Modified Class for Adapted PE

8/3/2019 Modified Class for Adapted PE

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Modified Class for Adapted

Physical Education

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Conditions such as muscular

dystrophy and cerebral palsyoften impair a child's ability to

participate in required

exercises, movements or sportsactivities found in thetraditional gym class.


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Rather than excluding children

with special needs from gymclass, public schools now offer

adaptive fitness programs.


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Modified gym classes, which

provide students with specialneeds the opportunity to keeptheir bodies healthy, involve

certain adjustments to thestandard gym curriculum.


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With assistance from

supportive physical educationinstructors, these studentsenjoy exercising along with

their peers.


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An adaptive gym class is made

available to students withdelays in the gross motor areas

such as endurance,

coordination, movement, andmuscle strength.


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Children with special needs

who are eligible to receiveadaptive services during gym

period will have detailed

accommodations and goalswritten into an Individual

Education Plan, or IEP.


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Depending on the severity of

the disability and themodifications that a school is

able to offer, a child may either

participate in a small modifiedgym class with other specialneeds students or in a large

mainstream gym class alongwith his or her peers.


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Teacher aides and/or para-

educators can offer additionalsupport for students whoreceive adaptive services.


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Four Areas of Modification


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Adaptations to the curriculum

of a physical education classare made in four areas:

instruction

rules

equipment environment


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INSTRUCTIONS

Teachers may modifyinstructionsby modeling whatthe student is expected to do.


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Instructions may be printed outin large print and hung up for thestudent to see during the time of

the lesson.

Oral prompts can be given.Student may have a peer partner

that assists.


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Rules can be "relaxed" to allow

the student to achieve thedesired goal.


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If for instance, the students are

to kick a ball into a net from 10feet away, a student with specialneeds may need to get closer to

be able to kick or throw the ballinto the net.

Time requirements and "outs"may be eliminated.


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EQUIPMENT

Modifications to equipment

may mean that bats or paddleshave Velcro strapping, so that achild with gross motor

difficulties may hold it easily.


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Other adaptations may include lowering abasketball net, using larger or smaller balls or

utilizing a tee to hold a ball.

Students might use scoops for catching ballsinstead of their hands.

Targets could be made larger and placed closer tothe students.


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ENVIRONMENT

The environment in which students participate ingym or physical education must be safe, secure

and welcoming.

Padding, hand holds, and adaptive equipmentshould be readily available.


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The playing field must be

clearly defined.

The use of taped or paintedareas makes it easier for thestudent to see boundaries.


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MODIFYING SPORTS


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Physical education instructorshave many options availablewhen adjusting curriculum to

fit students with special needs.For instance, most sports may

be adjusted as follows:


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Pitching distance is decreased to accommodatethe needs of the student trying to hit a baseball or

softball

Students are allowed extra time to move betweenbases

Students are allowed to use a batting tee to pushor hit the ball


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Students are allowed to walk or run in a smallerarea of play for basketball or soccer

Children in wheelchairs may hold the ball in theirlaps during periods of movement


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The nets for tennis or volleyball may be lowered toaccommodate a child in a wheelchair or with

limited gross motor skills

Sports equipment such as larger and softer balls,lightweight racquets and clubs, and Velcro

baseballs and catching mitts may be utilized


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Modifying Exercise/Movement


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Much of the curriculum in gym

class focuses on movement orexercise. Modifications may bemade for students according to

their special needs.


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For instance, a student with a

visual impairment would have apara, who would work one-on-one with them to demonstrate

what the physical educationteacher was asking the class to

do.


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On the other hand, a child with

limited movement might needthe para to gently move their

arms or legs.


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NOTE:

A para or teacher's aide shouldnever attempt to modify an

exercise, unless they have beentrained to do this form of

modification.


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Everyone Wins


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The most important

consideration is to create aplace that is not filled with thestress of being best, but rather,

creating a space for achievinggoals that everyone enjoys and

at which everyone succeeds.


