Transition: A Model for Adapted Physical Educators

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Transition A Model for Adapted Physical
Educators

• Scott J. Modell, Ph.D.
• California State University, Sacramento

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Introduction

• Transition
• Law
• Research
• Role of Adapted Physical Educators
• Transition Framework
• Transition Philosophy and Model
• Study and Results

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Transition

• Transition and the Law
• IDEA
• Research on School Leavers
• Common Activities and Relationships
• Television and Radio
• Families
• Role of Adapted Physical Educators
• Embracing Transition Concepts
• Perceived Competence

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Transition Framework

• Benefits of Transition
• Post-School Community Adjustment
• Physiological Benefits
• Psychological Benefits
• Social Benefits
• Barriers to Transition
• Transportation (67 most serious obstacle)
• Budget Restrictions (58)
• Lack of Collaboration (52)
• Opportunities (42)

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Transition Framework

• Barriers to Transition
• Social Isolation from Student Peers (33)
• Lack of Exposure / Functional Skills (9-18)
• Other
• Accessibility
• Community Attitudes Resisting Inclusion
• Parental Support
• APE lack of knowledge

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Transition and Quality of Life

• The Why
• Quality of Life
• Physical Activity The Ideal Medium?
• Healthy Lifestyle
• Model for Transition

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Two Models of Transition
(Will, M. 1984)
School
Work
Residential Environment
Employment
Community Adjustment
School
Social Networks
(Halpern, A. 1993)
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Adapted Physical Education Transition (APET) Model

• School
• Fitness
• Motor Skills
• Sport Skills
• Social skill training
• Community adjustment
• Recreation/leisure survey

• Post -School Outcomes
• Fitness
• Sport
• Disability Sport
• Friendships
• Community Participation
• Relationships

General PE
Adapted PE
Consulting
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Revised APET Model
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Purposes of the Study

• To develop a valid and reliable instrument to
  measure perceived professional competence of
  Adapted Physical Educators toward their
  transitions services
• To investigate the levels of perceived
  professional competence of Adapted Physical
  Educators toward their transition services.

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Methods

• Instrument Development
• Demographic data
• APENS Level 5 application content used (9 of 15
  Standards)
• 5 pt. Likert-type scale
• (1poor2fair3moderate4good5excellent)
• Pilot Study (Sep.,1999)
• exploratory factor analysis
• solid factor structure
• reliable/valid
• reduction of items from 32 to 29
• Data Collection- Oct., 1999 NCPAEI conference and
  practitioners in the field

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Results

• Participants- 99 Adapted Physical Educators
• Age (N90)
• 40.2 years (SD 9.04)
• Gender (N96)
• 78 (81) females / 18 (19) males
• Credential (N95)
• 77 (81) credentialed / 18 (19) not
• Education (N98)
• 41 (42) Bachelors
• 48 (49) Masters
• 7 (07) Doctorate
• 7 (07) Other

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Results

• Years APE Experience (N94)
• 12 (13) less than 1 year
• 21 (22) 1-5 years
• 20 (21) 6-10 years
• 41 (44) 10 years
• Current Level of Employment (N98)
• Majority at K-12 (42)
• Transition Experience (N94)
• 51 (54) Yes
• 43 (46) No

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Table 1 Descriptive Statistics and Reliability
for Transition Factors
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Factor 1 Community-Based Transition Services
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Factor 1 Community-Based Transition Services
(Continued)
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Factor 2 School-Based Transition Services
18
Factor 3Programming Aspects
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Factor 4 Advocacy
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• When asked if they were interested in gaining
  more knowledge and skills in transition, 88
  (83 N94) of the Adapted Physical Educators
  indicated YES!

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Discussion of Results

• 1. The APE Transition Competency Survey is a
  highly valid and reliable instrument to use with
  Adapted Physical Educators.
• 2. APE participants in this study demonstrated a
  need for professional growth in all four areas of
  transition measured by the survey. The
  community-based transition service factor was
  analyzed as the lowest rated area.

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Discussion of Results

• 3. Adapted Physical Educators could use this
  survey for self-assessment of their transition
  competencies
• 4. School Districts, SELPAs, County Special
  Education Programs, etc. could utilize it for a
  needs assessment for their APE inservice
  training programs in transition
• 5. University APE training programs can
  analyze/expand their instructional curriculum to
  reflect factor content

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Recommendations to Gain Transition Competence

• 1. Contact local parks and recreation and
  community-based programs about adapted and
  inclusive opportunities.
• 2. Contact national disability sport
  organizations about local/regional opportunities.
• 3. Fieldtrips to health and recreation facilities
  in the community.

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Recommendations to Gain Transition Competence

• 4. Expand your professional knowledge base.
• 5. Generalize and transfer existing professional
  advocacy competencies.
• 6. Establish a resource network for successful
  transition.

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Some KEY After Thoughts

• Buy In
• Utilizing School Effectively
• External / Internal Support
• Implications and Applications