate)

1. Verbal directions should be short, simple, singular, and repeated.
2. Instructions should be slow, deliberate, progressive, and concrete.
3. Progress is slow and little transfer of skill takes place, so be patient.
4. Students should be in close proximity to the instructor, especially in an inclusive class.
5. Skill practice period should be short but frequent, over a longer time period, teaching one
skill at a time.
6. Repetition and review of skills are needed more often.
7. Be consistent in behavior and communication.
8. Don't underestimate the student's capability.
9. Prerequisites of developing time-on-task skills might precede motor development tasks in
the younger students.
10. Provide color codes in sports and game situations to designate teams, goals, etc.
11. Modify team games and sports to minimize abstract and rapid thinking.
12. Choose games or sports that have singular or simple roles.
13. Have consistent limits and routines.
Profoundly Mentally Handicapped (severe)

1. Have a complete understanding of the student's medical records determining any
limitations to activities.
2. Sensory stimulation and basic postural control is a good starting point.
3. Purposeful instruction is needed.
4. Keep instructions brief and repetitive.
5. Be positive and verbalize during the activity by stressing nouns and verbs.
35
6. Use activities with an action-result (cause-effect) sequence (pull string, ring bell, and make
water splash).
7. Begin activities with what the individual can do and can follow.
8. Use rolling, swinging, and bouncing activities.
9. Be prepared for very little response to the activities.
10. It may be necessary to set up more than one activity for one class due to differences in
students and attention span.
11. Hand-over-hand is essential for understanding and movement progress.
12. Work with physical and occupational therapists in designing the physical education
program for the individual student.
13. Emphasize teaching through demonstration and guide the student through movements
when necessary.
14. Alternate short periods of work, play, and rest, as attention spans are short and fitness
levels low; schedule shorter class time more frequently.
15. Give rewards freely and immediately not only for good performance, but also for any
attempt to perform (favorite toy or favorite activity).
16. Provide nonambulatory students with the benefit of new surroundings.
17. Use any modifications and adaptations from Teaching Strategies for the Educable and
Trainable Mentally Handicapped list which may be appropriate.
18. Provide a high level of sensory integration in activities and games (see chapter 6 on
Sensory Motor Skills for specific sensory integration suggestions).
36
d) TEACHING SUGGESTIONS FOR

ADAPTED AQUATICS
Benefit of Adaptive Aquatics:
1. The student gains the ability to execute movements that are impossible on land.
2. The heated pool provides the ideal environment for the severely handicapped by enhancing
comfort and relaxation, thereby increasing range of motion (passive or active).
3. The student is able to maintain or increase joint flexibility due to decrease of joint pressure.
4. The student is able to reduce inadequate balance reactions.
5. The student is able to improve sensory integration.
6. The heated pool enhances motivation and arousal.
7. Resistance offered by water increases the intensity used for movement, thereby improving
endurance and cardiovascular fitness.
Teaching Suggestions:
1. It is strongly recommended that each student have a parent permission slip for any pool
activities.
2. Safety procedures must always be emphasized (no running on pool deck, use of railing and
stairs or ramp to enter pool, no splashing others).
3. As fear and reluctance are often the case, the very first lessons may only include entering the
pool and water adaptation.
4. Use of floatation devices:
a. increases personal independence (close supervision must be maintained).
b. provides increased security to motivate movements that can propel students through
water.
c. can encourage weight bearing by using those devices designed for vertical positions.
5. When dealing with the severely handicapped, a one-to-one student/teacher ratio is necessary.
6. Three feet five inches of water (chest deep water for instructor) is appropriate for water
activities.
7. Teach the multisensory approach by addressing as many senses as possible.
37
VI. Assistive: manual guidance of body parts or holding students for support. Tactile
security promotes confidence, e.g., in waist deep water, the instructor reaches over
the student, grasping both sides of the waist to support the students body. The
instructor may hold student in either supine or prone positions, depending on the skill
being taught.
VII. Visual: instructor demonstrates the skill breaking down into parts.
VIII. Verbal: appropriate to cognitive level.
8. Stroke practice: use the assistive method as described in #7.
9. Kick practice:
A. Student grasps kick board with extended arms (avoid allowing the student to hold the
kickboard under their body).
B. For small students, instructor positions in front of student with students arms
extended and resting on instructors shoulders; instructor supports hips from
underneath water.
1. To increase their awareness of safety, train students to orient themselves to the pool
walls by grasping the edge to rest.
2. Encourage bubble-blowing and face immersion.
3. To assist the student with orientation, encourage them to open their eyes in the water.
4. To work on head control, use a static position, i.e., holding the side of the pool with the
body in a horizontal position. This is necessary for lateral and vertical rotation and
teaches the ability to recover to an upright position.
5. For the severely handicapped, use the resistance of water against the trunk and limbs,
i.e., place the student in supine position supporting under the trunk by grasping the hips
and resting the student's head on your shoulder. Gently swish extended student's body
back and forth.
6. As a reward for working hard, reserve free swim and play for the end of the instruction
session.
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VI. ****SENSORY MOTOR DEVELOPMENT SKILLS

Sensory input systems include the tactile, vestibular, kinesthetic, visual, and auditory systems,
and provide the foundation from which perceptual motor abilities and motor skills are built.
Therefore, it is imperative to identify and remediate sensory input delays as early in life as
possible.
TACTILE STIMULATION
The Tactile System tells a person where the body ends and space begins and provides input
regarding touch, pressure, pain, hot and cold. Behaviors which indicate a possibility of a delay in
tactile functioning are:
Tactile defensiveness:
low tolerance for touch (particularly when the person doing the touching is not in the
visual field of the one being touched).
tendency to curl fingers or toes when creeping.
Bumping into objects.
Inability to actually identify size, shape, and texture of objects with eyes closed.
Lack of awareness of being touched.
Tactile stimulation can either be exciting or inhibiting.
Suggested Activities
Touch and stroke the childs arms and legs to promote relaxation. Touch different body parts
and ask the child to call out parts.
Using different textured fabrics (terry cloth, velvet, cotton) stroke the childs arms and legs.
Provide rocking, swinging, and swaying motions while supporting the child.
Using different levels of tactile pressure (light, soft, firm, stroking, tickling, vibrating,
massaging).
Wrap colored tape around the wrists and ankles asking the child to touch body part with
specific color of tape.
Blindfold child and have him crawl on and through different surfaces/objects and name them.
(form/shape box, rope lines, balance boards, scooter boards).
****From Louisiana Adapted Physical Education Curriculum Guide, Office of Special Education
Services, 1996.
39
Rock in prone, supine, sitting, and 4-pt. positions on fleece covered vestibular board.
Reach in box and identify objects by picking up and feeling them.
Walk through obstacle course on different textured mats, carpet squares, water, sand, clay,
etc.
Angels-in-the-Snow position (blindfolded).
Wake-Up! (lotion, powder, washcloth)
Children apply lotion or powder to their arms, legs, feet, and face, rubbing it in
completely. Tell them to make it disappear.
Each child has a washcloth. Call out a body part for the child to rub (rub your right
leg).
How Dry I Am! Children imagine that they have just gone swimming and the floor is a big
towel. They are told to dry every part of their bodies on this towel (hands, arms, back,
stomach, legs, feet).
Carpet Critters Children use chalk to draw funny faces on the carpet squares and then
erase them with their hands (or feet, forearms, etc.).
VESTIBULAR SYSTEM
The Vestibular System originates in the inner ear where receptors take in information about the
position of the head and all of its movements. This information helps to maintain static and
dynamic balance. The Vestibular System is the most important structure in the regulation of
body postures. It helps to prevent falling, keeps body parts properly aligned and contributes to
graceful, coordinated movement. (Sherrill, 1993)
Behaviors which could indicate delay in vestibular functioning include:
Inability to balance on one foot (particularly with the eyes closed).
Inability to walk a balance beam without watching the feet.
Inefficient walking and running patterns.
Delays in ability to hop or skip.
Complete lack of awareness of the body in an upside down position.
The goal in enhancing vestibular development is to cause momentary losses of balance that
change the head position. This activates compensatory postural adjustments and reinforces
balance reactions. The more practice the vestibular system is given, the more it improves.
Regular physical educators typically focus on balance in standing and locomotor patterns and do
not realize that head position changes are the key. Adapted physical activity personnel focus on
balance in all positions. It is important to use vestibular boards and large balls that permit
vestibular input in prone, supine, sitting and quadruped positions. (Sherrill, 1993) Vestibular
stimulation is essential in the development of balance.
40
1. Activities on playground including merry-go-round, see-saw, slide, or swing.
2. Rotation movements during play activities. Allow the child to experience
acceleration/deceleration, up/down, side-topside, and back/forth
3. Balance boards, therapy balls, bolsters, air mattress, hammock swings or any unstable surface
that causes loss of balance.
4. Balancing on a vestibular board in a variety of positions including: prone, supine, tailor
sitting, quadrupled, kneeling, and standing.
5. Rolling up or down a wedge or pushing self around in a cardboard box with the ends cut out.
6. Log rolls on mats.
7. Spin slowly while prone on scooterboard or jet-mobile.
8. Roll or unroll in blanket/sheet/towel.
9. Sliding in all positions-feet first, sitting, lying prone, and supine.
10. Walking/creeping over unstable surface.
11. Rocking in chair, on rocking horse, on therapy ball.
Teaching Suggestions
Again, a transdisciplinary approach is highly recommended for this area. Knowledge of the
childs medical condition is essential in determining contraindicated activities and positions. For
example, spinning activities are contraindicated for students who are seizure prone. Many
children are sensitive to spinning and other vestibular activities. Be aware of the students
responses to the activities- crying, unpleasant facial grimaces, loss of balance, nausea, sweating,
paleness, or flushing of the face. Other students may perseverate on vestibular activities and
need to be monitored. Never maintain a high rate of speed. Slow, steady movements are calming;
fast jerky movements are stimulating.
KINESTHETIC SYSTEM
The Kinesthetic System tells a person the position of his body in space, whether or not he is
moving and the quality of the movements. The Kinesthetic System is responsible for the tonic
neck reflexes. As the Kinesthetic System matures, these reflexes are integrated, and movement
becomes more coordinated.
Behaviors which could indicate a delay in kinesthetic functioning are:
a. Lack of awareness of the body parts in space without looking.
b. Messy handwriting.
c. Difficulty in imitating motor patterns (e.g. limbs bent or crooked or body leaning and
the child can't feel it).
d. Difficulty in adjusting ones body to move effectively through an obstacle course.
41
All movement experiences enhance kinesthesis, but three strategies are emphasized: a) practice
motor skills while blindfolded, b) assisted and coactive movement in which the teacher guides the
body parts of a student through desired patterns and c) extension
activities like jumping, hanging and balancing (Sherrill, 1993).
1.
2.
3.
4.
5.
6.
Supine Position- Have child move body parts as touched by instructor.

