Welcome to a few 'back to school' thoughts. Sometimes the little things about teaching children with disabilities get left behind; so, refresh yourself with this information. Have a GREAT start of your school year!

Sue Tarr, Ph.D.
Adapted Section Editor

Often times there are numerous people working with children with disabilities during the school day. They professionals consist of the classroom teacher, the nurse, the speech therapist, the orientation and mobility instructor, the physical educator, the adapted physical educator, the occupational therapist, the physical therapist, the paraprofessionals, and . . . . . 

With the start of this school year, it would be quite helpful if all of these professionals could engage in conversation that would assist in the understanding of what each person brings to the life and education of each student. This kind of collaboration will definitely benefit the progress of the child throughout the school year. 

I believe this type of collaboration is helpful in viewing the whole child's educational needs (e.g., hopefully no more duplication of services), in participating in the IEP process, and in communicating with the parents/guardians of the child. It would also be beneficial for professionals to support each other, but doing this is quite difficult without collaboration.

A few good resources addressing collaboration:

• ericec.org/faq/regsped.html
• www.cde.ca.gov/ spbranch/sed/APE/chpt5-6.pdf
• www.ouhsd.k12.ca.us/schools/ instructional_programs/ sped_handbook/DIS%20serviceXX/ Adapted%20PE/ 23.adpe.pdf

As we all are gearing up for the start of school, we must remember that our students may not have been as active during the summer as we may have hoped. In determining our first curricular units of the year we should prepare our students for upcoming physical fitness testing.

There are several specific assessment instruments for students with disabilities. We should insure their levels of physical fitness are maintained and, hopefully, improved as a result of regular/adapted physical education curriculum.

Consider these websites to locate resources for physical fitness assessment for students with disabilities:

• www.pecentral.org/booksmusic/ bookstore/books/exercisetexts.html
• www.pecentral.org/adapted/ adaptedinstruments.html

Definition of Special Education: specially designed instruction, at no cost to parents, to meet unique needs of person with a disability, including (a) instruction in the classroom, at home, in hospitals & institutions, and in other settings; and (b) instruction in physical education.

Definition of Physical Education: development of (a) physical & motor fitness; (b) fundamental motor skills & patterns; and (c) skills in aquatics, dance, and individual & group games/sports (including intramural & lifetime sports). The term includes special physical education, adapted physical education, physical education, movement education, and motor development.

Specific public laws impacting physical education for persons with disabilities and selected legislation highlights:

P.L. 93-112 Section 504 of the Rehabilitation Act
-persons with disabilities cannot be excluded from any program/activity receiving federal funds solely on the basis of the disability

P.L. 94-142 Education for All Handicapped Children Act
- a free and appropriate public education for all children with disabilities, ages three to 21 years
- an individual education program (IEP) developed for each learner with a disability
- education for learner in the least restrictive environment (LRE)
- physical education is a direct instructional service 
- learners with disabilities are to be included, where appropriate, in intramural & interscholastic opportunities

P.L. 99-457 Education for All Handicapped Children Amendments of 1986
- states required to develop comprehensive early childhood intervention services for infants & toddlers with developmental delays
- expand services for preschoolers with disabilities.

P.L. 101-476 Individuals with Disabilities Education Act (IDEA)
- use of the term 'disability' instead of 'handicapped'

P.L. 105-17 Individuals with Disabilities Education Act Amendment
- emphasis placed on education for learners with disabilities in the general education program
- increased emphasis on parental participation in assessment and IEP process

(Auxter, D., Pyfer, J., & Huettig, C. (2001). Principles and methods of adapted physical education and recreation (9th ed.). Boston: McGraw-Hill)

Seaman, J. A., DePauw, K. P., Morton, K. B., & Omoto, K. (2003). Making connections: From theory to practice in adapted physical education. Scottsdale, AZ: Holcomb Hathaway. 

Auxter, D., Pyfer, J., & Huettig, C. (2001). Principles and methods of adapted physical education and recreation (9th ed.). Boston: McGraw-Hill.

Lepore, M., Gayle, G.W., & Stevens, S. (1998). Adapted aquatics programming: A professional guide. Champaign, IL: Human Kinetics.

Davis, R. W. (2002). Inclusion through sports. A guide to enhancing sport experiences. Champaign:IL: Human Kinetics.