Assessment and Children with Disabilities

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Assessment and Children with Disabilities
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Ecological Model for Assessment

• Determine who qualifies (eligibility)
• Determine what to teach (program plan)
• Determine how to teach it (instruction)
• Determine where to teach it (placement)
• Determine how often to teach it (time)
• Determine who will teach it (support)
• Determine how well it was taught (evaluation)

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Determining Who Qualifies

• What assessment data would justify a child not
  qualifying for adapted physical education?
• What assessment data would justify a child
  requiring special accommodations to be
  successful in GPE but without IEP goals and
  objectives?
• What assessment data would justify a child
  qualifying for APE services including goals and
  objectives on his/her IEP?

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Who Qualifies Areas to Assess

• Fitness Areas to Assess
• Endurance
• Flexibility
• Strength
• Body composition
• Fitness How do you assess it?
• What level of fitness would not qualify a
  child, might require accommodations, or would
  qualify a child?

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Who Qualifies Areas to Assess

• Motor ability Areas to Assess
• Balance
• Speed
• Agility
• Eye-hand/eye-foot coordination
• Body and space awareness
• Motor Ability How do you assess it?
• What level of motor ability would not qualify
  a child, might require accommodations, or would
  qualify a child?

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Who Qualifies Areas to Assess

• Motor Development Areas to Assess
• Motor milestones
• Fundamental object control
• Fundamental Locomotor skills
• Motor Development How do you assess it?
• What level of motor development would not
  qualify a child, might require accommodations, or
  would qualify a child?

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Who Qualifies Areas to Assess

• Sport Skills Areas to Assess
• Sport skills
• Ability to play the game
• Knowledge of the game
• Being able to play safely
• Sport Skills How do you assess it?
• What level of sport skills would not qualify a
  child, might require accommodations, or would
  qualify a child?

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Who Qualifies Areas to Assess

• Social/Behavior Skills Areas to Assess
• Self control
• Following directions
• Staying on task
• Cope with frustration and conflict
• Positive attitude
• Safety skills
• Social/Behavior Skills How do you assess it?
• What level of fitness would not qualify a
  child, might require accommodations, or would
  qualify a child?

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Determining What to Teach

• Create a top-down plan (what assessment
  information would you need?)
• Define targeted skills within top-down plan.
• Determine students PLOP on targeted skills (how
  would you assess these skills?).
• Develop students IEP goals and objectives to
  match PLOP.

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Determine How to Teach

• How Do You Determine Necessary
• Instructional modifications
• Curricular modifications
• Equipment modifications
• Think about
• What is too much modifications? How do you
  know?
• What is not enough modifications? How do you
  know?

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Determine Where to Teach

• What assessment data would justify the following
  placement decisions
• General physical education no support
• General physical education support
• Part time general part time pull-out APE
• Full time pull-out APE small group
• Full time pull-out APE one-on-one

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Determine Who Will Teach

• What assessment data would justify the following
  types of support decisions
• Peer from same class
• Older peer from different class
• Paid teacher assistant
• Specialist (APE, PT, OT)

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Determine How Often to Teach

• What assessment data would justify the following
  amount of service
• Consult (varying amounts per week/month)
• 30 minutes direct service
• 60 minutes of direct service
• 90 minutes of direct service

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Determine How Well It Went

• What assessment data would let you know that a
  student is making adequate progress towards
  his/her goals and objectives?
• What assessment data would let you know that your
  program is effective for the majority of students
  you serve?