Supine Position- Move body parts by verbal directions of instructor (in, out, up, down).
Prone Position- Move in and out of airplane position lifting head, arms, and legs upward.
Imitation of movements of instructor while looking in mirror.
Touch body parts while looking in mirror.
Performing different movement patterns (crawl, creep, roll) through an obstacle course going
under, over, and through objects.
7. Walk forward and backwards through obstacle course.
8. Have child assume various shapes on mat (circle, tuck, letters, forms) while lying in supine,
prone, and side positions.
9. Swing, sway, stretch, twist, and bend the body.
10. Carpet squares- arm pull, leg push, knee pull, carpet push prone and supine, perform
bilateral.
11. See-Saw (elastic straps)- Two children sit opposite one another, their legs extended, feet
touching. Each partner holds the opposite end of an inner tube strip. Keeping arms and legs
extended, the children rock back and forth.
12. Hot Potato Children play catch at close range in a circle.
13. Ping Pong Puff Children get on all fours and blow the ping pong ball across the room.
14. Scooterboard activities done in prone position with head up.
VISUAL SYSTEM
The Visual System is comprised of visual activity and visual motor control or coordination.
Visual activity is the ability to see clearly. Visual motor control is the ability to coordinate eye
movements to fixate, track moving objects, discriminate between forms/objects, shapes, and
sizes, and separate objects from their background.
Always check the child's history for visual acuity tests. Should the child be wearing corrective
lens?
1. Visual Motor Tracking and Control
Eyes will track from side to side, up and down, circular motion.
Child visually tracks a suspended ball.
Supine- child raises head to look at wall target, placed 12 inches from floor.
Supine- ceiling and wall targets, child looks from wall to ceiling targets.
42
Supine- child arches head/neck backward and looks from wall to ceiling.
Suspended ball exercises (ball suspended at eye level):
a) sitting, track ball from side to side, up and down
b) kneeling, track ball from side to side, up and down
c) standing, track ball from side to side, up and down
d) reach out and touch swinging ball with forefinger, elbow, head, nose, foot
e) touch ball with left and right side body parts (hand, elbow, shoulder, wrist)
f) touch ball with front, back, sides, knee, foot
g) place targets on wall (forms-circle, square, triangle) or on floor and have child swing
the ball to hit the target
Flashlight tracking activities, side to side, across midline, up and down, in patterns,
around room across ceiling.
Ball rolling and tracking.
Beanbag tossing and throwing.
Mirror play and imitation.
Ball bouncing exercises.
2. Visual Motor Discrimination

Blindfold child and have him identify shapes by feel.
Step on shapes and identify by name, call out name, jump and hop on shapes.
Design a grid pattern of lines in which child walks out form patterns (square, triangles).
Jump on large vs small object (vary games with movements for size discrimination).
3. Visual Figure-Ground Perception
Overlapping geometric shapes:
a) walk on shapes in grid pattern
b) trace out shapes in maze
c) identify flashlight patterns moved on wall
Ball control activities- bounce and catch a ball while focusing on wall target.
Change from standing to kneeling while bouncing ball and focusing on called out target.
Separate mixed letters to write name.
AUDITORY SYSTEM
The Auditory System is not usually included with motor learning. Auditory stimulation
activities are included in this curriculum guide as a foundation for later perceptual motor and
gross motor skills.
Assess auditory/listening skills to determine if the child has difficulty discriminating between soft
and loud, high and low pitches, sensitivity, responding to oral directions, and recalling
information given in sequences.
43
1.
2.
3.
4.
Follow simple commands.

Match sounds with animals.
Respond to directions- in, on, over, out, above, in front of.
Blindfold activities:
a. identify by touching body parts
b. place body in positions- back to wall, side to wall, hand on wall, foot on chair
c. crawl, walk, hop forward, backward, sideward
d. clapping drills- one clap on stomach, two claps on knees, three claps to sit down
5. Call out position and have child assume position.
6. Angels-in-the-Snow (supine position):
I.
move both arms along the floor to shoulder level
II.
move both legs apart
III.
move leg and arm on same side, cross lateral, three body parts
IV.
perform same exercises blindfolded
7. Listen and imitate:
a. listen, count, and bounce ball same number of times
b. bounce ball high with high pitch sound, low with low pitch sound
XI.
Tell time with body- give child directions to put body in-12 oclock position, 9 oclock
XII. Follow sequence of directions.
E. toss, catch, and slide
F. step/jump on sequence of forms, numbers, letters
E. Perform exercises to tapes.
44
VII. INCLUSION OF STUDENTS WITH DISABILITIES

IN REGULAR PHYSICAL EDUCATION CLASSES
To implement inclusion successfully, Dr. Leonard Kalakian, Ph.D., Professor, Department. of
Human Performance, Mankato State University, Mankato, MN, recommends the following:
(Correct answers to each of the following questions is highly desirable, if not essential, in
determining, on an individual basis, if/when inclusion is, indeed, warranted.)
F Is the student with disability education being/going to be compromised by her/his
placement in the inclusion setting? Correct answer: NO. Rationale: Student with
disability should not have quality of his/her learning experience compromised by
placement in the regular curriculum setting.
(1) Is education of students without disability, into whose class student with disability is
being included, being/going to be compromised by the latter's inclusion? Correct
answer: NO. Rationale: Students without disability should not have quality of their
education compromised by virtue of student with disability having been placed into
the regular curriculum setting.
(1) Can student with disability reasonably be expected to participate successfully (with
or without resource assistance) in lessons integral to the inclusion setting? Correct
answer: YES. Rationale: Anything less than an in good conscience "yes" is not
inclusion in the true spirit of inclusion. Often, it is mere "geographic proximity"
achieved by whomever to promote agendas not necessarily compatible with
educational best practices.
Adapted Physical Education as a Stand Alone Service
Physical education is afforded stand alone service status quite simply by virtue of its explicit
inclusion within the PL 101-476 definition of special education. Persons suggesting otherwise
should be directed to this definition. Nothing in the mandate suggests a student must receive
some "prerequisite" kind of special education service (i.e., special education classroom
placement) as a prerequisite to his/her eligibility for adapted physical education. A common
argument, one without merit in absence of qualification, is that a student assigned to an inclusion
setting for classroom instruction obligatorily follows her/his classmates to regular physical
education. Not true. Students with disabilities are legally entitled to an appropriate education,
including physical education, in the least restrictive environment. While inclusion for classroom
instruction purposes may be appropriate, inclusion for physical education instruction may or
may not. Needs of the individual, not a one size fits all mentality is an essential ingredient in
purposeful physical education placement.
45
Model for including students with disabilities in regular physical education (RPE)
DETERMINE WHAT TO TEACH
(1) Determine student's present level of performance.
(2) Prioritize long-term goals and short-term instructional objectives.
ANALYZE THE REGULAR PHYSICAL EDUCATION CURRICULUM
What RPE activities match the student's IEP?
What RPE activities do not match the student's IEP but still seem important for the
student?
What RPE activities are inappropriate for a particular student?
What is the teaching style of the regular physical educator?
DETERMINE MODIFICATIONS NEEDED IN REGULAR PHYSICAL EDUCATION
How often will student receive instruction?
Where will student receive instruction?
How will student be prepared for instruction?
What instruction modifications are needed to elicit desired performance?
What curricular adaptations will be used to enhance performance?
How will performance be assessed?
DETERMINE HOW MUCH SUPPORT THE STUDENT WITH DISABILITIES WILL
NEED IN RPE
Base on type of activities and abilities (cognitive, affective, and psychomotor) of student.
Utilize the continuum of support model (Block 1994, following).
PREPARE REGULAR PHYSICAL EDUCATOR
Discuss the amount of support that will be provided.
Discuss the availability of consultation with adapted physical education specialist and
special education teacher.
Explain that he or she is responsible for the entire class, not just the student with
disabilities.
Explain that his or her work load should not be increased.
PREPARE REGULAR EDUCATION STUDENTS
a. Talk about students with disabilities in general.
b. Role-play various types of disabilities.
c. Invite guest speakers with disabilities to your class.
d. If the student attends special education class, allow other students to visit the special
education classroom and meet student.
e. Talk specifically about the student who will be coming to RPE (focus on abilities).
f. Discuss ways regular students can help student with disabilities and RPE teacher.
PREPARE SUPPORT PERSONNEL
Discuss specific student with whom they will be working.
Discuss the student's physical education IEP.
Discuss their responsibilities in RPE.
Discuss to whom they can go if they have questions.
From Block, M.E. A Teachers Guide to Including Students with Disabilities in Regular
Physical Education).Paul H. Brookes Publishing Co., 1994., p. 50.
46
The following is an example of one way to establish a continuum of support to regular physical
education:
LEVEL 1 NO SUPPORT NEEDED
1.1 Student makes necessary modifications on his or her own.
1.2 RPE teacher makes necessary modifications for student.
LEVEL 2
2.1
2.2
2.3
2.4
APE CONSULTATION
No extra assistance is needed.
Peer tutor watches out" for student.
Peer tutor assists student.
Paraprofessional assists student.
LEVEL 3
3.1
3.2
3.3
APE DIRECT SERVICE IN RPE Ix/WEEK

