Sample Philosophy Statements
These sample philosophies are meant to help in the development of a philosophy of adapted PE. When crafting your own adapted philosophy statement, you are welcome to incorporate some of these ideas but be sure to put them in your own words. You may also incorporate other ideas not mentioned below.

Philosophy
The philosophy of Baltimore County Public Schools (BCPS) is to provide all students, including those with disabilities, with a quality physical education program. BCPS must ensure that students with disabilities have access to a program that includes the learning goals stated in the Grade Level Standards for physical education based on the Maryland State Department of Education Framework and Learning Goals. If special services are required to assist students with disabilities to master the Grade Level Standards or to meet individualized physical education goals, these services should be provided under the guidance of an adapted physical education consultant. Instructional methods, settings, materials and time should be modified to create as optimal a learning environment as is provided for students without disabilities. Students with disabilities should be provided with fitness assessment and the opportunity to benefit from a community-based, health-related physical education program.

Goal
Through a comprehensive and collaborative system of adapted physical education, all students with disabilities will be provided quality physical education instruction in accordance with the National Standards for Physical Education developed by the National Association for Sport and Physical Education (NASPE) to develop motor skills and fitness at their appropriate level within the areas of psychomotor, cognitive, and affective development.

Objectives

  1. To create a partnership between physical educators and APE consultants for providing quality physical education instruction to students with disabilities
  2. To value and address diversity in psychomotor skills for students with disabilities in physical education
  3. To accept students with disabilities as individuals with unique psychomotor needs
  4. To develop maximum psychomotor potential for students with disabilities
  5. To expand positive learning opportunities and results in physical education for students with disabilities
  6. To provide ongoing skill development and support to students with disabilities in physical education
  7. To explore and provide adaptations that will allow students with disabilities to be full participants in physical education

Position Statement on Adapted Physical Education

All individuals with disabilities have the right to receive maximum benefit from physical education. A developmental sequence of motor activities, recognizing individual differences in learning rates and styles should be provided to individuals with disabilities ages birth to 21 years. Adapted physical education is a body of knowledge directed toward

  • movement education, skill development, and physical fitness
  • assessment and solution of psychomotor problems
  • high quality physical education instruction, including sports, dance and aquatics
  • advocacy for equal access to a healthy lifestyle and active leisure pursuits
  • least restrictive environment.

Adapted physical education provides positive movement experiences and opportunities for individuals with disabilities to acquire and enhance motor, cognitive, and affective behaviors. Psychomotor assessment should be provided to all students with disabilities so as to identify individual strengths and areas of need. A variety of assessment techniques, both formal and informal, should be utilized with individualizing physical education goals and objectives for students with disabilities. There are four different purposes that provide a basis for psychomotor assessment

  • screening
  • diagnosis and placement
  • instruction
  • student progress.

The essence of the least restrictive environment (LRE) concept is to provide a continuum of services that will provide students with disabilities the best opportunity to succeed in physical education. Each students' LRE will be determined on an individual basis, depending upon the setting in which the most learning is likely to occur; mentally, physically and socially for that individual student. To the maximum extent possible students with disabilities will receive instruction in physical education with students without disabilities. Separate physical education and specially designed instructional programs must be available when the nature or severity of the disability is such that the student can not benefit from integrated physical education. Appropriate placement of students with disabilities into LRE settings might necessitate the use of supplementary aids and support services.

A disability is any physical or mental impairment that substantially limits that person in some major life activity (such as walking, talking, breathing, or working). Students with disabilities need physical education as much as their non-disabled peers. Physical education activities simulate the central nervous system for optimal growth and development, assist in bone mineralization, promote the maintenance of lean body tissue, reduce obesity, improve the function of the heart and develop movement skills that are necessary for an active lifestyle. For many students with disabilities movement is a mode for learning. Physical education can help students with and without disabilities learn to work and play together in movement and recreational activities available to all members of the community. Through an adapted physical education program that provides challenging activities, students with disabilities develop self-esteem by way of increased confidence, assertiveness, independence, and self-control.

A quality physical education program provides the foundation for a healthy, happy, and productive lifestyle. This we owe to all students.

Dushore Public Schools

Posted: 9/2005

We believe our role as adapted physical educators is to primarily prepare students for success outside of school and as adults. This means focusing on the psychomotor domain. Painstaking care is devoted to creating a series of manageable goals. Based upon the goals, activities are designed to improve each student’s function. Assessments are a vital component of this process. Periodically the Brockport test is utilized to gauge the effects of our intervention and make adjustments to the instruction as well as individualized goals.

