ADAPTIVE PHYSICAL EDUCATION

A program of activities, games, sports and rhythms suited to the internet,

capacities and limitations of children with disabilities who may not safely or successfully
engage in unrestricted participation in the general program of Physical Education.

OBJECTIVES:

1. Attain optimum physical fitness.

2. To assist the child in understanding and accepting his own limitations.
3. To help the child overcome his remedial weaknesses.
4. To protect child’s condition by selecting physical activities within his
limitations.
5. To facilitate the development of recreational skills, needed in sport, games,
and other activities suited for adapted to the individuals limitations.

OBJECTIVES OF AN ADAPTIVE PROGRAM/SPECIAL

EDUCATION

1. To ensure excellence through performance development and technical

leadership.
2. Participants will learn vital team skills.
3. To expand participants’ interpersonal relationships and social skills.
4. Build participants’ self-esteem and self-confidence.
5. Participants will develop trust, learn acceptable behaviors and sharpen cognitive
skills.
6. Increase participant’s physical abilities, strength, endurance, and range of motion
 INDIVIDUALIZED EDUCATION PROGRAM (IEP)

IEP is a written statement that describes what teacher and other professional will do to
meet the special learning needs of a student who is exceptional.
IEPs are legally required for students with disabilities and are useful for those who are
gifted and talented as well.
An IEP is written for one particular student and at any time only one IEP is used to
guide the special education of that student.

Qualifications:
1. He or she is a child with disability.
2. He or she requires special education and related services to benefit from the
general education program.
IEP Team Members:
1. Parents of the child or the students - who have valuable insights and
information about their child’s strength, needs and ideas for enhancing the
child’s education.
2. General Education teacher – if the child is currently participating n a general
education class or possibly will at a future date.
3. Special Education teacher – who is trained and has an experience of
educating a child with disability.
4. School Administrator – who has a knowledge of general curriculum and
resources.
5. Representative of outside public agencies
An Individualized Education Program is a written statement that:
1. Describes the special education program for an exceptional student.
2. Describes in general terms what an exceptional student can do.
3. Describes the specific direct and indirect services the student will receive
while in the special education program.
4. Describes how much time a student will spend in special and regular
education classes.
5. Lists the dates on which special education will begin, end, and be reviewed.
6. Describes what an exceptional student is expected to learn and how progress
will be evaluated.
 7. Lists the people who developed the plan and indicates their agreement with
its content.

An Individualized Education Program is NOT:

1. A daily lesson plan.
2. A report written by a psychologist or educational diagnostician.
3. An agreement that promises all services that are needed will be provided or
that guarantees that services that are provided will work.
4. A substitute for a report card or other daily, weekly, or monthly progress
report.
5. A formal contract that places legal obligation on the people who develop it or
the parents and professionals who agree to it.

Importance of Individualized Education Program (IEP)

1. Teachers and service providers has the access to the child’s IEP to know their
responsibilities and how to meet his/her unique needs.
2. It ensures that the child receive an appropriate placement.
3. It can identify adaptations and modifications with the help of parent’s
involvement.
4. It designate the time for the students to successfully complete the benchmark
objectives of the IEP goal.
5. Allows modification in state and district-wide test.
6. It creates specific, realistic, measurable goals for the students.
 MAINSTREAMING

It means that a school is putting children with special need into

classrooms with their peers who have no disabilities. According to Wikipedia,
this is done during specific times of the day based on their skills. At other times, the
special needs child might be studying in a resource room or “self-contained
classroom”. In that environment the student has access to more one-on-one time with
special education teachers and aides.

The main reason mainstreaming is done is that the federal government

mandates it. In the IDEA program, which is the Individuals with Disabilities Education
Act, schools are charged with a concept called “LRE” or at Least Restrictive
Environment. In short, students must not be discriminated against because of
their disabilities; according to Education.com article, they have the right to be
educated with the general education population.

What are the Advantages and Disadvantages of Including Special Needs

Children in Regular Classroom?

One study noted that students with disabilities had higher academic
achievement. They divided their time between the resource room and regular
classroom. The special needs children also had higher self-esteem and
development better social skills. The non-disability peers become more tolerant
and accepting.