Peer tutor "watches out" for student
Peer tutor assists student.
Paraprofessional assists student.
LEVEL 4: PART-TIME APE AND PART-TIME RPE

4.1 Flexible schedule with reverse mainstreaming.
4.2 Fixed schedule with reverse mainstreaming
LEVEL 5: REVERSE MAINSTREAM IN SPECIAL SCHOOL
5.1 Students from special school go to regular physical education at regular school 1-2x
per week.
5.2 Nondisabled students come to special school 2-3x per week for reverse
mainstreaming.
5.3 Students with and without disabilities meet at community-based recreation facility
and work out together.
From Block, M.E. A Teachers Guide to Including Students with Disabilities in Regular
Physical Education), Paul H. Brookes Publishing Co., 1994., p. 79.
47
VIII. SUGGESTED ACTIVITIES, GAMES AND SPORTS

FOR ADAPTED PHYSICAL EDUCATION CLASSES
(ELEMENTARY AND SECONDARY)
INDOOR GAMES
QUIET GAMES:
Card Games
Concentration
Authors
Go Fish
Wild Eights
Crazy Eights
Card cutting
War
Uno
Flinch
Black Jack
Old Maid
Solitaire
Paper and Pencil Games
TickTackToe
Battleship
Table Games
Pyramid
Bingo
Yatzee
Pictionary
Table Air Hockey
Checkers
Dominoes
Chess
Crokinole (carom)
Box hockey
48
ACTIVE GAMES:
Races and Relays
Head-balance
Ping-pong
Paper clip
Arch pass
Car (pencil)
Hand clasp
Folding chair
Through-the-hoop
Sitting through-the-hoop
Rubber band
Over and Under
Pass the inflated balloon
Clothes pin card pass
Remote controlled cars
Wheelchair obstacle course
Throwing Objects
Balloons (shot put)
Balloons (hammer throw)
Playing cards
Paper airplanes
Beanie babies onto velcro disc
Soda straws (javelin)
Ball blow (asthma)
Indoor Lawn Bowling
Indoor Quoits
Bean bag board
Magic-square toss
Ball-board
Ring toss
49
GAMES FOR ADAPTED-ROOM:

Elementary School
Posture tag
Pom-pom Pullaway with variations
Snatch-the-Handkerchief with variations
Hop Scotch with variations
Swat Tag with variations
Circle Rush
Simon Says with variations
Follow the Leader
Statues
Secondary School
Rec-room Shuffleboard
Table Shuffleboard
Tenpins (bowling)
Medicine Ball
Stall Ball activities
Steal the Bacon
Swat Tag
Follow the Leader with variations
Wastebasket Basketball
OUTDOOR GAMES AND SPORTS:
Games of Low Organization
Dodge Ball
Around the World
Twenty-one with variations
Punt-drive (association football)
Tetherball
Parachute Play
Games and Sports
Field Hockey with variations (12-22 players)
Football variations
Basketball variations
Table tennis with variations
Bowling
Shuffleboard with variations
Golf with variations
Archery (Archery Golf)
Goal Hi
Volleyball and Newcomb with variations
Softball with variations
Paddle Tennis
Tennis with variations
50
Croquet (roquet)
Horseshoe pitching
Quoits
Lawn Bowling with variations
Handball with variations
Deck Tennis (quoitennis)
Badminton
Aerial Darts
Soccer with variations
Kickball with variations
Track and Field
AQUATIC GAMES AND ACTIVITIES:
Swimming
Baseball type
Basketball type
Water polo
Marco Polo
Ring finding
OUTDOOR EDUCATION:
Boating and canoeing
Fishing
Camping, hiking, and nature study
RHYTHM AND DANCE:
Square dance
Social dance
Folk dance
Fundamental rhythms
Creative rhythms
RUNNING, JOGGING, WALKING
Obstacles
51
IX. INDIVIDUAL ASSESSMENT OF STUDENTS WITH

DISABILITIES
52
EVALUATING MOTOR SKILLS AND MOTOR CONTROL

Name
Bruininks-Oseretsky Test of
Motor Proficiency
Ohio State Univ. Scale of
Intra Gross Motor
Assessment (OSU-SIGMA)
DEOREO Fundamental
Motor Skills Inventory
I CAN Program
Riley Motor Problems
Inventory, Revised
Stott-Moyes-Henderson Test
of Motor Impairment
Southern California Sensory
Integration Test
Lincoln-Oseretsky Motor
Development Scale
Project ACTIVE Level II &
III Motor Ability Test
Address
American Guidance Service, Inc.
Publishers Building
Circle Pines, MN 55014
Mohican Publishing Co.
P.O. Box 295
Loudinville, OH 44842
Kent State University
Department HPER
Kent, OH 44240
Hubbard Scientific Co.
P.O. Box 104
Northbrook, IL 66062
Western Psychological Services
12031 Wilshire Blvd.
Los Angeles, CA 90025
Brook Educational Pub., Ltd.
Box 1171
Guelph, Ontario, Canada
NIH-6N3
Publishers Building
VEE Inc.
P.O. Box 2093
Neptune City, NJ 07753
Areas
Bilateral coordination, visual
motor control, balance,
running speed, agility
Gross motor skills
Ages
General4.5 - 14.5 y
Gross motor skills, locomotor,

manipulative
Pre-school
early
elementary
elementary a

object control, rhythm, object
projection
Gross motor, fine motor, oral
motor, balance
Balance, gross motor, fine
motor
Pre-school
14 years
4-9 years
normal-slow
developing
5-16 years
normal-slow
developing
Motor skills, balance, space

visualization, coordination,
tactile kinesthesia
Gross and fine motor skills
4-10 years
normal-slow
developing
6-14 years
normal
Coordination, balance, eyehand and eye-foot accuracy
5-8 years,
level II
8-11 years,
III
53

Name
Basic Gross Motor
Assessment
Address
G. E. Miller, Inc.
P.O. Box 266
484 S. Broadway
Yonkers, NY 10705
Consulting Psychologists
Press, Inc.
577 College Ave.
Palo Alto , CA 94306
Pro-ED. Publishing Co.
8700 Shoal Creek Blvd.
Austin, TX 78753
Areas
Gross motor, balance,
manipulative skills
Movement Patterns
Achievement Profile
(MPAP)
Cratty Six-Category Gross
Motor Test
AAHPERD
1900 Association Drive
Reston, VA 22091
Charles C. Thomas
301-27 E. Lawrence Ave.
Springfield, IL 62717
Gross motor, locomotor,

balance, manipulative, body
image
balance, tracking, throwing
Godfrey-Kephart Movement
Pattern Test
Appleton-Century-Crofts
292 Madison Avenue
New York, NY 10017
John M. Dunn
Dept. of Physical Education
Oregon State University
Corvallis, OR 97331
Gross motor control
Valett Developmental Survey

of Basic Learning Ability
Test of Gross Motor
Development
Oregon Data-Based Physical

Education Program
Ages
5.6-12.6 yea
minor moto
problems
2-7 years
Gross motor, fine motor,

manipulative
Gross motor
54
3-10 years
normal and
delayed
developmen
2.5-5 years
physical
disabilities
4-16 years
normal
5-20 years E
5-24 years
TMH
normal and
children with
disabilities
severely
handicapped

Name
Rarick-Factor Structure of
MR
Vineland Adaptive Behavior
Scales
Cajon Motor Assessment
Instrument
Gessell Development
Schedules
McCarthy Screening Test
Baley Scales of Infant
Development
Denver Developmental
Screening
Address
University of California
Publishers Building
Areas
Gross and fine motor
Ages
6-12 years
MR

communication, daily living
skills, social skills
Cajon Valley Union School District

Special Education Department
189 Roanoke Rd.
El Cajon, CA 92022
The Psychological Corporation
757 Third Ave.
New York, NY 10017
757 Third Ave.
New York, NY 10017
757 Third Ave.
New York, NY 10017
Gross motor
birth-adult
handicapped
nonhandicapped
all handicap
conditions
Ladoca Project & Publishing

Foundation, Inc.
East 51st Ave. and Lincoln St.
Denver, CO 80216
Gross and fine motor,

personal-social, language
Motor, language, personalsocial, adaptive
4 weeks6 years
Right/left orientation,
coordination, verbal memory
2.5-14 years
those consid
to be at ris
2 months-2.
years
normal and
disabled
birth-6 years
delayed
developmen
Mental and motor scales
55

