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Explanation of Disability
practical adaptive skills. Three criterion must be met in order for a person to be
classified has having mental retardation. The first criterion is someone must score two
deviations or more lower than the normal curve on a standardized test. The second
social, and practical skills. Examples of conceptual skills include language, reading and
writing, money concepts, and self-direction. Socials skills include interpersonal skills,
responsibility, and self-esteem, obeying of rules and laws and avoidance of victimization.
A few examples of practical skills are activities of daily living, occupational skills, and
having an intellectual disability is the disability has to originate before the person turns
18. Estimated 2.28% of the total population of any society has intellectual disabilities.
Characteristics of Disability
The learning process and stages of learning are the same with people but the
learning rate of children with intellectual disabilities is usually 40% to 70% of the
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disabilities may be limited to simpler forms of formal operations meaning they may not
be able to pass the preoperational sub stage. Students with this disability exhibit the same
ranges of social behavior and emotion as other children but tend to demonstrate
inappropriate responses to social and emotional situations. They may not understand what
is expected of them in social situations due to cognitive ability. Students with intellectual
disabilities tend to differ the least from students without intellectual disabilities. Motor
delays do occur but are more often related to limited attention and comprehension of
intellectual disabilities walk and talk later than children without intellectual disabilities.
Students with disabilities can compete with their peers without intellectual disabilities but
with Disability
tactile, kinesthetic and other forms of instruction because student with intellectual
disabilities have a harder time understanding abstract verbal instructions. Students with
new situations. Therefore, any new situations will need a gradual task progression and
need to be taught in smaller steps. Also, it is important to practice the task in the
environments on which they will be used. When giving instructions and rules for games
we may play in physical education I need to understand the cognitive levels of the
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students. As the cognition develops, I can start to introduce new complex rules and
strategies. Demonstrations and physical assistance when explain activities will also be
very important to emphasize the desired result of my students. Specific feedback will be
given in short phrases that are direct to the point so the student can easily understand. It is
Evaluation of Student
Mark fits the first criterion of an intellectual disability because she when taking a
standardized intelligence test she performed at least two standard deviations under the
curve. Mark also fits the second criterion by having severe limitations on conceptual
skills and mild limitations on social skills. She is verbal which mean she does speak, but
when she speaks she speaks very quietly with a limited vocabulary. She can comprehend
basic sentences and instructions that you give her. Mark is in a wheelchair but can walk
when she has support on both sides. She is also able to use a walker when provided
support in both sides. Mark can ride the Rifton Bike on her own that allows her to gain
IEP
1. Averages 1.3 miles a day when riding the Rifton bike during the bicycle unit
2. Successfully throws a small ball on average 7 feet using an overhand throw while
1. Goal One
a. Mark will improve her aerobic functioning and cardiovascular endurance.
i. Short-term Objectives
1. Mark will ride her bicycle 1.5 miles per class period.
2. Mark will ride her bike in intervals changing speed from
slow to fast.
3. Mark will use her manual wheelchair in physical education
minutes
2. Mark will complete one whole lap using her walker
3. Mark will practice getting in and out of her wheelchair to
the walker
3. Goal Three
a. Mark will throw a ball over 10 feet using three of the five cues to throw a
5. Goal Five
a. Mark will improve social skills
i. Short-term objectives
1. Mark will initiate conversation with a peer each class
period
2. Mark will use non-verbal communications to at least two
classmates a period
6. Goal Six
a. Mark will be active outside of physical education with supervision at
home
i. Short-term Objectives
1. Mark will use her walker to walk up and down the
things at home
7. Goal Seven
a. Mark will kick a soccer ball using 2 of the 4 cues 5 ft. 6out of 10 times
i. Short-term Objectives
1. Mark will use her walker to assist her then do leg swings to
Mark has an intellectual ability that affects her cognitive level then causing lower
perform lower and not participate in all of the same activities regular education
students have the opportunity to perform in. Mark is in a wheel chair and has
fewer muscles in her lower body then other students her age as well as limited
upper body strength. Mark must be given frequent breaks because she tires easily.
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Progress to Parents
Criteria to evaluate Marks progress will be found in the goals and objectives.
Every two weeks the parents will be updated on what Mar had done those weeks in PE in
the form of a fitness log. This way her parents will understand what she has been doing
so they can always reinforce those concepts. In these two week logs, we will also send
activities the parents can do at home and have a checklist of exercises the A formal
assessment and evaluation will be sent home quarterly with formal evaluations of the
Mark will receive adapted physical education in a full class setting for 90 minutes
every other day on block scheduling for the whole school year. Mark receives thirty
minutes of physical therapy three times a week during the regular school day. A
supplementary aid that Mark uses is the Rifton bike that allows her to be independent.
The bike can be used in a variety of units so she has the ability to participate in a fast
paced setting. Mark also has a minimum of one aid assigned to assist her while in the
gymnasium as well as a variety of college students to help support her when available.
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Education Settings
starts by walking with other regular education physical education settings to provide
education class, Mark receives more one on one time with the teacher as well as activities
that will allow Mark to have success and are on her cognitive level.