There are some disadvantages as well. Special needs children may need more
assistance from aides and teachers, taking time from the general student population.
The general education teacher may not have the necessary training needed to work
with the disabilities of special students. in addition, there may be social problems like
rejection that arise from being included in the general student body. These students
may become the target of bullying.

The goal of Mainstreaming is to achieve that balance between specialized

education and regular class time which best serves the special needs
student.
 FACTORS OF DISABILITIES

What is disability?

it is a condition that damages or limits a person’s physical or mental and

being unable to do things in normal way.

1. GENETIC OR TETRATOGENIC FACTORS

A. Hereditary
2. CHILDHOOD FACTOR
A. Disease
B. Illness

3. ENVIRONMENTAL FACTOR
A. Poverty and malnutrition
B. Medicine and injection
C. Accidents
D. War
E. Poisons and pesticides
F. Poor prenatal healthcare

4. TEACHER
A. Verbal abuse by the teacher may lead to students mental diability
B. Scolding the students

NATIONS HANDICAPPED PERSONS AND THEIR RIGHTS

R.A 7277- Magna Carta for Disabled Persons
An act providing for the rehabilitation, self-development and self-reliance for disabled
persons and their integration into the mainstream of society and for other purposes.
RIGHTS AND PRIVELEGES OF DISABLED PERSONS:
1. Equal opportunity for employment
2. Access to quality education/special education
3. National health program
4. Auxiliary social services
5. Political and civil rights
6. Accessibility (barrier free environment)
 UNDERSTANDING THE HANDICAPPED (ADJUSTMENTS)

Person with disabilities may face challenges because of the physical or mental
limitations. But the attitude of other people may also create barriers. Understanding this
social aspect of disability is essential, so at school the guidance of a teacher is highly
needed.
Making adjustments for the PWD’s are done as a duty specially if you are a
public servant to help them feel at ease in simple ways and Reasonable adjustments
are necessary to overcome barriers between normal people and PWD’s.

Reasonable Adjustments
1. Adjusting the way things are done.
2. Adjusting Physical features of the workplace.
3. Providing extra equipment.
 MEANS OF INDIRECT ADJUSTMENT TO FRUSTRATION

There are so many ways of adjusting to frustrations. Some of these are the following:
1. Sublimation or Substitution
a. Sublimation is an indirect but socially accepted expression of emotion or
drive
b. Substitution is replacing an activity for another in which the individual fails
to excel
2. Compensation and Overcompensation
a. Compensation is a socially accepted means of adjustment to make up for
deficiency or inferiority, physical or otherwise
b. Overcompensation is an extreme form of compensation less rational and
often antisocial
3. Fantasy or Introversion
a. Act of imagining success and satisfaction that are not attained. These
consist of two types:
i. Conquering hero – imagines himself victorious
ii. Suffering/Martyr – believes that the world is sympathetic to his
cause

4. Rationalization
a. Act of giving some officially acceptable reasons for one’s frustrations.
There are three methods involved in this way adjusting to frustration
i. Sour grapes mechanism – one finds fault in the motive which he
fails to attain
ii. Sweet lemon mechanism – one finds satisfaction in his failure
‘cause it is a blessing in disguise
iii. Projection – act of blaming somebody or something for one’s failure
5. Simulation of Physical Ailment
a. Hysteria – simulation of localized ailments. Usually a combination of
screaming and crying.
b. Neurasthenia – simulation of generalized body ailments. Nervous
breakdown is evident. It is a chronic fatigue.
6. Nomadism
a. Act of wondering aimlessly
7. Regression
a. Act of submerging into the subconscious state of forgetting
b. If owned is wronged, instead of taking revenge he just forgets the matter
 MOTIVATIONAL CYCLE

Motivation cycle is a transition of states within an organism that propels the

organism toward the satisfaction of a particular need, where motivation itself is
considered a hypothesized state.
 FUNCTIONS OF MOTIVES
1. Motives produce intentions.
2. Motives are things that causes people to act in a certain way.
3. It is the object of a person’s action.
4. Motives are what drives a character to do something.
5. Motives defines basic strivings.
6. Motives are used to identify goal objectives.
7. It influences choice criteria.
8. It directs to other influences.