Name
Portage Guide
Peabody Developmental
Motor Scale
Brigance Diagnostic
Inventory
Hughes Basic Gross Motor
Assessment
Learning Accomplishments
Profile (LAP)
Purdue Perceptual-Motor
Survey
Bender-Perdue Reflex Test
Smart Start Preschool
Movement Curriculum
Address
Portage Project CESA 12
P.O. Box 564
Portage, WI 53901
DML Teaching Resources
P.O. Box 4000, One DLM Park
Allen, TX 75002
Curriculum Assoc., Inc.
5 Esquire Road
North Bellerica, MA 01862
Hughes, J. (pub)
Golden, CO
Sangfroid, A.
University of North Carolina
Chapel Hill, NC
Roach & Kephart
Merrill Pub.
Columbus, OH
Academic Therapy Publishers
200 Commercial Blvd.
Novato, CA 94947
Janet A. Wessel and
Lawrence L. Zittel
Pro-ED., Pub.
Austin, TX 78753
Areas
language, developmental skills
Ages
0-6 years
general
birth-7 years
Gross and fine motor, speech

and language, early academic,
pre-ambulatory motor skills
Gross motor
0-7 years
Locomotor, balance, rhythm,

eye-limb coordination
1 month6 years
Balance, posture, body image

and differentiation, perceptual
motor match, ocular control
Tests for signs of Symetric
Tonic Neck Reflex Immaturity
6-10 years
Motor skills
preschool
all abilities
56
general
6-12 years
EVALUATING AREAS RELATED TO MOTOR CONTROL

Name
Body Image Screening
Blind Children
Foot-O-Graph
Skan-a-Graf Permagrid
Southern California PostRotary Nystagmus Test
M.O.V.E. (Mobility
Opportunities Via Education)
Address
American Foundation for the Blind
15 W. 16th Street
New York, NY 10011
Saperston Laboratories, Inc.
200 W. Monroe Street
Chicago, IL 60606
Reedco, Inc.
5 Easterly Avenue
Auburn, NY 13021
Kern County Schools
5801 Sundale Ave.
Bakersfield, CA 93309
Areas
Body laterality, directionality
Ages
8-19 years
blind childre
Posture, balance, weight

bearing
all
Posture, structural deviation
all
Vestibular function
early childho
Gross motor
all ages
physical
disabilities
57
EVALUATING VISUAL PERCEPTION AND VISUAL MOTOR SKILLS

Name
Bender Visual Motor Gestalt
Test
Developmental Test of
Visual-Motor Integration
Frostig Developmental Test
of Visual Perception
Mertens-Visual Perception
Test
Address
Follett Educational Corp.
1010 W. Westington Blvd.
Chicago, IL 60607
Stoeling Corporation
1350 S. Kostner Ave.
Chicago, IL 60623
Motor-Free Visual Perception Western Psychological Services

Test
Test of Visual-Perceptual
Special Child Pub.
Skills (TVPS)
P.O. Box 33548
Seattle, WA 98133
Wepman Spacial Orientation Language Research Assoc., Inc.
Memory
P.O. Box 2085
Palm Springs, CA 92246
Areas
Visual motor functions
Visual motor integration
Ages
3 years -adu
normal and
disabilities
2-15 years
Visual perception
4-8 years
Visual perception,
visual memory, design
reproduction and completion,
spacial recognition
Visual perception, processing,
kinesthetic awareness
early
elementary
Spacial memory
7 years -adu
58
4-8 years
EVALUATING FITNESS
Name
AAHPERD Health Related
Fitness
AAHPERD Special Fitness
Test for Mildly Retarded
Persons (adaptation of Youth
Fitness Test)
AAHPERD Youth Fitness
Test
Buell Adaptation of
Test
Fait Physical Fitness Battery
for Mentally Retarded
Fit-N-Dex
Motor Fitness Testing
Manual for the Moderately
Mentally Retarded
Project ACTIVE
Project UNIQUE: Physical
Fitness Test
Address
AAHPERD
Reston, VA 22091
AAHPERD
Reston, VA 22091
Areas
General fitness
Ages
8-18 years
General fitness
8-18 years
mild MR
AAHPERD
Reston, VA 22091
AAHPERD
Reston, VA 22091
Fait, H.F. & Dunn, L.M.
HPER Department
Corvallis, OR 97331
Cramer Products, Inc.
P.O. Box 1001
Gardner, KS 66030
AAHPERD
Reston, VA 22091
VEE Inc.
P.O. Box 2093
State University of New York
College of Brockport
Brockport, NY 14420
General fitness
10-17 years
General fitness
10-17 years
blind
General fitness
9-20 years
moderate M
General fitness
normal
General fitness
6-20 years
moderate M
General fitness
6-16 years
MH, LD, EH
Fitness, motor skills, agility,

health
10-18 years
orthopedical
handicapped
59
EVALUATING FITNESS
Name
Presidential Physical Fitness
Award Test
FITNESSGRAM
The Brockport Physical
Fitness Test (software
available)
Address
Presidents Council of Physical
Fitness and Sports
Presidential Physical Fitness Award
Program: Instructors Guide
Washington, DC 20001
Human Kinetics
P.O. Box 5076
Champaign, IL 61825-5076
Human Kinetics
P.O. Box 5076
Areas
Cardiorespiratory endurance,
flexibility, agility, leg strength,
abdominal strength, arm and
shoulder strength
Ages
6-14 years
General fitness
school age
Fitness
10-17 years
children with
disabilities
60
X. PROFESSIONAL RESOURCES
a) CATALOGS
Physical Education:
Things from Bell
230 Mechanic St.
P.O. Box 206
Princeton, WI 54968
1-800-543-1458 (orders)
1-414-642-9591 (fax)
JA Preston Corp.
P.O. Box 89
Jackson, MI 49204
1-800-631-7277 (orders)
1-800-245-3765 (fax)
S&S AdaptAbility
P.O. Box 515
Colchester, CT 06415-0515
1-800-266-8856 (orders)
1-800-566-6678 (fax)
http://www.snswwide.com
Power Systems, Inc.
P.O.Box 12620
Knoxville, TN 37912
1-800-321-6975 (orders)
1-800-298-2057 (fax)
Snitz
2096 S. Church St.
P.O. Box 76
East Troy, WI 53120-0076
1-800-558-2224 (orders)
1-800-432-2842 (fax)
Select Service & Supply Co., Inc.

One Sporttime Way
Atlanta, Georgia 30340
1-800-850-8602
Sporttime
Select Service & Supply Co., Inc.
One Sporttime Way
1-800-283-5700 (orders)
1-800-845-153 (fax)
GOPHER Sport
220 24th Ave. NW
Owatonna, MN 55060-0999
1-800-533-0446 (orders)
1-800-451-4855 (fax)
Rifton
P.O.Box 901
Rifton, NY 12471-0901
1-800-336-5948
Flaghouse, Inc.
Special Populations & Rehab
601 Flaghouse Drive
Hasbrouck Heights, NJ 07604
1-800-793-7900 (orders)
1-800-793-7922 (fax)
Chime Time
One Sporttime Way
1-800-477-5075 (orders)
1-800-845-1535 (fax)
61
Advanced Fitness Equipment Corp.

175-A Semoran Commerce Place
Apopka, FL 32703
1-800-308-2655
Fitness Wholesale
895 Hampshire Rd., Suite A
Stowe, Ohio 44224-1121
1-800-537-5512 (orders)
216-929-7250 (fax)
Audiovisual:
1999 Music & Art
Multimedia Resources
Educational Frontiers, 132 West 21st Street
New York, NY 10011
1-800-753-6488 (orders)
212-675-8607 (fax)
Kimbo Educational
Dept. C
P.O. Box 477
Long Branch, NJ 07740-0477
1-800-631-2187 (orders)
732-870-3340 (fax)
Dynamix Music for Fitness

733 W. 733 W. 40th Street, Suite 10
Baltimore, MD 21211
1-800-843-6499 (orders)
www.dynamix-music.com
410-243-9759 (fax)
The Complete Guide to Exercise Videos

Collage Video
5390 Main Street N.E.
Minneapolis, MN 55421
1-800-433-6769
Pro Motion Music

1611 N. Stemmons Freeway, Suite 416
Carrollton, TX 75006
1-800-380-4776
Teachers Video Company

Global Video, Inc.
P.O. Box SPG-4455
Scottsdale, AZ 85261
1-800-262-8837
Library Video Company
Catalogue K-20
P.O.Box 1110
Balacynwyd, PA 19004
1-800-843-3620 (orders)
610-667-3425 (fax)
62
Aquatics:
Sprint
Rothhammer International, Inc.
P.O. Box 3840
San Luis Obispo, CA 93403
805-541-5330 (orders)
1-800-235-2156 (fax)
www.sprintaquatics.com
World Wide Aquatics
10500 University Center Drive, Suite 250
Tampa, FL 33612-6462
1-800-726-1530
Adolph Keifer & Associates
1700 Keifer Drive
Zion, IL 60099-4093
1-800-2GO-SWIM
1-800-323-4071
1-800-654-swim (fax)
Kast-a-Way Swimwear, Inc.
9356 Cincinnati/Columbus Rd., Rt.42
Cincinnati, OH 45241-1197
1-800543-2763
Power Systems, Inc.

