Appendixes
- Appendix A: Highly Qualified Adapted Physical Education Teacher, AAPAR’s Adapted Physical Activity Council (APAC) and National Consortium for Physical
Education and Recreation for Individuals with Disabilities (NCPERID) Position Statement - Appendix B: Adapted Physical Education Assessment Tools
- Appendix C: Online Resources
- Appendix D: Suggested Modifications for Children with Disabilities for the Connecticut Third Generation Physical Fitness Assessment
Appendix B: Adapted Physical Education Assessment Tools
Gross Motor Assessments
Assessment of Basic Language and Learning Skills (ABLLS) educational tool used frequently with applied behavior analysis (ABA) to measure the basic linguistic and functional skills of an individual with developmental delays or disabilities.
Adapted Physical Education Assessment Scale - Secondary (APEAS2) Los Angeles USD, Los Angeles, CA The test measures four areas of motor performance and adaptive behaviors - those behaviors that, in spite of adequate motor performance, limit a student's ability to safely and successfully participate in general physical education. The following behaviors and skill levels in students ranging from 4 1/2 to 17 years old are measured:
- Perceptual Motor Function
- Object Control
- Locomotor Skills
- Physical Fitness
- Adaptive Behaviors
Basic Motor Ability Test-Rev. (BMAT-r), 2nd Ed, 1974, Lea and Febiger, Philadelphia, PA
http://pearsonassessments.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=BMATest&Mode=summary
Bruininks-Oseretsky Test of Motor Proficiency, Second Edition (BOT-2), 2005. Pearson: http://www.pearsonassessments.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=PAa58000 widely used motor proficiency test
DEVPRO Motor Skills Software and Assessment 1999-2007 C&D Kofahl Enterprises, www.devprosoftware.com and www.pearsonassessment.com
DEVPRO is a developmental, criterion-referenced assessment appropriate for chronological ages birth to 11 years old. It addressed 22 different skill areas, defining over 950 highly task-analyzed skills. It is very appropriate to use for severely handicapped students, both physically and mentally disabled, up to age 22, who are developing basic gross motor and perceptual-motor skills.
HELP Strands, Curriculum-Based Developmental Assessment (Developmental Strands Birth to 3, Pre-School), Adapted from HAWAII EARLY LEARNING PROGRAM by Stephanie Parks, VORT Corporation 1994, Palo Alto, CA
www.vort.com /
Hughes Basic Gross Motor Assessment Manual, 1979, by Jeanne E. Hughes
Ordinal Scales Development Scales of Gross and Fine Motor Development, Western Psychological Services, 1985, Los Angeles, CA www.wpspublish.com
Peabody Developmental Motor Scales, 2nd Ed, (PDMS-2) PRO-ED, Austin TX http://www.therapro.com/Peabody-Developmental-Motor-Scales-Second-Edition-PDMS-2-P7618.aspx
PE Central Adapted Physical Education Assessment Instruments
http://www.pecentral.org/adapted/adaptedinstruments.html
Test of Gross Motor Development (TGMD), 1985, PRO-ED, Inc., Austin, TX http://www.proedinc.com/customer/default.aspx
Beery-Butkteica Developmental Test of Visual-Motor Integration (VMI) 6th Ed. 2010, Modern Curriculum Press, Parsippany, NJ
http://www.mhs.com/product.aspx?gr=edu&prod=bvmi5&id=overview
Physical Health Fitness Assessments
AAPHERD Health Related Fitness Test and Test Manual, AAHPERD, 1980, Reston, VA
www.aahperd.org
Brockport Physical Fitness Manual designed to test the fitness of youths from ages 10 through 17 that have various disabilities. 1999, Winnick, J.P. & Short, F.X., Human Kinetics, Champaign, IL
www.humankinetics.com
Connecticut Physical Fitness Assessment, 3rd Generation, Connecticut State Department of Education, 2009
www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320980
FitnessGram / ActvityGram Winnick, J.P. & Short, F.X. 1999, HUMAN KINETICS Champaign, IL
http://www.fitnessgram.net/home/
Physical Best, The AAHPERD Guide to Physical Fitness Education and Assessment, AHPERD,1988, Reston, VA
www.americanfitness.net/
Popular Scales Used for Assessing Kids with Special Needs
http://www.pecentral.org/adapted/adaptedassessmentchart.pdf
Presidential Youth Fitness Program, 1993, President’s Council on Physical Fitness and Sport, Poplars Research Center, Bloomington, IN. http://www.presidentialyouthfitnessprogram.org
The Physical Fitness Test measures the physical fitness of kids and teens.