Inclusion is the model used throughout each child’s education. Every child is entitled to be educated with his or her peers. Educating special needs students in exclusively special education classrooms robs that student of learning to interact with non-disabled students. In addition, non-disabled students can learn more about disabilities, how to interact with special needs students, and most importantly, that they are people as well.

What differentiates our program from others is the emphasis on preparing students for success outside of school. We have formed collaborations with various local agencies in the following areas: adventure, bowling, golf, fishing, hiking, fitness, and volleyball. Parents are routinely involved in field-trip and provide insight into working with their child. When appropriate, job-related in-services related to physical education are offered including placement at a local park, sport program, or fitness center.

Our Quote: Children that learn together, learn to live together

Position Statement for Adapted Physical Education

Adapted Physical Education services are specified in an Individualized Education Program (IEP) and they shallmeet the standards adopted by the State Board of Education. There arethree service delivery options available to all students that fulfill this state mandate: physical education, adaptedphysical education, and specially designed physical education. Adapted Physical Education is one programoption, which is listed as a designated instruction and service (DIS), available to students with disabilities who areeligible for special education.

Adapted physical education is a service provided by a credentialed adapted physical education specialist tostudents who have needs that cannot be adequately satisfied in other physical education programs as indicatedby an assessment and IEP process. Adapted Physical Education service may be provided through directinstruction, team teaching, the appropriate use of instructional aides, or collaborativeconsultation, as long as appropriate goal(s) and objective(s) are indicated and accurately monitored by theadapted physical education specialist. All Adapted Physical Education services should be accurately indicatedon the student’s IEP with appropriate goals and objectives/benchmarks recorded and monitored by the adaptedphysical education specialist. The frequency and duration of adapted physical education service will be basedupon the needs of the student and should be listed on the IEP. The listed will indicate the frequency with whichthe adapted physical education specialist provides service for the student.

Adapted Physical Education is an instructional program within the spectrum of physical education options taughtby a credentialed Adapted Physical Education Specialist. The Adapted Physical Education Specialist providescurriculum-based and prescriptive instruction for students identified as eligible for service. Each specialist workswithin a comprehensive service delivery model that complies with legal mandates for education service forstudents with disabilities, including the Adapted Physical Education Guidelines. In addition, services may besupplemented through the collaboration with a variety of team members (such as teachers, languages speechspecialists, psychologist, parents, occupational therapists and physical therapists, medical personnel, and others)to provide an integrated and consistent program for students with disabilities. Adapted Physical Educationspecialists should have a caseload that would allow them to meet the needs of the students and provide a qualityphysical education program as directed in each student’s Individual Education Program.

Instruction in Adapted Physical Education provides the foundation for learning and performing psychomotorskills, so that students with disables can more fully, safely and with satisfaction participate in movementprograms, recreation, sport and physical fitness activities. The Adapted Physical Education Specialist teachersin all domains of learning with an emphasis on the psychomotor area. Instruction is provided in communication,cognitive, social, behavioral, perceptual and daily living domains, in addition to physical and motor skills.Student preferences and interest are considered in program planning as well as coordination or services andresources.

Adapted Physical Education is based on a belief in the dignity and value of each human being. Furthermore, itincludes a belief that each student has an ability and desire to move, and be active, and that activity is anecessary component of a healthy lifestyle.

Physical Education For Children And Youth With Disabilities

Adapted Physical Activity Council

Physical activity provides meaningful movement experiences and health-related fitness for all individuals in order that they may have the opportunity to acquire the motor skills, strategies, and physical stamina necessary for a lifetime of rich leisure, recreation, and sport experiences to enhance physical fitness and wellness. A quality physical education program provides the foundation for a healthy, happy, and physically active lifestyle. Children and youth with disabilities have the right to receive the full range of benefits from physical education just as their able bodied peers. Benefits include the development of motor skills and physical fitness, as well as the opportunity to participate in play, active leisure, aquatics, recreation, outdoor adventure, and sport experiences.