P.O.Box 12620
Knoxville, TN 37912
615-947-5229
615-947-0319 (fax)
Medley Swim Systems
535 Stenning Drive
Hokessin, DE 19707
302-239-8579
302-239-6988 (fax)
H2O Works
Aqua Fitness Gear
ERO Industries, Inc.
585 Slawin Court
Mount Prospect, IL 60056-2183
708-803-9223 (fax)
Aquatic Exercise Association
P.O.Box 1609
Nokomis, FL 34274
813-486-8600
Other:
AAHPERD Periodicals
The American Alliance for Health, Physical
Education, Recreation and Dance
Reston, VA 22091
703-476-3400
703-476-3493 (subscriptions)
1-800-321-0789 (information)
Human Kinetics
P.O. Box 5076
1-800-747-4457
(great resource for books, etc.)
63
b) BIBLIOGRAPHY
The American National Red Cross, (1977) Adapted Aquatics. Garden City, NY: Doubleday &
Company, Inc.
Aquatic Exercise Association, (1995) Aquatic Exercise Resource Series: Aquatic Therapy and
Special Populations. Nokomis, FL: Aquatic Exercise Association, Publisher.
American Alliance for Health, Physical Education, Recreation and Dance, (N.D.) Testing for
Impaired, Disabled, and Handicapped Individuals. Washington, DC: Author.
American Alliance for Health, Physical Education, Recreation and Dance, (1976) Special Fitness
Test for Mildly Mentally Retarded Persons. Washington, DC: Author.
American Alliance for Health, Physical Education, Recreation and Dance, (1976) Youth Fitness
Test. Washington, DC: Author.
American Alliance for Health, Physical Education, Recreation and Dance, (1980) Health Related
Physical Fitness. Reston, VA: Author.
American Alliance for Health, Physical Education, Recreation and Dance, (1988) Physical Best.
Reston, VA: Author.
Arnheim, D., & Sinclair, W. (1979) The Clumsy Child. St. Louis: Mosby.
Arnheim, D. & Sinclair, William, (1985) Physical Education for Special Populations, A
Developmental Adapted. and Remedial Approach. NJ: Prentice-Hall, Inc.
Auxter, David, et al, (1996) Principles And Methods of Adapted Physical Education and
Recreation: Gross Motor Activities for Young Children with Special Needs. NY: WCB/McGraw
Hill.
Bayley, N., (1969) Manual for the Bayley Scales of Infant Development. New York: The
Psychological Corporation.
Bishop, P., (1988) Adapted Physical Education A Comprehensive Resource Manual of
Definition, Assessment, Programming, and Future Predictions. Education Systems Associates,
Inc.
Block, Martin E., (1995) A Teacher's Guide to Including Students with Disabilities in Regular
Physical Education. Baltimore, Paul H. Brooks Publishing Co.
Bluma, S., Shearer, M., Frohman, A., & Hilliard, J., (1976) The Portage Guide to Early
Education. Portage, WI: Cooperative Educational Service Agency #12.
64
Brigance, A., (1978) The Brigance Diagnostic Inventory of Early Development. Woburn, MA:
Curriculum Associates.
Bruininks, R., (1978) Bruininks-Oseretsky Test of Motor Proficiency. Circle Pines, MN:
American Guidance Service.
Bobath, Karel, (1966) The Motor Deficits in Patients with Cerebral Palsy. Suffolk, England:
William Heinemann Medical Books Ltd.
Buell, C., (1982) Physical Education and Recreation for the Visually Handicapped. Reston, VA:
American Alliance for Health, Physical Education, Recreation and Dance.
Campion, Margaret Reid, (1986) Hydrotherapy in Pediatrics. Rockville, MD: Aspen Systems
Corporation.
Cratty, Bryant J., (1979) Perceptual and Motor Development in Infants and Children.
Englewood Cliffs, NJ: Prentice-Hall.
Cratty, Bryant J., (1975) Remedial Motor Activity for Children. Philadelphia: Lea & Febiger.
Dennison, Gail E., (1989) Brain Gym, Teachers Edition. California:Edu-Kinesthetics, Inc.
D'eugenio, D., & Rogers, S., (1976) Developmental Screening of Handicapped Infants. Ann
Arbor: Institute for the Study of Mental Retardation and Related Disabilities, University Of
Michigan.
Dunn, J., Anderson, R., Fredericks, H., Baldwin, V., Blair, L., & Moore, W., (1980) A Data
Based Gymnasium: A Systematic Approach to Physical Education for the Handicapped.
Monmouth, OR: Instructional Development Corporation.
Dunn, John, Morehouse, James, & Fredricks, H.D., (1986) Physical Education for the Severely
Handicapped. Austin, TX: Pro Ed.
Dunn, John M., (1996) Special Physical Education: Adapted, Individualized, Developmental.
NY: WCB/McGraw Hill.
Eichstaedt, Carl B, & Kalakian, Leonard H., (1993) Developmental Adapted Physical Education:
Making Ability Count. NJ: Prentice Hall.
Fait, H., & Dunn, J., (1984) Special Physical Education. Philadelphia: Saunders.
Frankenburg, W., Dodds, J., & Fandal, A., (1973) Denver Developmental Screening Test.
Denver, CO: Ladoca Project and Publishing Foundation, Inc.
Fredericks, H., Baldwin, V., Doughty, P., & Waiter, L., (1972) The Teaching Research MotorDevelopment Scale for Moderately and Severely Retarded Children. Springfield, IL: Charles L.
Thomas.
65
Frostig, M., Lefever, W., & Whittlesey, J., (1966) Developmental Test of Visual Perception.
Palo Alto, CA: Consulting Psychologists Press.
Geddes, Delores, (1978) Physical Activities for Individuals with Handicapping Conditions. Saint
Louis: The C.V. Mosby Company.
Gesell, A., & Armatruda, C., (1974) Developmental Diagnosis. Hagerstown, MD: Harper &
Row.
Greene, Ross, (1998) The Explosive Child. New York, NY: Harper Collins Publishers.
Hammett, Carol Totsky, (1992) Movement Activities for Early Childhood. Champaign, IL:
Human Kinetics Publishers, Inc.
Horvat, Michael, & Kalakian, Len, (1996) Assessment in Adapted Physical Education and
Therapeutic Recreation. NY: McGraw-Hill.
Huettig, Carol, & Pyfer, Jean, (1993) Gross Motor Activities for Young Children with Special
Needs. Brown and Benchmark, Publishers.
Hughes, J., (1979) Hughes Basic Gross Motor Assessment. Golden, CO: Author.
Institute for Aerobics Research, (1987) FITNESSGRAM: User's Manual. Dallas: Author.
Jansma, P., (1980) Psychomotor Domain Tests for the Severely and Profoundly Handicapped.
Journal of the Association of the Severely Handicapped, 5(4), 368-381.
Johnson, L., & Londeree, B., (1976) Motor Fitness Testing Manual for the Moderately
Mentally Retarded. Washington, DC: American Alliance for Health, Physical Education and
Recreation.
Jones, Kenneth Lyons, M.D., (1988) Smiths Recognizable Patterns of Human Malformation,
4th ed. Philadelphia: W.B. Saunders, Company.
Joseph P. Kennedy, Jr. Foundation, (1977) Let's-Play-To-Grow Manual for Parents and
Teachers. Washington, D.C.: author.
Kasser, Susan L., (1995) Inclusive Games. Champaign, IL: Human Kinetics Publishers, Inc.
Kelly, Luke E., (1995) Adapted Physical Education National Standards: National Consortium
for Physical Education and Recreation for Individuals with Disabilities. Champaign, IL: Human
Kinetics Publishers, Inc.
Leppik, Ilo E., (1996) Contemporary Diagnosis and Management of the Patient with Epilepsy.
Newton, PA: Handbooks in Healthcare.
66
Lindle, June M., (1995) Aquatic Fitness Professional Manual. Nokomis, FL: Aquatic Exercise
Association, Publisher.
Liseno, Stephanie, Spalding-Kern, Martha, & Field, Sandin, (1993) Physical Therapy Aqua
Exercise Manual. Seal Beach, CA: Bench Physical Therapy, Inc.
Loovis, M., & Ersing, W., (1979) Assessing and Programming Gross Motor Development for
Children. Cleveland Heights, OH: Ohio Motor Assessment Associates.
McClenaghan, B., & Gallahue, D., (1978) Fundamental Movement: A Developmental and
Remedial Approach. Philadelphia: Saunders.
Matos, Candi & Chris., (1996) Pants with Pockets: And Other Tips on Managing an
ADD/ADHD Child. Malabar, FL: Lexis Publishing.
President's Council on Physical Fitness and Sports, (1987) The Presidential Physical Fitness
Award Program: Instructor's Guide. Washington, DC: Author.
Price, Bill, (1990) Aquatic Motor Development Activities. Tampa, FL: University of South
Florida.
Roach, E., & Kephart, N., (1966) The Purdue Perceptual-Motor Survey. Columbus, OH:
Safrit, M., (1981) Evaluation in Physical Education. Englewood Cliffs, NJ: Prentice-Hall.
Sanford, A., (1974) Learning Accomplishment Profile. Chapel Hill: University of North
Carolina.
Seaman, Janet A., & DePauw, Karen P., (1982) The New Adapted Physical Education A
Developmental Approach. Mountain View, CA: Mayfield Pub. Co.
Sherrill, Claudine, (1997) Adapted Physical Activity, Recreation And Sport: Crossdisciplinary
and Lifespan. NY: WCB/McGraw Hill.
Special Olympics, (N.D.) Sports Skills Instructional Program. Washington, DC: Kennedy
Foundation.
Special Olympics, (1992) Aquatic Sports Skills Program. Washington, DC: Kennedy
Foundation.
Stott, D., Moyes, F., & Henderson, S., (1984) Test of Motor Impairment. San Antonio: The
Psychological Corporation.
Ulrich, D., (1985) Test of Gross Motor Development. Austin, TX: Pro-Ed.
Vodola, T., (1974) Project ACTIVE Level II-III Motor Ability Tests. Oakhurst, NJ: Township
Of Ocean School District.
67
Vodola, T., (1978) Basic Motor Ability Test For Seriously Multihandicapped Individuals.
Oakhurst, NJ: Township of Ocean School.
Vodola, T., (1978) Project ACTIVE Level II Physical Fitness Test. Oakhurst, NJ: Township of
Ocean School District.
Vort Corporation, (1973) Behavioral Characteristics Progression. Palo Alto, CA: Author.
Werder, J., & Kalakian, L., (1985) Assessment in Adapted Physical Education. Minneapolis:
Burgess.
Wessel, J., (1976) I CAN. Northbrook, IL: Hubbard Scientific.
Winnick, Joseph P., ed., (1990) Adapted Physical Education and Sport. Champaign:IL: Human
Kinetics Publishers, Inc.
Winnick, J., & Short, F., (1985) Physical Fitness Testing of The Disabled. Champaign, IL
Winnick, J., & Short, F., (1999) The Brockport Physical Fitness Test Manual. Champaign, IL
YMCA, (1987) Aquatics for Special Populations. Champaign, IL: Human Kinetics Publishers,
Inc.
68
c) RECOMMENDED WEB SITES

