Download Including Students With Disabilities

Including Students
With Disabilities
The Help Group Schools
Coach Chris Cevallos
Objectives
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Demonstrate knowledge about the disability laws
Express awareness for students with disabilities
Know strategies for adapting instruction
Define Individual Education Plan (IEP)
Know the IEP process
Have an open mind toward people with disabilities
Know the steps to inclusion in the classroom
Current Laws
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Public Law 94-142
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Amendments
IDEA – Public Law 101-746
Section 504 of the Rehabilitation Act
Public Law 94-142
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Passed in 1975
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1975
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Specifically includes Physical Education
Focus on “child find”
1980s
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Emphasis on implementation
Parental involvement
Addressed preschool and toddler education programs
Secondary schools focus on transition skills
IDEA – Public Law 101- 476
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Individuals with Disabilities Education Act
Passed in 1990
1990s
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Change in terminology
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“Handicapped” changed to “children with disabilities”
1996
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Strengthened services to at-risk children
Provisions for free appropriate education from ages 3 – 21
Extension for developmental delays in children ages 3 – 9
Children need to receive progress reports
Changes to the IEP process
IDEA – Principles
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Free appropriate public education that meets the
child’s needs
The rights of children with disabilities and their
parents are protected
Assist states and communities in providing for the
education of all children with disabilities
Assess and ensure the effectiveness of the
education provided to children with disabilities
Section 504 of the
Rehabilitation Act
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Increase eligible students to include the
following conditions:
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Drug or alcohol dependency
ADD or ADHD
Communicable diseases (including HIV)
Learning disabilities without severe discrepancy
between ability and achievement
Social maladjustment
Other health compromises
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Insulin dependent diabetes, asthma, severe allergies, arthritis,
epilepsy, and temporary disabilities
IEP Process
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Identify the student as possibly needing special
services
The student is evaluated using reliable instruments
to determine education performance
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PE description should include:
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motor output, evidence of sensory input system disfunction,
inappropriate reflex behavior, sensory integration deficit, motor
planning deficit
Locomotor, nonlocomotor, and manipulative competency
Physical fitness level
Ability to participate and engage in a variety of activities
Ability to use community based resources to fulfill movement
and participation needs
IEP Process
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The IEP team decides if the student is eligible for
special education and related services
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The IEP team includes
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The team has 30 days to meet and write an IEP
The student (when appropriate)
The parents or guardians
The special education teacher
An evaluation interpreter
Regular teachers (including the PE teacher)
A school representative
Transition services representative
The IEP team writes out steps and immediately
implements them
IEP Content Sections
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Current Performance
Annual Goals
Short-term instructional objectives
Special education and related services
Participation with nondisabled students
Participation in state and districtwide tests
Dates and places
Transition service needs (age 14)
Needed transition services (age 16)
Age of majority
Measuring progress
Overview of Disabilities
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Cognitive Delays and Intellectual
Impairments
Learning Disabilities
Chronic Illness
Physical Disabilities
Hearing and Visual Impairments
Cognitive Delays and
Intellectual Impairments
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Some may appear clumsy or awkward, have
difficulty with balance, and lack efficient motor task
performance
May have had less practice with motor skills and
may have slower reaction times
Some language difficulties
Difficulty with postural reflexes
Less developed cardiorespiratory system
Slower or less able to interact spontaneously with a
changing environment
Down’s Syndrome
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Most common chromosomal disorder that
leads to cognitive delays and intellectual
impairments
Extra 21st chromosome
5,000 children born with DS each year
IQ scores between 25 and 50
PE can improve the physical and
psychomotor abilities of people with DS
Fetal Alcohol Syndrome
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Caused by the mother abusing alcohol
during the pregnancy
Alcohol impairs the brain development of
the fetus
FAS is the leading cause of cognitive delays
and intellectual impairments in live births
Results in poor motor coordination,
hypotonia, and ADD or ADHD disorders
Fragile X Syndrome
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Most common inherited cause of cognitive
delays and impairments
Caused by an abnormal X chromosome
May be hyperactive, experience attention
deficits, and demonstrate aggressive
outbursts
May experience poor balance, poor
coordination, and tactile defensiveness
Learning Disabilities
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Appear normal in physical, social, and mental
development, but fail to reach their academic
achievement potential in school
4 signs to look for:
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Intellectual potential and academic performance do not
match
There are learning problems that are not caused by mental
retardation, emotional disturbance, or environmental
disadvantage
Cognitive, affective, or motor development may be uneven
Clear signs of central nervous system dysfunction may or
may not be present
May be caused by neurological, genetic, or
environmental factors
Attention Deficit/Hyperactivity