Kinds of Motives

These drives are inborn and present at birth. They are essential to life.

Psychological motive
1. Hunger drive- a feeling of hunger will motivate a person to look for food
2. Thirst drive- a feeling of thirst will motivate a person to look forward for
water/liquid to maintain water level in the body
3. Elimination drive- this drive dictates the body to release body waste or else the
person will be poisoned
4. Oxygen need or air hunger- nobody will survive without oxygen
5. Fatigue- prolonged tensions, problems, frustrations, worry and boredom can
cause fatigue. People have to find time to relax, rest and recreate.
6. Rest and sleep- after a long day of chores, we get tired so our body needs this in
order to regain energy and strength.
7. Avoidance of pain- every normal person like to avoid pain
8. Sex drive- this sex drive is not essential to life but vital for the preservation of
the human species.
9. Maternal drive- every mammal being including human mothers manifest the
maternal drive in taking care of their young.
10. Warmth and cold- this is important for the maintenance of normal body
temperature.
Psychological and Social Drives
1. Parent-child motives- human infants need their parents to care for them and to
provide for their needs. Parents perform these functions. In effect, the child
becomes attached to them.
2. Peer-group relations- affiliation motives. As children grow up, their environment
also broadens, they establish relationships with their friends, classmates, etc. the
social adjustment will depend on the extent to which these motives are satisfied.
3. Motives related to competence and self. The first and foremost of these motives
is achievement motivation or the desire to accomplish something. All of us want
to have the feeling of having achieved something.
 ROLES OF TEACHER

MANAGER: responsible for the effective management of the class from start to finish.
COUNSELOR: Every teacher is a guidance counselor.
MOTIVATOR: Encourages and motivates the learners to study well and behave
properly in and outside the classroom.
LEADER: A leader directs, coaches, supports and delegates depending on the needs of
the situation.
MODEL: A teacher is an exemplar, it’s important for teacher to always reflects positive
image and teach children things like respect, trust and responsibility.
PUBLIC RELATION SPECIALIST: The credibility of the school is attributed most of
the time to the ways the teachers deal with people outside the school.
SURROGATE PARENTS: As a teacher, you may find certain students who learn on
you for support and come to you for advice or to share their good news. And teacher is
in charge of being surrogate parents.
FACILITATOR: They act as guides, mediators, consultants, instructors, and advocates
for the students, helping to effectively connect their culturally- and community-based
knowledge to the classroom learning experiences.
INSTRUCTOR: The main function or the most content experts of the teacher is to
instruct the other roles, they control what is taught and when.
 THE TEACHER AS A PROFESSIONAL

A Professional Teacher should:

 WORK in a collegial manner with colleagues
 ASSOCIATE with and learn from positive mentors
 JOIN a professional organization
 CONTINUE TO LEARN through classes, workshops, conferences, meetings,
books, journals, tapes, and advanced degrees.

Teachers are amongst the key guardians of education. It is a vital that teacher’s
voices are the driving force for educational improvement and development, particularly
at a time when the education system faces so many challenges and conflicting
pressures.
Teacher’s professional role is based on care for pupils and responsibility for their
learning. At part of that, teachers need to build relationships with pupils, families,
communities, and other professionals.

“Students will forget most of what you teach them, but will remember
how you made them feel in your class.”

TEACHER AS A PLANNER
TEACHER
- is a person who provides education for pupils and students.
PLANNING
- is one of those essential skills of the competent teacher.
DAILY PLANNING
- will help to inform the teacher’s needs for the next day.
WEEKLY PLANNING
-will be more important and effective
Why planning is important?
A. Make sure that the lesson is balanced and appropriate for class.
B. Gives teacher confidence.
C. Planning is generally good practice and sign of professionalism.
Principles of planning
A. AIM
B. VARIETY
C. FLEXIBILITY