P.E. Centralhttp://pe.central.vt.edu/
Adapted Physical Educationhttp://pe.central.vt.edu/adapted/adaptedmenu.html
Adapted Physical Education National Standards (APENS) Projecthttp://teach.virginia.edu/go/apens/
Individuals with Disabilities Education Act (IDEA) Web Sitehttp://www.ed.gov/offices/USERS/IDEA/index.html
National Consortium on Physical Education and Recreation for Individuals with Disabilities
(NCPERID)http://ncperid.coedu.usf.edu/
Adapted Physical Education Advocacy Pagehttp://www.mankato.msus.edu/dept/colahn/APE/APEpage.html
Special Olympics- Brevard Countyhttp://www.megabits.net/~cozier/bcso.html
Council for Exceptional Childrenhttp://www.cec.sped.org/
American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD)http://www.aahperd.org
Florida Information Resource Networkhttp://www.firn.edu/
Brevard County Public Schoolshttp://www.brevard.k12.fl.us/
Florida Department of Educationwww.firn.edu/doe/doehome.htm
Internet Connections-Physical Educationhttp://www.mcrel.org/connect/pe.html
Human Kineticshttp://www.humankinetics.com
d) RECOMMENDED TRAINING
69
TRAINING
SOURCE
Crisis Prevention Intervention
Brevard Public Schools, Viera
Cardiopulmonary Resuscitation
American Red Cross
Water Safety Instructor
American Red Cross
First Aid Training
American Red Cross
Special Olympics Coaching
Training for various sports through

local or county Special Olympics
organizations
70
APPENDIX A
BREVARD COUNTY PUBLIC SCHOOLS
ADAPTED PHYSICAL EDUCATION
REFERRAL PROCEDURES
1. The school will send a B2/14 Form-parent invitation to Individualized Education Program
(IEP) meeting-to the students parents. Check the next to the last box to indicate that the
meeting is for an IEP review.
2. At the IEP meeting, a B3 Conference Form is completed. This is a recommendation for
referral to Adapted Physical Education and why the service has been recommended. (If the
parents do not attend the meeting, send a copy home.)
3. An Adapted Physical Education Referral Form will be completed and sent/faxed to:
Sue Carver, Supervisor of Itinerant Adapted Physical Education Teachers
2175 N. Wickham Rd.
Melbourne, FL 32935
(407) 254-1120-phone
(407) 253-5044-fax
4. The Adapted Physical Education Teacher will determine how to best meet the needs and
goals of the students through screening or other evaluative processes.
5. The Adapted Physical Education Teacher will complete the Observation Summary
Recommendation Form.
6. The school schedules an IEP meeting.
a. If Adapted Physical Education is recommended, the goals and objectives are written on
the IEP.
b. If Adapted Physical Education is not recommended, a B3 Conference Form will be
completed stating why the student is not recommended.
71
APPENDIX B
REFERRAL TO RECEIVE ADAPTED PHYSICAL EDUCATION
Students Name:__________________________________________________________
School:_________________________________________________________________
Students Grade:___________Date of Birth:_____________Teacher:________________
Person Requesting Referral:_________________________________________________
Reason for Referral:_______________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Disability/Placement/Diagnosis:______________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Other Comments:_________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Please return this form to:
Sue Carver, Supervisor of Itinerant Adapted Physical Education Teachers
2175 N. Wickham Rd.
Melbourne, FL 32935
Phone (407) 254-1120
Fax (407) 253-5044
APPENDIX C
72
PHYSICIAN'S RECOMMENDATION FOR

ADAPTED PHYSICAL EDUCATION ACTIVITIES
Student:_______________________________Date of Birth:_____________________
Home Telephone:________________________School:__________________________
Diagnosis: _____________________________________________________________
______________________________________________________________________
Description of Impairment: _______________________________________________
______________________________________________________________________
______________________________________________________________________
Pertinent Medical Information: ____________________________________________
______________________________________________________________________
______________________________________________________________________
Precautions and Contraindications: _________________________________________
______________________________________________________________________
______________________________________________________________________
Special Recommendations: _______________________________________________
______________________________________________________________________
Physician:_____________________________________Phone:___________________
Physician's Signature:____________________________Date:____________________
Parent's Signature:_______________________________Date:____________________
73
APPENDIX D
ADAPTED PHYSICAL EDUCATION OBSERVATION SUMMARY
RECOMMENDATION
Student Name: __________________________________________________________
School: ____________________________________________Date:________________
Screening Summary:
Gross Motor Skills: _______________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Physical Fitness and Balancing Skills: _________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Coordination Skills: _______________________________________________________
________________________________________________________________________
________________________________________________________________________
Recommendation:
The student WILL/WILL NOT receive Adapted Physical Education services.
________________________________
Adapted Physical Education Teacher
74
APPENDIX E
Florida Department of Education
4/7/98
COURSE DESCRIPTION - GRADES 6-8

Subject Area:
Miscellaneous
Course Number: 7815010
Course Title:
Physical Education: 6-8
A. Major Concepts/Content. The purpose of this course is to provide
opportunities for students with disabilities to develop motor skills and to participate
in various physical activities that may be modified to meet individual needs.
The content should include, but not be limited to, the following:
-team sports
-independent sports
-recreational sports
-motor development
-physical fitness
This course shall integrate the Sunshine State Standards and Goal 3 Student
Performance Standards of the Florida System of School Improvement and
Accountability as appropriate to the individual student and to the content and
processes of the subject matter. Students with disabilities shall:
CL.A.1.In.1 complete specified Sunshine State Standards with modifications as appropriate
for the individual student.
CL.A.l.Su.1 complete specified Sunshine State Standards with modifications and guidance
and support as appropriate for the individual student.
CL.A.1.Pa.1 participate in activities of peers' addressing Sunshine State Standards with
assistance as appropriate for the individual student.
B. Special Note. This entire course may not be mastered in one year. The particular
course requirements that the student should master each year must be specified on
an individual basis.
This course is designed to reflect the wide range of abilities within the population of
students with disabilities. The particular benchmark for a course requirement should
be selected for individual students based on their levels of functioning and their
desired postschool outcomes.
Three levels of functioning: independent, supported, and participatory, have been
designated to provide a way to differentiate benchmarks and course requirements
for students with diverse abilities. Individual students may function at one level
FINAL DRAFT
Page101
75
Course Number: 7815010 - Physical Education: 6-8
page 2 of 3
across all areas, or at several different levels, depending on the requirements of the
situation. Students functioning at independent levels are generally capable of
working and living independently. Students functioning at supported levels are
generally capable of living and working with ongoing supervision and support.
Students functioning at participatory levels are generally capable of participating in
major life activities and require extensive support systems.
Instructional activities involving practical applications of course requirements may
occur in naturalistic settings in home, school, and community for the purposes of
practice, generalization, and maintenance of skills. These applications may require
that the student acquire the knowledge and skills involved with the use of related
technology, tools, and equipment.
C . Course Requirements. These requirements include, but are not limited to, the
benchmarks from the Standards for Special Diploma that are most relevant to this
course. Students are expected to make progress, but not master the benchmark
listed for each course requirement. Benchmarks correlated with a specific course
requirement may also be addressed by other course requirements as appropriate.
Some requirements in this course are not fully addressed in the Standards for
Special Diploma.
After successfully completing this course, the student will:
1. Perform physical movement skills at levels consistent with own capabilities.
2. Perform skills in individual and team activities at levels consistent with own
capabilities.
3. Perform recreational skills involved in selected physical activities at levels
consistent with own capabilities.
IF.A.1.In.1 complete productive and leisure activities used in the home
and community.
IF.A.1.Su.1 complete productive and leisure activities used in the home
and community-with guidance and support.
IF.A.1.Pa.1 participate in routines of productive and leisure activities
used in the home and community-with assistance.
4. Demonstrate understanding of the importance of regular participation in
physical activities, fitness activities, and recreation for maintenance of physical
well-being.
IF.A.1.In.2 complete personal care, health, and fitness activities.
FINAL DRAFT
Page 102
76
Course Number: 7815010 - Physical Education: 6-8

