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Including Students With Disabilities The Help Group Schools Coach Chris Cevallos Objectives 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 Public Law 94-142 – Amendments IDEA – Public Law 101-746 Section 504 of the Rehabilitation Act Public Law 94-142 Passed in 1975 – 1975 – Specifically includes Physical Education Focus on “child find” 1980s – – – – Emphasis on implementation Parental involvement Addressed preschool and toddler education programs Secondary schools focus on transition skills IDEA – Public Law 101- 476 Individuals with Disabilities Education Act Passed in 1990 1990s – Change in terminology “Handicapped” changed to “children with disabilities” 1996 – – – – – 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 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 Increase eligible students to include the following conditions: – – – – – – 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 Insulin dependent diabetes, asthma, severe allergies, arthritis, epilepsy, and temporary disabilities IEP Process Identify the student as possibly needing special services The student is evaluated using reliable instruments to determine education performance – PE description should include: 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 The IEP team decides if the student is eligible for special education and related services – The IEP team includes – – – – – – – 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 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 Cognitive Delays and Intellectual Impairments Learning Disabilities Chronic Illness Physical Disabilities Hearing and Visual Impairments Cognitive Delays and Intellectual Impairments 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 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 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 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 Appear normal in physical, social, and mental development, but fail to reach their academic achievement potential in school 4 signs to look for: – – – – 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 Signs/Symptoms – – – 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 ADHD – ADD with Hyperactivity – ADD-WO – ADD without Hyperactivity – 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 – Adolescents who have not outgrown ADD Chronic Illnesses - Asthma 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 Caused by a deficient insulin source Type 1 – insulin-dependent diabetes – Type 2 – non-insulin-dependent diabetes – Levels between 80 and 120 are acceptable Hyperglycemia (over 120) – – Controlled by diet, exercise, and oral medication Check blood sugar levels (Glucometer) – Controlled by insulin, diet, and exercise Tired, sluggish, cranky, increased thirst, frequent urination Cannot participate Hypoglycemia (under 80) – – Lack energy, aggitated, lightheaded, and confused May have sweaty palms, feel shaky, and look pale Cerebral Palsy 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 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 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 Inflammation of the joints #1 crippling disease Juvenile Arthritis – – – 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 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 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 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 Assess your program to see if you are breaking down all of the barriers Facilities – – – – – 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 Curriculum – Support Personnel – Class buddy, teacher assistant, teacher aide, adult volunteer Equipment – Program includes everyone and is based on the NASPE standards Provide alternate equipment based on student needs Behavior Management – – Positive reinforcement Consistent consequences Steps to Inclusion Program Participation – – – – – – – – – 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 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 Himberg, Catherine, Hutchinson, Gayle E., and Rousell, John M. (2003) Teaching Secondary Physical Education. Human Kinetics. p120-139.