The Adult Fitness Test measures an adult’s aerobic fitness, muscular strength, flexibility, and other aspects of health-related fitness
Appendix C: Online Resources
Adapted Physical Activity, Physical Education and Sport
Adapted Physical Education National Standards (APENS)
Web site gives specific information re: the competencies/knowledge needed by an individual who is recognized as a CAPE [a Certified Adapted Physical Educator]
Adapted Physical Education Resource Manual, American Association for Physical Activity and Recreation
Internet-linked resources related to adapted physical education. Includes
- Disability Advocacy Organizations
- Disability Sport Organizations
- Equipment Companies
- Education Websites and Lists
- Family Support Organizations
- Human Resources
- Media (Print and Video)
- Specialists in the Field
American Association for Physical Activity and Recreation
National Center on Physical Activity and Disability (NCPAD)
National Consortium of Physical Education and Recreation for Individuals with Disabilities (NCPERID)
Includes information about the APENS exam
Palaestra: Forum of Sport, Physical Education & Recreation for Those with Disabilities
Journal that provides information for those interested in enhancing the active lives of individuals with disabilities.
PE CENTRAL
Web site for K-12 teachers, with a section devoted to adapted physical education
PELINKS4U
Web site designed to foster healthy activity and healthy lives. The site shares current information about physical education, wellness, health, and advocacy. It hosts a monthly page re: adapted physical education.
Project Inspire
Information related to individuals with disabilities. Some of the information include: instructional techniques, inclusion strategies, sport organizations, health and safety issues, and even a parent page to assist with activities in the home and community.
Project MOBILITEE
Contains an assessment and curriculum guide specifically designed to assist
educators in developing physical education programs for students who are moderately and severely disabled.
Wrights Law
Special Education Law and Advocacy
Disability Issues
Access to Recreation
Wide range of products from Fishing Aids to Crochet Aids, Exercise Equipment to Rehabilitation Equipment, Wheelchairs to Wheelchair Ramps and hundreds of other items
Disability Etiquette
Tips for Interacting With Individuals With Disabilities, American Association
Disability information and resources.
www.makoa.org/index.htm
The International Center for Disability Resources on the Internet
International Paralympic Games
Includes descriptions of Paralympic sports.
National Center on Accessibility
Resource that provides information regarding accessible products and services available to the public.
National Sports Center for the Disabled
Therapeutic recreation organization providing leadership and expertise in adaptive sports
Parent Special Needs
Information resource and blog post for parents of children with special needs
Special Olympics.
Official Web site of the Special Olympics
TASH
International association for people with significant disabilities, their family members, others
Unified Sports
Program of Special Olympics that combines approximately equal numbers of athletes with and without intellectual disability
Physical Education Associations
AAHPERD
American Alliance for Health, Physical Education, Recreation and Dance
CTAHPERD
Connecticut Association for Health, Physical Education, Recreation and Dance
CT Cadre of Physical Education Trainers
Connecticut-based best-practice-based professional development to promote physical education and adapted physical education program improvement
Additional Resources
Guidelines for Physical Therapy in Educational Settings, CSDE 1999
Guidelines for Occupational Therapy in Educational Settings, CSDE 1999
NASPE / AAPAR Position Statement on Criteria for Adapted Physical Education
Adapted Physical Education and Sport, 5th Ed., Joseph Winnick, Editor, Human Kinetics, 2010.
Fitness Programming and Physical Disability, Patricia Miller, Editor, Human Kinetics, 1995.
Adapted Physical Education National Standards, National Consortium for Physical Education and Recreation for Individuals with Disabilities, Human Kinetics, 1995.
Adapted Adventure Activities: A Rehabilitation Model for Adventure Programming and Group Initiatives, Ellmo and Graser, Kendall-Hunt, 1995.