TEACHER AS A PSYCHOLOGIST

In a context where the role of a teacher and teacher education are undergoing
considerable change, the role of educational psychology in teacher preparation is
discussed within a new framework. Educational psychology is now perceived as an
inherent component within teacher training and professional development, having
previously been an additional course and often considered irrelevant to teaching
practice. It discusses the relationship between educational psychology and teacher
preparation. Education psychology’s contribution to teachers’ professional development
is delineated through the constructs of teachers’ prior beliefs about teaching, reflective
practice and self-efficacy, while its contribution to the improvement of teacher-student
interaction is viewed through the lenses of instruction theories, social and emotional
learnings, special educational needs and classroom management. It is argued that
through a productive dialectic dialogue between educational psychology and education,
educational; psychology provides the knowledge defined by its field to be utilized by
teachers, whereas, teachers gain a wider reconceptualization of their practice.
 ORTHOPEDICS
Etymology:
Nicholas Andry coined the word in French as orthopedie, derived from the
Greek words orthos (“correct”, “straight”) and paidon (“child”).

Orthopedics
It is a branch of medicine concerned with the correction or prevention of
deformities, disorders, or injuries of the skeleton and associated structures (such as
tendons and ligaments)
– Merriam Dictiionary

It is also spelled orthopaedic[s], a branch of surgery concerned with conditions

involving the musculoskeletal system. Orthopedic surgeons use both surgical and
nonsurgical means to treat musculoskeletal trauma, spine diseases, sports injuries,
degenerative diseases, infections, tumors, and congenital disorders
 ORTHOPEDIC DISORDERS
1. Deformities
a. Congenital Deformities
b. Acquired deformities
2. General Affections of the Skeleton
a. Bone Dysplasias
b. Metabolic bone disease
c. Endocrine disorders
3. Local Affections of bones
a. Infections of Bones
b. Tumors of Bones
c. Osteochondritis
d. Cystic change
e. Osteioidosteoma
4. Affections of soft tissue
a. Inflamatory lesions of soft tissue
b. Tumors of soft tissue
5. Affections of Joints
a. Arthritis
b. Dislocation and subluxation
c. Internal derangements
6. Neurological disorders
a. Poliomyelitis
b. Cerebral palsy
c. Spina bifida
d. Peripheral nerve lesions
 Major Types of Bone Tissue
Tissue components:

Bone tissue is a type of connective tissue that contains lots of calcium and
phosphorous salts. About 25% of bone tissue is water, another 25% is made up of
protein fibers like collagen. The other 50% of bone tissue is a mixture of mineral salts,
primarily calcium and phosphorous.

Kinds of Bone Tissue

There are two different kinds of bone tissue: Compact and Spongy bone.

Compact bone

 Is made up of concentric rings of matrix that surround central canals

which contain blood vessels.
 Embedded in this bone tissue are small cave-like spaces
called lacunae, which are connected to each other through small tunnels
called canalicula.
 The lacunae contain osteocytes cells. As just discussed, osteocytes help
maintain healthy bone tissue and are involved in the bone remodeling
process that will be outlined later in this lesson.

Spongy bone

 Looks like an irregular latticework (or sponge) with lots of spaces

throughout.
 These spaces are filled with red bone marrow which is the site
of hemopoesis or formation of blood cells.
 AUDITORY HANDICAP

“Auditory impaired” means inability to hear auditory mechanisms characterized

by deafness or hearing impairment.
 DEAFNESS
- Temporary or permanent impairment or loss of hearing.

 HEARING IMPAIRMENT OR HEARING LOSS

- Is a full partial decrease in the ability to detect or understand sounds.

 DEAF BLIND
- Means a combination of hearing and visual impairments which cause such
severe communication.

TYPES OF HEARING LOSS

There are four types of hearing loss:

1. Conductive Hearing Loss
- It occurs when there is a damage or a blockage in the outer and/or
middle ear. This can result in sound not being conducted
adequately through the ear canal to the eardrum, or from the
eardrum via the ossicles of the middle ear to the inner ear. It can
be cause by earwax, a perforated eardrum, a build up of fluid in
the middle ear from a cold or flu, abnormal bone growth involving
the ossicles, repeated ear infections and allergies.