A disability is any physical or mental impairment that substantially limits an individual person in one or more of his/her major life activities (such as walking, talking, breathing, or working). Childrenand youth with disabilities need opportunities to participate in physical education as much as their non-disabled peers. A quality physical education program stimulates the central nervous system for optimal growth and development, assists in bone mineralization, promotes the maintenance of lean body tissue, reduces obesity, improves the function of the heart and develops movement skills that are necessary for an active lifestyle. Furthermore, for many individuals with disabilities, movement is an avenue for learning and can lead to increased physical independence and mobility. Physical education can help individuals with and without disabilities learn to work and play together in movement and recreational activities available to all members of the community. Through a quality physical education program that provides challenging activities, children and youth with disabilities develop self-esteem by way of increased perceived physical competence, self-confidence, assertiveness, independence, and self-control.

While the Federal law, IDEA, states that persons must be “qualified” to provide physical education services to students with disabilities the definition of “qualified” is determined by each state. Unlike other special education areas (i.e., teachers, speech therapists, etc.) most states do not have a special or unique certification for teachers of adapted physical education The Adapted Physical Education National Standards were developed in 1994 in order to define minimum competencies teachers need to deliver appropriate physical education services to students with disabilities. Teachers that have met the criteria of the national standards have passed a certification examination and are described as Certified Adapted Physical Educators (CAPE’s).

This comprehensive service delivery system of adapted physical education in the public schools is one of the most important concepts of IDEA legislation. Adapted physical education helps ensure all children and youth with disabilities have an opportunity to develop the fundamental motor skills and physical fitness necessary for a lifetime of participation in active leisure time pursuits, exercise, recreation, and sport.

It is the position of the Adapted Physical Activity Council of the American Association for Active Lifestyles and Fitness (AAALF) of the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD) that:

  1. All children and youth with disabilities from birth to 21-years old are entitled to and shall receive a quality motor development and/or physical education program specially.
  2. All children and youth with disabilities from birth to 21-years old should receive motor development and/or physical education instruction with identified learning goals, and including a variety of developmentally appropriate activities in many or all of the following areas; motor skills, physical fitness, play, aquatics, active leisure, recreation, outdoor adventure, and sport experiences.
  3. All children and youth with disabilities from birth to 21-years old who need a specially designed physical education program to benefit from physical education should receive instruction in physical education from a qualified physical educator.
  4. All physical education teachers of inclusive physical education classes shall have access to adapted physical education consultants and resources.

AnchorageSchool District

Adapted Physical Education (APE)

Adapted Physical Educators are physical educators with highly specialized training in the assessment and evaluation of motor competency, physical fitness, play, leisure, recreation & sport skills.

Local opportunities for everyone

Students served by the Adapted PE program generally fall into two tracks: physically disabled and developmentally disabled (these students may also have physical disabilities). The adaptations and strategies found throughout this site are used in the classroom for all students with disabilities. The resources below will help you find programs in our local community that are appropriate for your child.

What is AdaptedPE?

The art and science of assessment and prescription within the psychomotor domain ensure that an individual with a disability has access to programs designed to develop physical and motor fitness, fundamental motor skills and patterns and skill in aquatics, dance and sports so that the individual can ultimately participate in community based leisure, recreation and sport activities and enjoy an enhanced quality of life.

It is a diversified program of physical education having the same goals and objectives as regular physical education, but modified when necessary to meet the unique need of each individual. Students are given appropriate placement within the LEAST RESTRICTIVE environment in accordance with Public Law 94-142, P.L. 101-476 the Individuals with Disabilities Education Act (IDEA) and the subsequent reauthorization of the law in 1997.

The Adapted PE teacher is a direct service provider, not a related service provider, because special physical education is a federally mandated component of special education services (U.S.C.A. 140(25)). This means that physical education needs to be provided to the student with a disability as part of the child's special education.

Motor Skills AND Esteem

We believe in setting up a system where students achieve both motor skills and self-esteem? All students can do something, and we need to start by making lists of what they can do. An accomplishment can be something as simple as an eye gaze in the direction of a ball or hitting 25 free throws. After this we can set goals based on what students can do and how far they can advance during a class. This is a critical aspect since the goals must be high enough for students to work toward and easy enough that they can achieve them in the allotted time. If the goals are made correctly, students can achieve them by working on their motor skills, thus increasing their self-esteem. So, the answer is to increase self-esteem by working on motor skills.

Working with local organizations

The Adapted PE Department works with local organizations that provide opportunities for physical activities to people with disabilities.

  • Special Olympics Alaska
  • Challenge Alaska