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Objectives of Presentation
What is APE?
• APE is developing, implementing and monitoring “specially
designed physical education” (PE) for students with disabilities
• APE is a part of special education and is defined and required by
federal and state laws
• Student needs should be based on assessment and focus on
state and national standards
• APE provides the knowledge and skills to be successful with:
– Fitness, motor skills and health skills
– Sports, recreational and leisure activities
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Check for
Understanding
• Program Development
• Measure Achievement
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Assessment Options
Physical Fitness Motor Performance
• Fitnessgram Physical Fitness Test • Adapted Physical Education
• Brockport Physical Fitness Test Assessment Scale
• Bruininks-Oseretsky Test of
Motor Development Motor Proficiency
• Test of Gross Motor Development-2
(TGMD-2) and forthcoming TGMD-3 Aquatics
• Peabody Developmental Motor • Red Cross Skill Progression
Skills-2 (PDMS-2) • Aquatics Skills Checklist
Assessment in Texas
• Surveyed APE teachers in Texas Assessment % used by
Texas APE
(N=76) preferred to use the
teachers
TGMD-2 test.
TGMD-2 82
• Reasons why APE teachers like
FITNESSGRAM 81
TGMD are:
Competency Test for APE 67
– shorter administration time
– limited equipment and space
Motor Activities Training 54
needs Program
– familiarity Adapted Physical 44
– standardization criteria Education Assessment
Scale
Johnson, Kim, Bittner, & Silliman-French (In Review).
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Authentic Assessments
Texas Region 10’s APE department has developed a variety of
authentic and ecological assessment tools for APE teachers; they
assess areas such as:
• Functional Motor Skills
• Visual Impairment APE Skills
• Lifetime Leisure Skills
• Participation in APE Inventory
• Nutrition
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Transition in APE
The main components of the transition program are:
• Post Secondary Education
• Adult Services
• Independent Living
• Employment
• Community Participation
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Audience Questions
Thank you for being
engaged in our
presentation!
References
Arons, A. (2011). Childhood Obesity in Texas: The Costs, the Policies, and a Framework for the Future. Texas:
Children’s Hospital Association of Texas, 1-56.
Auxter, D, Pyfer, J, Zittel, L, & Roth, K. (Ed.). (2010). Principles and methods of adapted physical education and
recreation. New York, NY: McGraw-Hill.
Centers for Disease Control and Prevention (2010). The association between school based physical activity, including
physical education, and academic performance. Atlanta, GA: U.S. Department of Health and Human Services.
Dillon, S., Goudy, L., McNamara, S. (2015). Adapted Physical Education in the Transition Process. [PowerPoint slides].
Felix, M., & Tymeson, G. (2011). Measurement, assessment, and program evaluation. Adapted physical education and
sport (p. 59- 77). Human Kinetics.
French, R., Kinnision, L., Silliman-French, L., & Stephens, T. (2011). A forgotten component of special education
programming: adapted physical education. Journal of Texas Educational Diagnostics' Association, 40(2).
Gray, P. H. (2016). Perceptions of elementary school personnel related to general physical education and adapted
physical education in the state of Indiana (Doctoral dissertation). Ball State University, Muncie, Indiana. Retrieved
from ProQuest Dissertations and Theses database. (Accession No. 10141362)
Individuals with Disabilities Education Improvement Act (IDEA) of 2004.
Johnson, G., Kim, J., Bittner, M., & Silliman-French, L.S.F. (In Review). Assessment instruments used by adapted
physical educators in Texas.
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References
Klein, E., & Hollingshead, A. (2015). Collaboration between special and physical education: The benefits of a healthy
lifestyle for all students. Teaching Exceptional Children, 47 (3), 163.
Lieberman, L., Brian, A., & Grenier, M. (2017). The Lieberman–Brian inclusion rating scale for physical
education. European Physical Education Review, 1-14.
National Association for Sport and Physical Education. (2001). Physical education is critical to a complete education
[Position paper]. Reston, VA: Author.
Rimmer, J. H., Rowland, J. L., & Yamaki, K. (2007). Obesity and secondary conditions in adolescents with disabilities:
Addressing the needs of an underserved population. Journal of Adolescent Health, 41(3), 224-229.
Silliman-French, L., & Buswell, D. J. (2017). Adapted physical education manual of best practices: Administrative
guidelines and policies. (3rd ed). Austin, TX: TAHPERD.
Silliman-French, L., French, R., & Davis, R. (2014). Preparation of highly qualified adapted physical educators at the
master's level for students with low incidence disabilities ($1,200,000.00), Principal Investigator, GOV-Department of
Education (DE). Submitted in May 2014; $200,000 each year for five years.
Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., & Schultz, T. R. (2015). Evidence-based
practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of
Autism and Developmental Disorders, 45(7), 1951-1966.
Young, A. & Silliman-French, L. (2013). The critical shortage of adapted physical educators in the state of Texas. Texas
Woman's University Student Creative Arts & Research Symposium, Denton, Texas.
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