Page 3 of 3
IF.A.1.Su.2 complete personal care, health, and fitness activities-with
guidance and support.
IF.A.1.Pa.2 participate in personal care, health, and safety routines-with
assistance.
5. Use responsible personal and social behaviors when
participating in physical activities.
IF.B.2.In. 1 identify patterns of conduct that comply with social and
environmental expectations in specified situations.
IF.B.2.In.2 demonstrate patterns of conduct that comply with social and
IF.B.2.In.3 respond effectively to unexpected events and potentially
harmful situations.
IF.B.2.Su.1 identify patterns of conduct that comply with social and
environmental expectations in specified situations-with
IF.B.2.Su.2 demonstrate patterns of conduct that comply with social and
environmental expectations in specified situations-with
IF.B.2.Su.3 respond effectively to unexpected events and potentially
harmful situations-with guidance and support.
IF.B.2.Pa.1 participate in using patterns of conduct that comply with
social and environmental expectations in specified
situations-with assistance.
IF.B.2.Pa.2 participate in responding appropriately to unexpected events
and potentially harmful situations-with assistance.
6. Use technology to participate IN and gain knowledge about own individual
fitness and recreation activities.
FINAL DRAFT
Page 103
77
Florida Department of Education
4/7/98 1998
COURSE DESCRIPTION - GRADES 9-12, ADULT

Subject Area:
Course Number:
Course Title:
Credit:
Miscellaneous
7915010
Specially Designed Physical Education
Multiple
A. Major Concepts/Content. The purpose of this course is to provide experience and

opportunities for students with disabilities to develop motor skills and to participate in
various physical activities that may be modified to meet individual needs.
The content should include, but not be limited to, the following:
- team sports
- independent sports
- recreational sports
- motor development
- physical fitness
This course shall integrate the Sunshine State Standards and Goal 3 Student
Performance Standards of the Florida System of School Improvement and
Accountability as appropriate to the individual student and to the content and processes
of the subject matter. Students with disabilities shall:
CL.A.1.In.1
complete specified Sunshine State Standards with modifications as
appropriate for the individual student.
CL.A.1.Su.1
complete specified Sunshine State Standards with modifications and
guidance and support as appropriate for the individual student.
CL.A.1.Pa.1
participate in activities of peers' addressing Sunshine State Standards
with assistance as appropriate for the individual student
(2) Special Note. This entire course may not be mastered in one year. A student may earn
multiple credits in this course. The particular course requirements that the student should
master to earn each credit must be specified on an individual basis. Multiple credits may
be earned sequentially or simultaneously.
This course is designed to reflect the wide range of abilities within the population of
students with disabilities. The particular benchmark for a course requirement should be
selected for individual students based on their levels of functioning and their desired
postschool outcomes for adult living and employment specified in the Transition
Individual Educational Plan.
FINAL DRAFT
Page 279
78
Course Number: 7915010 - Specially Designed Physical Education Page 2 of 3
Three levels of functioning: independent, supported, and participatory, have been

designated to provide a way to differentiate benchmarks and course requirements
for students with diverse abilities. Individual students may function at one level
across all areas, or at several different levels, depending on the requirements of
the situation. Students functioning at independent levels are generally capable of
working and living independently. Students functioning at supported levels are
generally capable of living and working with ongoing supervision and support.
Students functioning at participatory levels are generally capable of participating
in major life activities and require extensive support systems.
Instructional activities involving practical applications of course requirements
may occur in naturalistic settings in home, school, and community for the
purposes of practice, generalization, and maintenance of skills. These
applications may require that the student acquire the knowledge and skills
involved with the use of related technology, tools, and equipment.
C. Course Requirements. These requirements include, but are not limited to, the
benchmarks from the Standards for Special Diploma that are most relevant to
this course. Benchmarks correlated with a specific course requirement may also
be addressed by other course requirements as appropriate. Some requirements in
this course are not fully addressed in the Standards for Special Diploma.
After successfully completing this course, the student will:
1. Perform physical movement skills at levels consistent with own
capabilities.
2. Perform skills in individual and team activities at levels consistent
with own capabilities.
3. Perform recreational skills involved in selected activities at levels
consistent with own capabilities.
IF.A.1.In.1 complete productive and leisure activities used in the home and
community.
IF.A.1.Su.1 complete productive and leisure activities used in the home and
community-with guidance and support.
IF.A.1.Pa.1 participate in routines of productive and leisure activities used in
the home and community-with assistance.
FINAL DRAFT
Page 280
79
Course Number: 7915010 - Specially Designed Physical Education
Page 3 of 3
4. Demonstrate understanding of the importance of regular participation

in physical activities, fitness activities, and recreation for maintenance
of physical well-being.
IF.A.1.In.2 complete personal care, health, and fitness activities.
IF.A.1.Su.2 complete personal care, health, and fitness activities-with guidance
and support.
IF.A.l.Pa.2 participate in personal care, health, and safety routines-with
assistance.
5. Use responsible personal and social behaviors when participating in
physical activities.
IF.B.2.In.1 identify patterns of conduct that comply with social and
IF.B.2.In.2 demonstrate patterns of conduct that comply with social and
IF.B.2.In.3 respond effectively to unexpected events and potentially harmful
situations.
IF.B.2.Su.1 identify patterns of conduct that comply with social and
environmental expectations in specified situations-with guidance
and support.
IF.B.2.Su.2 demonstrate patterns of conduct that comply with social and
environmental expectations in specified situations-with guidance
and support.
IF.B.2.Su.3 respond effectively to unexpected events and potentially harmful
situations-with guidance and support.
IF.B.2.Pa.1 participate in using patterns of conduct that comply with social and
environmental expectations in specified situations-with assistance.
IF.B.2.Pa.2 participate in responding appropriately to unexpected events and
potentially harmful situations-with assistance.
6. Use technology to participate in and gain knowledge about own
individual fitness and recreation activities.
7. Select and participate regularly in physical activities based on
availability in the community and personal choice at levels consistent
with own capabilities.
FINAL DRAFT
Page 281
80

Name
Bruininks-Oseretsky Test of
Motor Proficiency
Ohio State Univ. Scale of
Intra Gross Motor
Assessment (OSU-SIGMA)
DEOREO Fundamental
Motor Skills Inventory
I CAN Program
Riley Motor Problems
Inventory, Revised
Stott-Moyes-Henderson Test
of Motor Impairment
Southern California Sensory
Integration Test
Lincoln-Oseretsky Motor
Development Scale
Project ACTIVE Level II &
III Motor Ability Test
Address
Publishers Building
Mohican Publishing Co.
P.O. Box 295
Loudinville, OH 44842
Kent State University
Department HPER
Kent, OH 44240
Hubbard Scientific Co.
P.O. Box 104
Northbrook, IL 66062
Brook Educational Pub., Ltd.
Box 1171
Guelph, Ontario, Canada
NIH-6N3
Publishers Building
VEE Inc.
P.O. Box 2093
Areas
Bilateral coordination, visual
motor control, balance,
running speed, agility
Gross motor skills
Ages
Norm/Criterion
GeneralNorm referenced
4.5 - 14.5 years

manipulative
Pre-school
early
elementary
elementary age

object control, rhythm, object
projection
Gross motor, fine motor, oral
motor, balance
Balance, gross motor, fine
motor
Pre-school
14 years
Criterion
referenced
Criterion
referenced
4-9 years
normal-slowly
developing
5-16 years
normal-slowly
developing
Motor skills, balance, space

visualization, coordination,
tactile kinesthesia
Gross and fine motor skills
4-10 years
normal-slowly
developing
6-14 years
normal
Coordination, balance, eyehand and eye-foot accuracy
5-8 years,
Norm referenced
level II
8-11 years, level
III
55
Norm referenced

Name
Basic Gross Motor
Assessment
Address
G. E. Miller, Inc.
P.O. Box 266
484 S. Broadway
Yonkers, NY 10705
Consulting Psychologists
Press, Inc.
577 College Ave.
Palo Alto , CA 94306
Pro-ED. Publishing Co.
Austin, TX 78753
Areas
Gross motor, balance,
manipulative skills
Movement Patterns
Achievement Profile
(MPAP)
Cratty Six-Category Gross
Motor Test
AAHPERD
Reston, VA 22091
Charles C. Thomas
301-27 E. Lawrence Ave.
Springfield, IL 62717

balance, manipulative, body
image
balance, tracking, throwing
Godfrey-Kephart Movement
Pattern Test
Appleton-Century-Crofts
292 Madison Avenue
New York, NY 10017
John M. Dunn
Corvallis, OR 97331
Gross motor control
Valett Developmental Survey

of Basic Learning Ability
Test of Gross Motor
Development
Oregon Data-Based Physical

Education Program
Ages
5.6-12.6 years
minor motor
problems
Norm/Criterion
2-7 years

manipulative
Gross motor
56
3-10 years
Norm referenced
normal and
delayed
development
2.5-5 years
physical
disabilities
4-16 years
Norm referenced
normal
5-20 years EMH
5-24 years
TMH
normal and
children with
disabilities
severely
handicapped

