A Team Approach To Inclusion In Physical EducationChapter 3

You Tube Video Link: http://youtu.be/UJS9vlcOHUw

KIN 579: Inclusion Practices in Adapted Physical EducationBy: Jenna M. Filipone

OBJECTIVES Define what a collaborative team isIdentify the key professionals who are members of a collaborative team Explain what each team members job entails Understand the importance of communication in a collaborative teaming Explain how team members can help support inclusion in Physical Education

BACKGROUND INFORMATIONIEP – Individualize Education Plan

IDEA 2004 Stated that…an IEP should be created by a “team” of people which should include the student, the parent, the classroom teacher, the special education teacher, therapists, and a representative from a local agency

Before IDEA 2004 “Pull out Method.” “TEAM” Approach

Allows for shared resources, experiences and knowledge There is no “I” in TEAM.

WHAT IS A COLLABORATIVE TEAM?

It is when two or more people work together to share information and responsibilities to achieve a common goal Created by combining two models

Trans-dicipinary Model: Parents and teachers share techniques with out any limitations, allows for the child to be more independent when participating in age appropriate activities and routines

*Problem: Students taught in IsolationIntegrated Therapy Model: Therapy is conducted within a functional manner

CHARACTERISTICS OF A COLLABORATIVE MODEL

Equal participation, shared responsibility, inter-dependence and utilization of functional settingsEqual participation by family members and educational service providersEqual participation of all school disciplines to create efficient IEP goals Decision made on the priority of accomplishing goals set at home, school and communityAttention of all team member in monitoring and communicating the needs and skills of the childCombination of all team members to activity develop confidence and competence needed to help students achieve the IEP goalCollaboration of problem solving techniques and responsibility for students learning across all spectrums of the education plan

***Reference Table 3.1 page 31

P.E.I.TPhysical Education Inclusion Team It is made up of team members who can successfully plan and implement the physical education aspects of an IEP

Special education teacher and the general physical educator

Plan alternative activity for disable child to participate in during PE class which are targeted toward one of their IEP goals

MEETING WITH PHYSICAL EDUCATION INTEGRATION TEAM

Combination of GPE and APE viewsROLE RELEASE

Role Extension where members of the team share their role in the education planRole Enrichment where team members share their teaching practices with othersRole Expansion where team members describe how to utilize their teaching practices into other disciplines

Release Enrichment Expansion

Communication is KEY to success***Reference Figure 3.2

COLLABORATIVE TEAM MEMBERS

These members include… Adapted Physical Educator General Physical EducatorBuilding PrincipleSchool NursePhysical TherapistOccupational TherapistRecreational TherapistSpeech therapistAudiologistVision Therapist Orientation and Special MobilityPara ProfessionalParentStudent with Disability

TEAM MEMBERS: APE & GPE

ADAPTED PHYSICAL EDUCATOR Critical team member who provides info on motor performanceAssist in assessment, program planning, writing individualized PE plans, participating in IEP meetings, and implementing programs for students with disabilities, consulting with GPE, parents, fitness consular and advocating for the child in PE and sport activities

GENERAL PHYSICAL EDUCATORShares critical information pertaining to PE that no one else can provide Keep an open mind about inclusion, attend as many IEP meetings as possible, provide input about Physical Education program for the child with disabilities

TEAM MEMBERS: SPECIAL EDU, BUIDLING PRINCIPLE, & SCHOOL

NURSESPECIAL EDUCATOR

Primary advocate, planner, supporter and organizer for a student with disabilities Develop and assist in the implementation of IEP, coordinates all support and related services a teacher needs, communicates important information to other team members, and assists in training peer tutors and Para-professional

BUILDING PRINCIPLEResponsible for everything that place in his or her school. NOT directly involved with programming Can provide important resources

SCHOOL NURSEInvolvement varies occurring to the level and extent of the disabilityGive medication, monitor health, and carry out medical procedures Act as a consultant to the team

TEAM MEMBERS: PT, OT, & RECREATIONAL THERAPIST

PHYSICAL THERAPIST (PT):Helps improve gross motor movements, daily living skills, utilization of assisted devices, and preventing the onset and/or slowing the progression of conditions resulting from injury, disease or other causes.

OCCUPATIONAL THERAPIST:Helps improve, develop or restore functions impaired or lost though illness, injury or deprivationHelp individuals preform activities of daily living, self help skills, and fine motor skills

RECREATIONAL THERAPIST:Helps assess leisure functions, therapeutic recreation services, recreation programs in schools and community agencies, and leisure educationProvides many programs for students like music, art, dance, drama, camping, sports, horticulture, and fitnessDoctor referral needed - Commonly work at children hospitals or rehab centers

TEAM MEMBERS: SPEECH THERAPIST, AUDIOLOGIST, VISION SPECIALIST, & ORIENTATION/SPECIAL

MOBILITY

SPEECH THERAPIST:Helps diagnose specific disorders, provides speech and language services to provide communication disorder, and provides support to the student, parent, and teachers

AUDIOLOGOIST: Help determine the degree of hearing loss, the current hearing abilities and safety precautions for the child

VISION SPECIALIST: Help encourage movement, stimulate the use of all senses, teach rereading sills and brail reading skills

TEAM MEMBERS: PARAPROFESSIONAL, PARENT, & STUDENT

PARAPROFESSIONAL:Most one-on-one contact with the student during the school dayHelp monitor the students behavior and collect data on the child’s behavior and academic progressNOT responsible for the initial design and development of the education plan

PARENT:IDEA 2004 states that 1 parent/guardian must be present at each IEP meeting or at least given an opportunity to attend the meetingImportant to attend meeting because they have the most knowledge about the child

STUDENT:Should be included in IEP meeting when appropriateMore committed and motivated to work toward achieving themTeachers the child to be their own advocate

COMMUNICATION: KEY TO SUCCESS

How team members communicate is actually more important then what they are communicating. Ways to communicate effectively

Establishing open channel to communicationGain acceptance with team membersCreate Trust with other team membersManage conflictListen with intent to fully understand

SUMMARYMany people are involved in the education plan for a child with disabilitiesALL team members NEED to work together sharing info to help make important decisions regarding a students educational programGeneral PE teacher NEEDS to gets involved to better service the child/children in their class. COMMUNICATION IS KEY!!

Work CitedBlock, M. E. (2006). A teacher’s guide to including students with disabilities in general physical education. (3rd ed.) Baltimore, MD: Paul H. Brooks Publishing Co.

Lieberman, L., Houston-Wilson, C. (2009). Strategies for inclusion. (3rd ed.). Champaign, IL: Human Kinetics Publishers