J[fA j ~let~. / EJ -fJ r /1~,1 d• r:o. p<: 1 ~rso ""~ -I-.. GV 445 .P59 1980 Ph)Jsieal Education Programs for H andieapped Students in • Jr owa STATE OF IOWA DEPARTMENT OF PUBLIC INSTRUCTION Special Education Department Grimes State Office Building Des Moines, Iowa 50319 STATE BOARD OF PUBLIC INSTRUCTION Susan M. Wilson, President ........................ Waterloo Robert G. Koons, Vice President ................... Clinton Jolly Ann Davidson ................................ Clarinda John E. van der Linden ...........................• Sibley William N. Cropp .......... , ....................... Des Moines Karen K. Goodenow ................................. Wall Lake Mary E. Robinson ..............................•... Cedar Rapids Harold R. Yeoman ......•........................... Monticello Va caney .................................................... ADMINISTRATION Robert D. Benton, State Superintendent and Executive Officer of the State Board of Public Instruction David H. Bechtel, Administrative Assistan·t James E. Mitchell, Deputy State Superintendent SPECIAL EDUCATION DIVISION J. Frank Vance, Director, Divisibn of Special Education Carol Bradley, Chief Special Educational Ingtruc­ tional Services Merry Maitre, Consultant, Career/Vocational Education for the Handicapped Prepared by Merry Maitre - Consultant, Career/Vocational Education for the Handicapped Darlene Conover - Iowa State University, Department of Physical Education Beverly Kukowski - Drake University, Department of Health, Physical Education, and Recreation Foreword This manual has been produced through the joint efforts of personnel from Drake University, Iowa State University, the Department of Public Instruction, and many other contributors interested in the improvement of physical education opportunities for handicapped pupils in Iowa. Its contents represent an effort to influence preservice and inservice personnel preparation programs toward the common objective of improved physical education programs for handicapped students as provided by both physical educators and special educators. Public Law 94-142 and its appending regulations, as well as state statutes and rules, clearly delineate the requirement for physical education opportunities appropriate to the specific individual needs of children requiring special education. Furthermore, such opportunities are to be implemented in the least restrictive environment possible; thus, maximizing the handicapped child's integration with normal peers. This manual addresses the practical applications that hopefully will prove useful in designing and implementing strategies that will assist in this endeavor. We wish to express our appreciation for those who have contributed their time and energy in formulating the concepts contained in this manual. We hope that you will find it useful and solicit your reactions and recommendations for future revisions. ~/}·A:~ ~C/6~ J. Frank Vance, Director · Special Education Division Iowa Department of Public Instruction PEPHSI MANUAL INTRODUCTION Public Law 94-142, Education for All Handicapped Children Act, is perhaps the single most significant piece of legisla­ tion pertaining to education that has been passed in the history of our country. All handicapped children are assured the right to a free, appropriate public education in the least restrictive environment. The effects of this legislation on general edu­ cation, special education, and physical education are profound. It is of particular significance that instruction in physical education is mandated for all handicapped children. Physical educators have a very great opportunity and re­ sponsibility in providing appropriately designed physical edu­ cation experiences for all handicapped. There are opportunities for providing the handicapped with the movement experiences they need and deser~e,,for fo~tering development of ~ood self co~cepts, and for establ1sh1ng att1tudes of acceptance allke. There lS great responsibility in seeing that all handicapped students do receive instruction in physical education in the least restrictive environment. In some instances this may mean placement in a regular physical education class in which some accommodations may be necessary, or it may mean specially designed programs. Whatever the arrangement, emphasis is placed on the fact that the handicapped are more like the non-handicapped than unlike them, and that they are more alike than different in the way they learn. This manual has been written in an effort to assist state, area, and local education agencies meet the physical education mandates of P.L. 94-142. More specifically it has been develop­ ed for use by physical educators who ultimately have the oppor­ tunity and responsibility for providing meaningful physical education experiences for the handicapped. The following chapters are included: Legislation and Physical Education, Disabilities, Medication and Physical Activity, Assessment and Evaluation, Program Placement Alternatives, Accommodations and Modifications of Activities, Rhythms, Aquatics, and Modification of Equipment. The disabilities covered in this manual are those that have been identified in Iowa Rules of Special Educa­ tion. Discussions are included for : Emotional Disabilities, Mental Disabilities, Hard of Hearing and Deaf, Physical Dis­ abilities, and other Health Impairments. The conditions covered are only representative and are not inclusive of each category. Although this manual is not exhaustive in its coverage of physical education for the handicapped, it is hoped that the contents will be of assistance in providing quality physical education programs for all Iowa students. Darlene Conover Beverly Kukowski TABLE OF CONTENTS Foreword . Introduction I Legislation and Physical Education (Section 504) (P.L. 94-142) (Iowa Code) II Handicapping Conditions (Physical Disabilities, Emotional Disabilities, Mental Disabilities, Learning Disabilities, Other Health, Visual, Communication, Auditory III Medication and Physical Activity. IV Assessment and Evaluation . V Program/Placement Alternatives. VI Modification and Adaptation of Activities VII Rhythms . VIII Aquatics IX Modification of Equipment APPENDIXES Appendix A Appendix B Appendix C In several chapters of this manual the words "he" and "him" are used generically to designate both sexes. This was to avoid frequent duplication of he/she, him/her expressions. FEDERAL AND STATE LEGISLATION, RULES AND REGULATIONS PERTAINING TO PHYSICAL EDUCATION FOR HANDICAPPED STUDENTS P.L. 94-142 and Iowa School Laws by Merry Bote Maitre, B.S.E., M.S.E. Consultant, Career/Vocational Education for Handicapped Students Iowa Department of Public Instruction Des Moines, Iowa Because of the increased interest in physical and leisure time pursuits of the American citizenry, public and private schools have made efforts to broaden the scope of programming available in the physical education programs offered at the local education agency level. While many local education agencies have provided options to include the handicapped in this process, there are still many who do not. Federal and State Legislative Rules and Regulations In 1975, the Education for all Handicapped Children Act (P.L. 94-142) went into effect. This piece of legislation and the ensuing Rules and Regulations have special significance and implications for those in public and nonpublic education. As a result of this legislation, physical education became one of two curricular areas that was specifically mandated for handicapped students served in public and private schools. P.L. 94-142 Rules and Regulations describe the mandate: Physical education services, specially designed if necessary must be made available to every handicapped child (student) receiving a free appropriate public education. Each handicapped child must be afforded the opportunity to partici­ pate in the regular physical education program available to non-handicapped children unless: (1) the child is enrolled full time in a separate facility; or (2) the child needs specially designed physical education, as prescribed in the child's individualized physical education program. If specially designed physical education is prescribed in the child's individualized education program, the public agency responsible for the education of that child shall provide services directly, or make arrangements for it to be provided through other public or private programs. Recreation. The role of recreation in the educational program for each handicapped child is defined in Section 12la.l3 of the final regulations: 12la.l3 Related services. (a) As used in this part, the term "related services" means transportation and such developmental, corrective, and other supportive services as are required to assist a handicapped I - 1 child to benefit from special education, and includes speech pathology and audiology, psychological services, physical and occupational therapy, recreation, early identification and assessment of disabilities in children, counseling services, and medical services for diagnostic or evaluation purposes. The term also includes school health services, social work services in schools, and parent counseling and training. (b) The terms used in this definition are defined as follows: (9) ''Recreation'' includes: (i) Assessment of leisure function; (ii) Therapeutic recreation services; (iii) Recreation programs in schools and community agencies; and (iv) Leisure education. Nonacademic Services. Further reference to physical education and recreation is presented