Assessment Accommodations
The Brockport Physical Fitness Test provides some accommodations that are
suitable for Mark. Mark cannot participate in some Brockport Tests due to her wheelchair
limitations like the trunk lift, bench press, push-up, curl-up, pull-ups, and the sit and
reach. Brockport offers many other modifications of these tests that Mark can
successfully participate in. A modified test that Mark can participate in is the seated push
up. In the seated push-up, Mark will lift her body off her wheelchair. Time begins when
her butt is no longer on wheelchair and she will hold that position as long as she can or
for a maximum of twenty seconds. Also, Mark will participate in the dumbbell press
where she will lift a 15lbs weight as many times as possible until 50 repetitions on a
cadence. A reverse curl test will also be used to test the hand, wrist, and arm strength of
Mark. Mark will take the 40m Push/Walk test, this test will determine if she has enough
strength and endurance to travel 40 meters without reaching a full exertion. Mark will
also participate in the modified pull-up test that allows her to lie on the ground below a
bar and then perform the pull-ups to the certain height of the band. Mark can participate
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in the skin fold an BMI test. The Target Aerobic Movement test will be used instead of
the PACER test to assess aerobic functioning. The Apley test will be used to test upper
body flexibility and target stretch test will be used to test movement of other joint areas.
Schedule of Services
Mark will attend her adapted physical education class from 10:00 to 11:30 every
other day in the 6 day cycle She will have adapted physical education two to three times a
Transition Services
Mark enjoys riding her bike around the trail at Turner Ashby, which is open to the
community. In the future, Mark will be able to have access to this trail since it is open to
the community for all to use. This will allow her to be active more after she graduates
from high school. The Arc in Rockingham County is an organization that helps provide
transition services to people with disabilities. The mission of Arc is to transition someone
from a center-based day support into a community-based experience where they teach
people how to be active members in a community. From how to dress, greet someone,
count money, and making appropriate decisions. The Arc offers teen and adult canteens
biweekly where people with disabilities have the ability to socialize with others in a safe
environment biweekly. It would benefit Mark if she started going to these canteens so she
can socialize with other people her age that are not in her class. This will also allow her to
socialize with people who attend the Arc in the day so her parents would feel comfortable
Special Concerns
Special concerns I have for Mark are that any activity she participates in should
have a low risk of injury for her safety. We must remember to give her frequent breaks so
since she tires easily but at the same time push her to do her best in all activities. Another
concern is, teaching Mark important social skills and reminding her to be social with her
classmates.
Activities
life. She will be able to ride a bike to the park, store, job, or anywhere she
determine where she goes, which is something she doesnt get a lot. Also,
bike riding is a great way for Mark to improve her cardiovascular system
break
o Week Two: Continue on Basics
Weaving in between cones
Have a range of distances between the cones
Pick up speed on turns
o Week Three:
Ride bike on trail
Introduction to traffic signals
o Adaptations: Use Rifton bike to allow for support
Unit Two: Golf
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o Reasoning: Mark can work on upper body strength in golf but has a low
almost anywhere she lives in the future. Mark may also do this seated so it
always her to focus on her upper body movements and remain stable.
o Week One: Basics
Grip
Work on technique while swinging
Making contact with ball
Aiming Ball
o Week Two: Force
Learn how force effects distance the ball travels
Putts, drives, mid range
Hitting for distance
o Week Three: Combine force and aim
Aiming for a target certain distances away
o Adaptations: Provide seat or support for Mark to swing, increase size of
Mark will be able to increase upper body strength when she plays since
she will be moving her arms to swing. Upper body strength is important
for Mark so she can move her wheelchair and move her body when she is
o Reasoning: Mark can participate in adult leagues in tee ball in the area.
Also, she could go to batting cages after learning how to swing a bat
Week One: Catching
Start with rolling balls to her
Change size of ball
Week Two: Throwing
Throw and catch to self
Catching at different levels
Throw and catch to a partner
Throwing and catching in a game setting
Week Three: Hitting
Proper swing technique
Applying catching, swinging, and throwing into small sided
games
Adaptations: Use larger/smaller ball size to allow for different
Arm movement
Aim for targets
Week Two: Backhand Shot
Proper grip
Arm Movement
Aim for targets
Use both backhand and forehand in gameplay
Week Three: Serve
Proper backswing
Perform follow through
Appropriate time to drop ball
Play small sided games
Adaptations: Larger paddle sizes for easier contact
Unit Seven: Bowling
o Reasoning: A low impact activity that can be played year round. Will
skill mastered,
Unit Eight: Fitness
o Reasoning: Teaching fitness activities Mark can do every day even when
up ramp
o Week Three: Cardiovascular Endurance
Bike ride for intervals (Stationary or Riffton)
Wheelchair laps at speed
o Adaptations: allow for more rest periods, use lower weights Rifton bike
Unit Nine: Badminton
o Reasoning: Lightweight racquet will allow Mark to play for extended
survive.
o Week One: Getting comfortable in the water
Physical assistance will be given when Mark is in water
Perform stretches in water
o Week Two: Water Skills
Floating-laying on back
Aqua walk using an aqua belt
Aqua jog using arms as well
o Week Three: Front Crawl
Explain basics of front crawl
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References
information.com/badminton_words.html
Brockport Physical Fitness Test (BPFT). (n.d) Retrieved December 2, 2015, from
http://www.topendsports.com/testing/brockport.htm
Colvin, A.V., Egner Markos, N. J., & Walker, Pamela (2008) Teaching the Nuts and Bolts
Winnick, J.P. (2011). Adapted Physical Education and Sport. (5th ed.) Champaign: IL.
Winnick, J., & Short, F. (1999). The Brockport physical fitness test manual. Champaign,