Bridges to Accessibility: A Primer for Including Persons with Disabilities in Adventure Curricula, Mark Havens, Project Adventure, 1992.
Inclusive Physical Activity, Susan Kasser, Rebecca Lytle, Human Kinetics, 2005
ACSM's Exercise Management for Persons With Chronic Diseases and Disabilities - 3rd Edition, American College of Sports Medicine, J. Larry Durstine, Geoffrey Moore, Patricia Painter, Scott Roberts, 2009
Changing Kids' Games (2nd Ed.). Morris, G.S.D., & Stiehl, J. , Champaign, IL: Human Kinetics, 1999.
Appendix D: Suggested Modifications for Children with Disabilities for the Connecticut Third Generation Physical Fitness Assessment
Aerobic Capacity General Accommodations
PACER
- Does not have to follow cadence.
- Go up, and wait for peers to go up and back, then join peers again going back.
- Walk one and run one (same if in wheelchair).
- Run (push wheelchair) with a partner who can help with cadence and encouragement.
- Set individual goals for child with disabilities (challenging but realistic).
One Mile Walk/Run
- Run (or push wheelchair) width and walk length (or vice versa).
- Have smaller targets such as cones every 100 yards that child can run to and touch, then rest, then run to next cone.
- Hold a bean bag and run drop it into bucket 100 yards away. Then pick up another bean bag to run and drop into another bucket 100 yards away.
- Run (push wheelchair) with partner who can help with pace and encouragement (child who is blind can hold hands with peer or can hold a small rope between peer and child who is blind.
- Set individual goals for child with disabilities (challenging but realistic).
Upper Body Strength and Endurance General Accommodations
90 Degree Push-Up with Cadence
- Put something under child such as a book to make the distance the child has to go shorter.
- Do reverse pushup - start in up position and slowly go down trying to resist flopping to the ground; repeat.
- Have something on the back like a book to help get a feel for a straight back.
- Put marks on the floor to help child understand correct hand position.
- Physically assist child a few times to help get into correct position.
- Practice against a wall to get correct straight back position.
- Do modified push-up (knees bent)
- Have a partner encourage and reinforce child.
- Set individual goals for child with disabilities (challenging but realistic).
- Push self up from wheelchair by pushing up in arm rests (similar to dips)
Abdominal Strength and Endurance General Accommodations
Curl-Up with Cadence
- Do without cadence
- Physically assist a few times to show how to do it correctly.
- Have visual and tactile cues for where hands should start and how far they should go.
- Do reverse sit up - start in up position and resist as you fall back to mat.
- Repeat several times.
- Allow child to hold onto knees and just lean back and forth to get some work on abdominals.
- Hold child's hands or hold stick and gently assist child allowing child to do as much work as possible.
- Have child do sit ups on inclined wedge (or mats) to make it easier to sit up.
- Have a partner encourage and reinforce child.
- Set individual goals for child with disabilities (challenging but realistic).
Flexibility General Accommodations
Back-Saver Sit and Reach
- Physically assist a few times to show how to do it correctly.
- Start with easy task for success (e.g., touch knees). Then gradually ask child to move farther down leg.
- Hold for shorter amount of time (e.g., 1-2 seconds), rest, and then repeat.
- Put tape marks on leg as a visual/tactile goal.
- Have a partner encourage and reinforce child.
- Set individual goals for child with disabilities (challenging but realistic).
Shoulder Stretch (Optional test, not reported)
- Physically assist a few times to show how to do it correctly.
- Start with easy task for success (e.g., just bring one hand to the lower back and other hand to back of neck). Then gradually ask child to try to reach fingertips of both hands toward each other.
- Hold for short amount of time (e.g., 1-2 seconds), rest, and then repeat.
- Put tape marks on back as a tactile cue for child.
- Have a partner encourage and reinforce child.
- Set individual goals for child with disabilities (challenging but realistic).
Body Composition (optional) General Accommodations
Skinfold Measurement none needed
Body Mass Index (BMI) none needed
Adapted and reprinted with permission from: Suggested Modifications for Children with Disabilities for the FITNESSGRAM. Martin E. Block, Ph.D., Kinesiology Program, University of Virginia.