2. Sensorineural Hearing Loss

- Sensorineural hearing loss occurs when there is a damage or
malfunction of the hair cells in the cochlear. Sensorineural hearing
loss is the most common type of permanent hearing loss. Assistive
technologies can help reduce the effects of sensorineural hearing
loss.
3. Mixed hearing Loss
- A mixed hearing loss occurs when both conductive and
sensorineural hearing losses are present. The sensorineural
component of the hearing loss is permanent, while the conductive
component may be permanent or temporary.

4. Auditory Neuropathy
- Auditory Neuropathy occurs when there is a problem with the
auditory nerve transmitting the signal from the cochlea to the
brain. The hearing loss can vary from normal to profound and
hearing levels may fluctuate.
 CAUSES OF HEARING IMPAIRMENTS

1. AGING – Advancing age is the most common factor of hearing loss. Age-related
hearing loss, or presbycusis, is the progressive loss of the ability to hear high
frequencies with increasing age.
2. NOISE – Exposure to loud noise can cause hearing loss. Daily exposure to
excessive noise in the workplace is the primary factor in many cases of hearing
loss in the working population.
3. DRUG AND MEDICINES – Some drugs and antibiotics can damage the
function of hair cells or the auditory nerve. Drugs that can cause damage to the
hairline cells of the cochlea include quinine, aminoglycerides, diuretics, aspirin in
large doses and some cancer drugs.
4. WAX – Wax can build up and block sound from passing through canal.
5. INJURIES - People who sustain head injury are especially vulnerable to hearing
loss or tinnitus (ringing or buzzing in the ears), either temporary or permanent.
6. FEVER – High fever for a prolonged period of time can harm the inner ear
structure.
7. DISEASE – Other causes of hearing loss include: Meningitis, Meniere’s
Syndrome, benign growths and tumors in the ear in the hearing nerve, and viral
infection such as mumps, and measles.
8. INFECTIONS – Otitis media is an inner ear infection characterized by the build-
up of fluid in the middle ear lining.
9. PERFORATION – Perforation of the eardrum can be caused by a blow to the
ear, a change in air pressure, associated with flying or scuba diving, a foreign
object such as cotton swab used to clean the ears, or pressure, caused by a
middle-ear infection.
10. OTOSCLEROSIS – Osterosclerosis is an abnormal bone growth in the middle
ear that causes haring loss.
11. MALFORMATION– A malformation of the ear canal can sometimes cause
hearing loss.
 SIGNS OF HEARING IMPAIRMENTS

Socially:

 require frequent repetition.

 have difficulty following conversations involving more than 2 people.
 think that other people sound muffled or like they're mumbling.
 have difficulty hearing in noisy situations, like conferences, restaurants, malls,
or crowded meeting rooms.
 have trouble hearing children and women.
 have your TV or radio turned up to a high volume.
 answer or respond inappropriately in conversations.
 have ringing in your ears.
 read lips or more intently watch people's faces when they speak with you.

Emotionally:

 stressed out from straining to hear what others are saying.

 feel annoyed at other people because you can't hear or understand them.
 feel embarrassed to meet new people or from misunderstanding what others
are saying.
 feel feel nervous about trying to hear and understand.
 withdraw from social situations that you once enjoyed because of difficulty
hearing.

Medically:

 have a family history of hearing loss.

 take medications that can harm the hearing system (ototoxic drugs).
 have diabetes, heart, circulation or thyroid problems.
 have been exposed to very loud sounds over a long period or single exposure
to explosive noise.
 AUDITORY PROCESSING DISORDER

It is a condition that makes it hard for children to recognize subtle differences

between sounds in words. It can affect their ability to process what other people are
saying. It is also known as central auditory processing disorder (CAPD). The exact
causes of APD is still unknown. Research suggests possible several factors. These
include:
1. Premature birth
2. Lead trauma
3. Chronic ear infection
4. Lead poisoning
SKILLS AFFECTED BY APD
1. Communication: children with APD don’t speak clearly
2. Academics: children with APD often have trouble developing reading, spelling
and writing skills.
3. Social skills: children with APD have trouble telling stories or jokes. They may
avoid conversation with peers because it’s hard for them to process what’s being
said.
 SIGN LANGUAGE

Sign language is a language that uses manual communication to convey

meaning. This can include simultaneously employing hand gestures, movement,
orientation of the fingers, arms or body, and facial expressions to convey a speaker's
ideas.
 VISUAL HANDICAPPED

As with the ability to hear, the ability to see things may vary in the impairment from
minor to complex.

