Shannon Strosser

Adapted Physical Education Yearly Plan

Explanation of Disability

Mark has a variety of disabilities including both intellectual disability and

physical disabilities. The American Association of Intellectual and Developmental

Disabilities defines and intellectual disability as significant limitations both in

intellectual functioning and in adaptive behavior as expressed in conceptual, social, and

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

criterion includes significant limitations in adaptive behaviors that include conceptual,

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

maintenance of safe environments. The third criterion for a person to be classified, as

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
 Shannon Strosser

learning rate of children without intellectual disabilities. People with intellectual

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

ideas rather in physiological or motor-control deficits. Generally, students with

intellectual disabilities walk and talk later than children without intellectual disabilities.

Students with disabilities can compete with their peers without intellectual disabilities but

tend to perform lower in physical fitness tests.

Teaching Modifications and Learning Issues

with Disability

When teaching I need to reduce verbalization of instructions and engage the

tactile, kinesthetic and other forms of instruction because student with intellectual

disabilities have a harder time understanding abstract verbal instructions. Students with

intellectual disabilities may struggle with connecting previous learning experiences to

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
 Shannon Strosser

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

important to check for understanding after explaining a certain instruction.

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

personally and individual responsibility.

IEP

Students name: Mark

Age: 15 (student with intellectual disabilities and physical impairments)\

Present Levels of Performance:

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

using 2 out of four appropriate cues

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3. Does not display any inappropriate social behaviors during class

4. Does not participate in sit and reach test, trunk lift, or curl ups.
5. Can walk with support on both sides
6. Can use a walker to walk with assistance
7. Kicks a soccer ball using one of the four cues for a distance of 5 ft. on average.
8. Talks quietly if spoken to

Measurable Annual Goals and Short-Term Objectives

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

class when we are not suing bikes.

4. Mark will perform four laps in the given warm-up period in

her manual wheelchair.

2. Goal Two
a. Mark will strengthen muscles in her legs
i. Short-term Objectives
1. Mark will use her walker once a week for a period of ten

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

baseball 6 out of 10 times

i. Short-term Objectives
1. Mark will throw ball with a 90 degree angle in her arm
2. Mark will snap her wrist as she throws
3. Mark will follow through towards her target
4. Goal Four
a. Mark will increase flexibility in lower body
i. Short-term objectives
1. Mark will touch her knees by midterms
2. Mark will be able to touch her calves by end of semester
3. Mark will participate in stretches when using her walker
 Shannon Strosser

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

driveway to the mailbox with assistance

2. Mark will perform sitting down and standing up exercises

on the couch to help improve muscle strength

3. Mark will use her manual wheelchair when accessing

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

help gain muscle strength and kicking motion

Effect of disability on involvement and progress in general education curriculum:

Mark has an intellectual ability that affects her cognitive level then causing lower

performance in physical fitness. Her physical impairments also cause her to

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.
 Shannon Strosser

Procedures for Measuring Reporting Childs

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

goals and objectives.

Statement of Services and Supplementary Aids

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.
 Shannon Strosser

Statement of Participation in Regular

Education Settings

Mark participates in an inclusive adapted physical education setting. The class

starts by walking with other regular education physical education settings to provide

social opportunities for all of the students. By participating in an adapted physical

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
 Shannon Strosser

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

week following this schedule for the whole school year.

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

having her attend the arc during he day more often.

 Shannon Strosser

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

Unit One: Biking

o Reasoning: Teaches Mark a skill she can use every day for the rest of her

life. She will be able to ride a bike to the park, store, job, or anywhere she

needs to go in the future. Riding a bike allows Mark to be independent and

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

and improve aerobic capacity.

o Week One: Basics of bike riding
Ride around the tennis court
Learn how to pedal at a slow speed, turn left/right, and use manual

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

risk of injury because it is non-contact. Mark is able to go to a golf course

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

ball, adjust club to Marks height

Unit Three: Tennis Unit
o Reasoning: Tennis courts are easily accessible in almost very community.

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

out of her wheelchair.

o Week One: Basics
Correct grip
Forehand swing
o Week Two:
Backhand
Serve
o Week Three:
Moving and making contact with the ball
o Adaptations: Larger racquet that weighs less so it is easier for Mark to

lift, larger ball for easier contact, smaller court

Unit Four: Softball
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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

grips, use a lighter ball, have a lighter and larger bat

Unit Five: Soccer
o Reasoning: Fun activity to allow Mark to build her lower body muscle

strength along with balance and stability in a fun way.

Week One: Dribbling
Kick ball attached to string while sitting in wheelchair
Week Two: Dribbling on Move
Mark will tap ball forward while moving with her walker
Dribble through cones
Week Three: Passing and Shooting
Explain force when passing
Pass to partner
Pass then move
Shoot against wall
Shoot and pass at targets
Adaptations: Use beach ball for a lighter and larger target, use

soft gym balls once technique is understood

Unit Six: Table Tennis
o Reasoning: Lifetime fitness activity Mark can participate in. Lightweight

paddles help remove risk of injury and tiredness.

Week One: Forehand Shot
Proper grip
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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

allow low intensity use of upper body muscles.

Week One: Practice in the gymnasium
Focus will be on pushing ball down the ramp in a straight

pathway to knock objects down

Week Two: Bowling Alley
Use 6 lbs ball to push down the ramp
Straight rolls
Week Three: Bowling Alley
Increase weight of ball
Strategy
Curve he ball
Move ramp to match pins herself
Adaptations: Use ramp, use bumpers to allow for my success until

skill mastered,
Unit Eight: Fitness
o Reasoning: Teaching fitness activities Mark can do every day even when

shes at home without a lot of equipment.

o Week One: Flexibility
Wrist/Arm stretches
Shoulder
Lower back
Hamstrings
Quads
o Week Two: Muscular Endurance
 Shannon Strosser

Stations: Modified push-up, wrist curl, dumbbell press, wheelchair

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

periods of time. Limited equipment is needed to play.

o Week One: Basics
Grip
Tap birdie to self
Review correct striking form
o Week Two: Game Strategies
Smash
Drop
Drive
Push
Kill
Review scoring and game play
o Week Three: Small sided games
Continuous badminton
Badminton games
o Adaptations: Smaller court size so mobility is not a crucial factor,

racquets with a larger head for easier contact

Unit Ten: Swimming
o Reasoning: Every person should learn how to swim or at least what to do

in case they find themselves in a situation where they need to swim to

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
 Shannon Strosser

o Adaptations: Two aqua belts can be worn, backstroke can be taught so

face is not straight in water

 Shannon Strosser

References

Badminton Words. (n.d.). Retrieved December 2, 2015, from http://www.badminton-

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

of Physical Education: Ages 5 to 12. (2nd Ed.) Champaign, IL

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,

IL: Human Kinetics.