The goal of the Adapted Physical Education program is to facilitate the development of skills to enable students with special needs to safely and successfully participate in team, individual, and life sports with the minimum amount of support.

Students will learn to successfully demonstrate communication, problem solving, sports, and self-advocacy skills to improve their level of skill and participation. This will enable them to experience success in Physical Education and in lifetime recreational activities.

Itinerant Adapted Physical Education Job Description

The Physical Disabilities Program currently has 19 Itinerant Adapted Physical Education teachers who work with over 350 students. The Local Screening Committee refers students with documented medical conditions for a series of assessments to determine the impact of the medical diagnosis on their ability to safely and successfully participate in their P.E. programs. A gross motor evaluation will determine the skill level. In addition, an observation and consultation with the general education P.E. teacher is utilized to gather information about the need for accommodations or individual assistance. This information about the need for accommodations or individual assistance. This information is incorporated into the Adapted P.E. report and becomes part of the eligibility packet. If it is determined, through eligibility, that special education services are necessary to enable to participate in the P.E. curriculum, an I.E.P. in scheduled. A present level of performance, long term goals, and short term objectives are developed. The Itinerant Adapted P.E. teacher will monitor the student's progress toward achieving these goals through observation, individual assistance, or through consultation with the general education P.E. teacher.

The Itinerant Adapted P.E. teachers assist in the development of skills that enable students to participate in Physical Education as independently as possible. Collaboration with P.E. teachers and staff plays an important port in this process. Support may include the following:

• providing the teachers with updated medical information and restrictions.
• assisting in the development of activity accommodations and/or alternative activities.
• addressing mobility and safety issues
• developing and practicing self-advocacy skills.
• establishing individualized goals for Virginia Wellness tests.
• informing staff about medical implications during recess activities.
• assisting with the development of grade modifications.
• providing one on one assistance as needed.

Additional support is given to P.E. teachers working with students enrolled in other special education programs such as mild retardation, moderate and severe disabilities, autism, visual impairments, emotional disabilitiess, and hearing impairments. School visits can be requested, as well as information regarding appropriate teaching strategies and activities. Questions or requests for assistance can be referred to Sharon Broaddus at 846-8900.