Visually impairment
- Decreased ability to see things to a degree that cause problems and fixable by
usual means.

Common causes:
1. Cataracts
2. Glaucoma
3. Presbyopia(nearsightedness)
4. Myopia(farsightedness)
5. Astigmatism

EYES MADE OF COAT OR TUNIC

1. The outer layer or fibrous tunic. made of the sclera and the cornea ¤ sclera is the
outermost transparent layer of the eye that maintains the shape of the eye as well
protects the inner of the eye form harm by bacteria

2. The middle layer or vascular tunic. contains blood vessels that transmit blood
throughout the eye. ¤ this layer is made up of the choroid, ciliary body and retina. ¤ the
choroid has brown pigment that absorbs the light whereas the ciliary is responsible for
controlling the shape of the lens. The iris, regulates the amount of the light entering the
eye.

3. The inner layer or sensory tunic. ¤ receives the light from an object and convert
it into electrical impulses. ¤ it consists of photoreceptors (rods and cons), macula, lutea,
fovea centrails and optic nerve.
 Sign and Symptoms of Eye Disorder

1. Severe, sudden eye pain

2. Recurrent pain in or around the eye
3. Hazy, blurred, or double vision
4. Seeing flashes of light or sudden bright floating spots
5. Seeing rainbows or halos around lights
6. Seeing floating “spider webs”
7. Seeing a “curtain coming down” over one eye
8. Sensing a “cup filling up with ink” in one eye
9. Unusual, even painful, sensitivity to light or glare
10. Swollen, red eyes
11. Changes in the color of the iris
12. White areas in the pupil of the eye
13. Sudden development of persistent floaters
14. Itching, burning, or heavy discharge in the eyes
15. Any sudden change in vision

DIFFERENT EYE DISORDERS

The human eye is a complex, yet important organ of our body filled with nerves,
a lens, liquid and more. This organ gives us the ability to visualize the world in different
colors, shapes and dimensions; based on the reflection and refraction principle.
1. AMBLYOPIA
It is a condition that occurs in children when one eye has poorer vision that the
other.
CAUSE
Near sightedness or astigmatism in one eye.
2. CATARACT
It is a clouding of the lens in the eye that affects vision. Lens gradually becomes
opaque and vision mists over.
3. HYPEROPIA
Also known as farsightedness. It is a problem where one cannot see up close
objects.
CAUSE
A refractive error
4. STRABISMUS
Also known as crossed-eyes/esotropia. It is a condition in which the eyes don’t
look towards an object together. One of the eyes may look in or out or turn up
or down. The turning can occur all of the time or only sometimes, such as during
stressful situations or illness.
CAUSE
Congenital strabismus-where persons born with such a disorder
5. BLINDNESS
Is defined as a state of being sightless. A blind individual is unable to see. In a
strict sense, the word blindness denotes the condition of total blackness of vision
with the inability of a person to distinguish darkness from bright either eye.