Disorders
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Signs/Symptoms
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Difficulty paying attention to instructions, tasks,
assignments, and social interactions
Problems with organization
Speak out of turn, disruptive
10-20% of school age children experience
some form of ADHD
Attention Deficit/Hyperactivity
Disorders
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ADHD – ADD with Hyperactivity
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ADD-WO – ADD without Hyperactivity
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Short attention span, poor listening skills,
impulsiveness, restlessness, and easy
distractibility
Loses thought patterns, shows delayed
responses, delays in recalling names and
descriptions
ADD-R – ADD Residual
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Adolescents who have not outgrown ADD
Chronic Illnesses - Asthma
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Chronic lung disease
Obstruction of the airways and airway inflammation
Asthma attack – may feel tightness in the chest,
shortness of breath, wheezing, dizziness, and dry
cough
Severe attack – tensing of the neck muscles, inability
to talk, grayish or blue fingernails
Using medication or inhalers can usually ward off
attacks
Chronic Illnesses –
Diabetes Mellitus
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Caused by a deficient insulin source
Type 1 – insulin-dependent diabetes
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Type 2 – non-insulin-dependent diabetes
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Levels between 80 and 120 are acceptable
Hyperglycemia (over 120)
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Controlled by diet, exercise, and oral medication
Check blood sugar levels (Glucometer)
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Controlled by insulin, diet, and exercise
Tired, sluggish, cranky, increased thirst, frequent urination
Cannot participate
Hypoglycemia (under 80)
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Lack energy, aggitated, lightheaded, and confused
May have sweaty palms, feel shaky, and look pale
Cerebral Palsy
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Condition impairs voluntary movements
Caused by a lesion to the brain
Occurs in 1 or 2 live births out of 1,000
Difficulty performing simple gross motor
movements
Experience muscle spasticity, muscular
contractures, and hypertonicity
Epilepsy
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Present in approximately 2% of the
population
Caused by abnormal electrical activity in the
brain
Experience episodes of altered
consciousness, motor activity, sensory
phenomena, or inappropriate behavior
Avoid activities that may involve direct blows
to the head and heights
Prohibit underwater swimming
Spina Bifida
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Occurs in 1 out of every 1,000 live births
Result of a defective closure of the vertebral
column
Symptoms from mild muscle imbalance to
paralysis
Arthritis
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Inflammation of the joints
#1 crippling disease
Juvenile Arthritis
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Still’s Disease
Afflicts children before the age of 7
250,000 kids
Physical exercise works well to reduce pain
and improve motor function
Stretching and improving range of motion is
important
Hearing Impairments
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Hard of hearing or deaf
Have difficulty with language comprehension,
social interactions, and motor development
Use instruction that includes visual and
kinesthetic techniques
Sign language may be useful
Visual Impairments
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Blind or partially sighted
Approximately 1% of the population
Visual dysfunction – 20-30% of school aged
kids
Motor development is usually delayed
Provide sensory stimulus other than
demonstrations (verbal and tactile)
Unrestrictive Inclusive
Environment
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Assess students needs and performance abilities
Use effective methods for individualizing instruction
Engage students in activities where they will be
successful
Facilitate interaction with other students and group
activity
Be patient, reinforcing and consistent in your
behavior and expectations
Work to help the student make the transition to
lifelong activity and community events
Steps to Inclusion
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Assess your program to see if you are breaking
down all of the barriers
Facilities
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Ability to move around lockers, showers, and toilets?
Easy to get in and out of gymnasium, pool, or weight room?
Is travel between locker room and indoor or outdoor
facilities easy?
Are there opportunities for full participation and success?
Can everyone evacuate safely in an emergency?
Steps to Inclusion
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Curriculum
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Support Personnel
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Class buddy, teacher assistant, teacher aide, adult
volunteer
Equipment
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Program includes everyone and is based on the NASPE
standards
Provide alternate equipment based on student needs
Behavior Management
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Positive reinforcement
Consistent consequences
Steps to Inclusion
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Program Participation
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Full independent participation in regular PE class
Full independent participation in younger PE class
Full independent participation in some units, with support in other
units
Full independent participation in some parts of the daily lessons,
with support in others
Participation with support in some units, with separate PE for other
units
Participation with support in some phases of the daily activities,
with separate PE for other phases
Separate but equal adapted PE in the same building with typically
developing peers
Separate but equal adapted PE in the same building with peers
with disabilities
Adapted PE at home, a hospital or in an institutional setting
Summary
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Understand diversity
Embrace uniqueness
Some disabilities are noticeable, others are
not
Know the disability laws
Be a part of the IEP process
Inclusion is the cornerstone of equitable
education
Resources
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Himberg, Catherine, Hutchinson, Gayle E.,
and Rousell, John M. (2003) Teaching
Secondary Physical Education. Human
Kinetics. p120-139.