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The emphasis on being number

one is taken away. Students arenot in class to compete witheach other; rather, they are

there to learn about themselvesand each other.


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They are there to enjoy moving

their bodies to the best of theirability. They are there to

succeed.


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Adaptive physical educations classes allowstudents with physical disabilities to share sports

and learn sportsmanship along with their peers.

This is a win/win process.


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Differentiating Instruction

forStudents with Disabilities

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Quality adapted physicaleducation involves the physical

educator differentiatinginstruction to meet the needs,interests, and abilities of each

individual student.


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That differentiation mightinvolve the teacher adapting/

modifying the content, process,environment, and/or studentassessment.


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The goal is to have students

participate in activities whereall students can learn and be

successful.


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General AdaptationSuggestions


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Equipment

Larger/lighter bat

Use of velcro

Larger goal/target

Mark positions on playing field

Lower goal/target

Scoops for catching

Vary balls (size, weight, color, texture)


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Rules Prompts, Cues

Demonstrate/model activity Partner assisted

Disregard time limits

Oral prompt More space between students

Eliminate outs/strike-outs

Allow ball to remain stationary

Allow batter to sit in chair Place student with disability near teacher


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Boundary/Playing Field:

Decrease distance

Use well-defined boundaries

Simplify patterns

Adapt playing area (smaller, obstacles removed)


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Actions

Change locomotor patterns

Modify grasps

Modify body positions

Reduce number of actions

Use different body parts


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Time

Vary the tempo

Slow the activity pace

Lengthen the time

Shorten the time

Provide frequent rest periods


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EXAMPLES OFMODIFICATIONS AND

ADAPTATIONS IN GAMES


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Bowling

Simplify/reduce the number of steps

Use two hands instead of one

Remain in stationary position

Use a ramp

Use a partner

Give continuous verbal cues


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Basketball

Use various size balls (size, weight, texture, color)

Allow travelling

Allow two hand dribble

Disregard three second lane violation Use larger/lower goal


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Basketball (continued)

Slow the pace, especially when first learning

If student uses wheelchair, allow him to hold ballon his lap while pushing wheelchair

Use beeper ball, radio under basket for individual

with visual impairment


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Golf

Use a club with a larger head

Use shorter/lighter club

Use colored/larger balls

Practice without a ball

Use tee for all shots

Shorten distance to hole


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Soccer

Use walking instead of running

Have well defined boundaries

Reduce playing area

Play six-a-side soccer


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Soccer (continued)

If student uses a wheelchair, allow him to hold ball onhis lap while pushing the wheelchair

Use a deflated ball, nerf ball, beeper ball, brightlycolored ball

Use a target that makes noise when hit


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Softball

Use velcro balls and mitts

Use larger or smaller bats Use a batting tee

Reduce the base distancesUse Incrediballs

Shorten the pitching distance


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Softball (continued)

If individual is in wheelchair, allow them to push ball

off ramp, off lap, or from tee Use beeper balls

Provide a peer to assist Players without disabilities play regular depth defense

Students without disabilities count to ten before

tagging out person with disability


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Volleyball

Use larger, lighter, softer, bright colored balls

Allow players to catch ball instead of volleying

Allow student to self toss and set ball


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Volleyball (continued)

Lower the net

Reduce the playing court

Stand closer to net on serve

Allow ball to bounce first

Hold ball and have student hit it


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Tennis

Use larger, lighter balls Use shorter, lighter racquets

Use larger head racquets

Slow down the ball

Lower the net or do not use a net


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Tennis (continued)

Use brightly colored balls Hit ball off tee

Allow a drop serve

Stand closer to net on serve

Do not use service court Use a peer for assistance


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THANK YOU

Eleanor Ann Tan Lye Neo

Jabatan Pendidikan Jasmani & Kesihatan

IPG Kampus Ilmu Khas

Kuala Lumpur

Documents

Modified Class for Adapted PE