Name
Rarick-Factor Structure of
MR
Vineland Adaptive Behavior
Scales
Cajon Motor Assessment
Instrument
Gessell Development
Schedules
McCarthy Screening Test
Baley Scales of Infant
Development
Denver Developmental
Screening
Address
University of California
Publishers Building
Areas
Ages
6-12 years
MR

communication, daily living
skills, social skills
Cajon Valley Union School District

Special Education Department
189 Roanoke Rd.
El Cajon, CA 92022
757 Third Ave.
New York, NY 10017
757 Third Ave.
New York, NY 10017
757 Third Ave.
New York, NY 10017
Gross motor
birth-adult
handicapped and
nonhandicapped
all handicapping
conditions
Ladoca Project & Publishing

Foundation, Inc.
East 51st Ave. and Lincoln St.
Denver, CO 80216

personal-social, language
Motor, language, personalsocial, adaptive
4 weeks6 years
Right/left orientation,
coordination, verbal memory
2.5-14 years
those considered
to be at risk
2 months-2.5
years
normal and
disabled
birth-6 years
delayed
development
Mental and motor scales
57
Norm/Criterion

Name
Portage Guide
Peabody Developmental
Motor Scale
Brigance Diagnostic
Inventory
Hughes Basic Gross Motor
Assessment
Learning Accomplishments
Profile (LAP)
Purdue Perceptual-Motor
Survey
Bender-Perdue Reflex Test
Smart Start Preschool
Movement Curriculum
Address
Portage Project CESA 12
P.O. Box 564
Portage, WI 53901
DML Teaching Resources
P.O. Box 4000, One DLM Park
Allen, TX 75002
Curriculum Assoc., Inc.
5 Esquire Road
North Bellerica, MA 01862
Hughes, J. (pub)
Golden, CO
Sangfroid, A.
University of North Carolina
Chapel Hill, NC
Roach & Kephart
Merrill Pub.
Columbus, OH
Academic Therapy Publishers
200 Commercial Blvd.
Novato, CA 94947
Janet A. Wessel and
Lawrence L. Zittel
Pro-ED., Pub.
Austin, TX 78753
Areas
language, developmental skills
Ages
0-6 years
general
birth-7 years
Gross and fine motor, speech

and language, early academic,
pre-ambulatory motor skills
Gross motor
0-7 years
Norm referenced
general
Norm referenced
Locomotor, balance, rhythm,

eye-limb coordination
1 month6 years
Norm referenced
Balance, posture, body image

and differentiation, perceptual
motor match, ocular control
Tests for signs of Symetric
Tonic Neck Reflex Immaturity
6-10 years
Norm referenced
Motor skills
preschool
all abilities
58
6-12 years
Norm/Criterion
EVALUATING AREAS RELATED TO MOTOR CONTROL

Name
Body Image Screening
Blind Children
Foot-O-Graph
Skan-a-Graf Permagrid
Southern California PostRotary Nystagmus Test
M.O.V.E. (Mobility
Opportunities Via Education)
Address
American Foundation for the Blind
15 W. 16th Street
New York, NY 10011
Saperston Laboratories, Inc.
200 W. Monroe Street
Chicago, IL 60606
Reedco, Inc.
5 Easterly Avenue
Auburn, NY 13021
Kern County Schools
5801 Sundale Ave.
Bakersfield, CA 93309
Areas
Body laterality, directionality
Ages
8-19 years
blind children
Posture, balance, weight

bearing
all
Posture, structural deviation
all
Vestibular function
early childhood
Gross motor
all ages
physical
disabilities
59
Norm/Criterion
EVALUATING VISUAL PERCEPTION AND VISUAL MOTOR SKILLS

Name
Bender Visual Motor Gestalt
Test
Developmental Test of
Visual-Motor Integration
Frostig Developmental Test
of Visual Perception
Mertens-Visual Perception
Test
Address
Follett Educational Corp.
1010 W. Westington Blvd.
Chicago, IL 60607
Stoeling Corporation
1350 S. Kostner Ave.
Chicago, IL 60623
Motor-Free Visual Perception Western Psychological Services

Test
Test of Visual-Perceptual
Special Child Pub.
Skills (TVPS)
P.O. Box 33548
Seattle, WA 98133
Wepman Spacial Orientation Language Research Assoc., Inc.
Memory
P.O. Box 2085
Palm Springs, CA 92246
Areas
Visual motor functions
Norm/Criterion
Visual motor integration
Ages
3 years -adult
normal and with
disabilities
2-15 years
Visual perception
4-8 years
Norm referenced
Visual perception,
visual memory, design
reproduction and completion,
spacial recognition
Visual perception, processing,
kinesthetic awareness
early
elementary
Spacial memory
7 years -adult
60
4-8 years
EVALUATING FITNESS
Name
AAHPERD Health Related
Fitness
AAHPERD Special Fitness
Test for Mildly Retarded
Persons (adaptation of Youth
Fitness Test)
Test
Buell Adaptation of
Test
Fait Physical Fitness Battery
for Mentally Retarded
Fit-N-Dex
Motor Fitness Testing
Manual for the Moderately
Mentally Retarded
Project ACTIVE
Project UNIQUE: Physical
Fitness Test
Address
AAHPERD
Reston, VA 22091
AAHPERD
Reston, VA 22091
Areas
General fitness
Ages
8-18 years
Norm/Criterion
Norm referenced
General fitness
8-18 years
mild MR
Norm referenced
AAHPERD
Reston, VA 22091
AAHPERD
Reston, VA 22091
Fait, H.F. & Dunn, L.M.
HPER Department
Corvallis, OR 97331
Cramer Products, Inc.
P.O. Box 1001
Gardner, KS 66030
AAHPERD
Reston, VA 22091
VEE Inc.
P.O. Box 2093
State University of New York
College of Brockport
Brockport, NY 14420
General fitness
10-17 years
Norm referenced
General fitness
10-17 years
blind
Norm referenced
General fitness
9-20 years
moderate MR
Norm referenced
General fitness
normal
General fitness
6-20 years
moderate MR
Norm referenced
General fitness
6-16 years
MH, LD, EH
Norm referenced
Fitness, motor skills, agility,

health
10-18 years
orthopedically
handicapped
Norm referenced
61
EVALUATING FITNESS
Name
Presidential Physical Fitness
Award Test
FITNESSGRAM
The Brockport Physical
Fitness Test (software
available)
Address
Presidents Council of Physical
Fitness and Sports
Presidential Physical Fitness Award
Program: Instructors Guide
Washington, DC 20001
Human Kinetics
P.O. Box 5076
Human Kinetics
P.O. Box 5076
Areas
Cardiorespiratory endurance,
flexibility, agility, leg strength,
abdominal strength, arm and
shoulder strength
Ages
6-14 years
Norm/Criterion
Norm referenced
General fitness
school age
Norm referenced
Fitness
10-17 years
children with
disabilities
Criterion
referenced
62

Adapted Physical Education

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What are some suggestions provided for adapting physical education programs?

What are some suggestions provided for adapting physical education programs?

Adapted Physical Education

Dr. David E. Sawyer, Superintendent

SCHOOL BOARD OF BREVARD COUNTY

SCHOOL BOARD MEMBERS

Office of Secondary Programs

TASK TEAM MEMBERS

Adrienne LaFlamme, B.S., M.Ed.

Vision Statement ............................................................................................5

Adapted Physical Education Objectives........................................................7

Florida Department of Education Technical Assistance Paper......................8

Suggestions and Strategies for Teaching Students With Disabilities

Sensory Motor Development Skills

Inclusion of Students With Disabilities in Regular Classes............................47

Suggested Activities, Games and Sports for Adapted

Individual Assessment of Students With Disabilities ...................................54

II. VISION STATEMENT

III. ADAPTED PHYSICAL EDUCATION OBJECTIVES

IV. TECHNICAL ASSISTANCE PAPER

This Act refers to physical education as follows:

QUESTIONS & ANSWERS

(see update in appendix E)

Exceptional Student Physical Education: Grades PreK-5

Exceptional Student Physical Education: Grades 6-8

ESE - Specially Designed Physical Education: Grades 9-12

c. PE in separate facilities. If a handicapped student is educated in a separate facility, the PE

V. SUGGESTIONS AND STRATEGIES FOR TEACHING

a) *GENERAL SUGGESTIONS FOR ADAPTING PHYSICAL

knowledge of the student's strengths and weaknesses,

* Adapted Physical Education Assistance Manual, n.d., Broward County, Florida.

b) **ADAPTATION OF GAMES AND ACTIVITIES

4. Modify the rules:

Provide additional rest periods:

c) ***TEACHING SUGGESTIONS FOR ADAPTING PHYSICAL

13. Teach relaxation techniques.

II. Learning Disabled

III. Emotionally Handicapped

14. Provide activities that help teach:

15. It may be necessary to separate some students if inappropriate interaction results in

IV. Attention Deficit Hyperactivity Disorder (ADHD)

13. Use frequent eye contact.

VI. Deaf/Auditory Impaired

5. Modify games and activities by:

VIII. Dual Sensory Impaired

IX. Mentally Handicapped

Trainable Mentally Handicapped (moderate)

Profoundly Mentally Handicapped (severe)

d) TEACHING SUGGESTIONS FOR

VI. ****SENSORY MOTOR DEVELOPMENT SKILLS

Supine Position- Have child move body parts as touched by instructor.

2. Visual Motor Discrimination

Follow simple commands.

VII. INCLUSION OF STUDENTS WITH DISABILITIES

APE DIRECT SERVICE IN RPE Ix/WEEK

LEVEL 4: PART-TIME APE AND PART-TIME RPE