TYPES OF BLINDNESS

1. COLOR BLINDNESS: The inability to perceive differences between some of the

colors that others can distinguish.
2. NIGHT BLINDNESS: A difficulty in seeing under situations of decreased
illumination.
3. SNOW BLINDNESS: Is loss of vision after exposure of the eyes to large
amounts of ultraviolet light.
 Braille: Reading and Writing
Braille – series of characters, or “cells” that are made up of 6 raised dot patterns,
arranged in a rectangle containing two columns of three dots each. The pattern
arrangement of corresponds to letters of the written alphabet.
Reading Braille
People read Braille by moving their fingertips from left to right across the lines of
dots.
1. Learn the positions of the dots in a
Braille cell.
2. Learn the first letters of the
Alphabet (a-j)
3. Learn the next 10 letters (k-t).
4. Learn the cells for U,V,X,Y,Z.
5. Learn W which does not follow the
Pattern.
6. Learn the Braille punctuation.
7. Learn the common word contractions.
8. Practice
Writing Braille
The slate and stylus are the tools used with Braille. A slate is a metal plastic
guide that opens with a hinge on one end. A state can come in different shapes and
sizes. A stylus is a small tool about 6 inches long, with a metal point at one end and a
wooden knob or plastic at the end. A card stock paper is inserted into state, and the
stylus is used to punch holes into paper. The holes that are punched are the raised
dots that will be read by touch. Writing Braille is from left to write so when you remove
the paper from the slate and flip it over to read the raised dots, the Braille cells will be
in the correct orientation and order to properly read them.
 STEPS IN ORGANIZING AN ADAPTIVE PROGRAM
1. Determine the requirements for the adapted program.
2. Solicit medical cooperation.
3. Classify the physician of the individual.
4. Determine which of the following groups a child may belong to.

ASSESSING
Assessment - trained school specialists and educational teachers conduct
assessments.
They may involve the following evaluations:
1. VISION AND HEARING SCREENING
Performed by the school nurse. Loss of hearing and vision must be ruled out as a
cause of academic delays.
2. COGNITIVE ASSESSMENT
Performed by the school psychologist involves administering an intelligence test,
and one or more tests of information processing to explore the student’s
cognitive strength and weaknesses.
3. ACADEMIC ASSESSMENT
Performed by the SPED teacher. Typically involves administering a standardized
test of academic achievement in reading, writing, and mathematics as well as
review of work samples.
4. DEVELOPMENTAL, MEDICAL AND SCHOOL HISTORY. Performed by the
school psychologist. Report cards, cumulative records, attendance and discipline
records are studied.
5. MOTOR SKILLS ASSESSMENT. Performed by the occupational therapist.
Assessments of gross and fine motor skills are conducted when there appear to
be physical limitations for the child.
6. RESULTS. The assessment results are presented at the individual education
plan meeting to the IEP team, which is usually composed of the child’s parents, a
general education teacher, an administrator and the assessment team. The goal
is to understand the student’s strengths and weaknesses, to understand the root
causes of their learning difficulties, and to determine their eligibility for special
education services.
 Individuals with Disabilities Education Act (IDEA)
The Individuals with Disabilities Education Act is a four-part (A-D) piece of American
legislation that ensures students with a disability are provided with Free Appropriate
Public Education (FAPE) that is tailored to their individual needs. Ensuring that children
with disabilities have the opportunity to receive a free appropriate public education, just
like other children. The Individuals with Disabilities Education Act (IDEA) is a federal law
that requires school to serve the educational needs of eligible students with disabilities.
Schools must evaluate students suspected of having disabilities, including learning
disabilities. Not every child with learning and attention issues qualifies for special
education services under IDEA.

The 13 Categories of Individuals with Disabilities Education Act

1. Autism
2. Deaf-Blindness
3. Deafness
4. Emotional Disturbance
5. Hearing Impairment
6. Intellectual Disability
7. Multiple Disabilities
8. Orthopedic Impairment
9. Other Health Impairment
10. Specific Learning Disability
11. Speech or Language Impairment
12. Traumatic Brain Injury
13. Visual Impairment Including Blindness
 PROGRAMMING FOR THE ADAPTED PROGRAM

Adapted Physical Education is a physical education which has been adapted and
modified so that it is as appropriate for the program with a disability as it is as for a
person without a disability.

Adapted physical education (APE) is the art and science of developing,

implementing, and monitoring a carefully designed physical education instructional
program for a learner with a disability, based on a comprehensive assessment, to give
the learner the skills necessary for a lifetime of rich leisure, recreation, and sport
experiences to enhance physical fitness and wellness

Adapted Physical Education program are those that has the same objectives as
the regular physical education programs but in which adjustments are made in the
regular offerings to meet the needs of and abilities of exceptional students. (Dunn and
Leitschuch, 2001. P5)