2018 texas focus: on the move! know your rights and ... texas focus... · 2018 texas focus –know...

Texas School for the Blind & Visually Impaired Outreach Programs www.tsbvi.edu | 512-454-8631 | 1100 W. 45th St.| Austin, TX 78756

2018 Texas Focus: On the Move! Know Your Rights and Advocacy Strategies for Physical Education and Transition Friday, March 2, 2018 3:30-5:00 PM

Presented by

Dr. Lauren Lieberman, Professor of Kinesthesiology

SUNY, Brockport, NY

[email protected]

Developed for

Texas School for the Blind & Visually Impaired

Outreach Programs

http://www.tsbvi.edu/

mailto:[email protected]

2018 Texas Focus –Know Your Rights and Advocacy Strategies for PE & Transition – Lieberman, L. Page 1

Know Your Rights and Advocacy Strategies for Physical Education and Transition

Texas Focus March 2-3, 2018

Lauren J. Lieberman Ph.D.

The College at Brockport

[email protected]

Slide 2:

Figure 1 Logo for the Institute of Movement Studies for Individuals with Visual Impairments

Education

Research

Leadership

Programming/Service Learning

Slide 3: What Is Vitality? • Definition: the state of being strong and active; energy

• Synonyms: liveliness, life, energy, spirit, energy, vivacity, exuberance, buoyancy, bounce, zest, sparkle, passion, fire, vigor, drive, punch, get-up-and-go!

Slide 3: The Purpose of this Presentation • We want our children to have vitality during school age and beyond. Self-Determination is

key

• What does the law say and how can we promote a life of vitality and joy?

Slide 4: Contents • What does the research say?

• Physical Education is the Foundation of Recreation for a lifetime

• Accessing physical education

• Including physical education on the IEP as a foundation for transition planning

• Transition planning including recreation


• Overcoming barriers to recreation

• Role models

• Resources

Slide 5:

Figure 2 Graphic: 3 boxes connect by right-pointing arrows; from l-r Physical Education, IEP, Transition.

Quality of Life with Self-Determination

Slide 6: What do we know? • Children with CHARGE Syndrome- benefit from appropriate placements and 1:1

instruction (Lieberman, Haibach, & Schedlin, 2012)

• Paraeducators need to be trained (Lieberman, & Conroy 2013)

Slide 7: What else do we know continued…. • Children with visual impairments and deadfblindness benefit from pre-teaching (Conroy,

2012)

• Children who are visually impaired or deafblind must have PE on the IEP and Recreation must be included in the Transition meetings (Lieberman, & Haegele, 2018)

Slide 8: Physical Education as the foundation • Physical Education is required by law for every child including children who are deafblind

(IDEA, 2004)

• I Feel Included When…. video

Slide 9: Physical Education continued • Physical Education provides the foundational skills of balance, motor skills, sports, fitness

and recreation that supports a lifetime of vitality

• Placement in an inclusive class, modified class, self-contained class or a combination depend on the needs of the individual child

Physical Education IEP Transition


Slide 10: Physical Education continued

Figure 3 Lauren assists a young man to walk across artificial surfaces.

• No matter the placement they need to learn the same curriculum as their sighted peers

• They will need pre-teaching

• They may need a 1:1 with an intervener, paraeducator, peer tutor an interpreter, or a combination

Slide 11: Universally Designed Equipment

Figure 4 A target for archery that incorporates balloons which add an element of sound and good visual clues.

• Add sound

• Add texture

• Brighter balls

• Softer balls

• Balls on strings

• Larger balls

• Add tactile boundaries

• Add bright boundaries

• Lower baskets


Slide 12: Universally Designed Rules

Figure 5 Adaptations for baseball using blindfolds and a batting T.

• Allow Intervenor peer tutor or 1:1 aid for support and communication

• Bat off a tee

• Guide runner

• No defenders in open sport games

• Slow down the game such as scooters or carpet square games

• Other?

Slide 13: Universally Design the Environment

Figure 6 Two adults support a student who is lying prone over a bolster.

• Ensure clear boundaries

• Modify lighting accordingly

• Decrease excessive sounds

• Increase tactile cues

• Use a multisensory teaching approach

• Other?

Slide 14: Universally Designed Instruction • Whole-Part-Whole

• Pre-teaching


• Tactile teaching techniques

• Tactile Modeling

• Physical Guidance

Slide 15: The IEP and Physical Education What to do How Benefit

Include the Physical Education Teacher in all IEP meetings and discussions

Invite them as soon as the meeting time is known so they can prepare with assessments and the IEP information

The teacher will then know the various unique needs of the child and the committee will know the contents of what will be taught in the PE class.

Discuss Transition goals related to recreation and physical activity early

Ask the child what they like and what they want to do for their lifetime in this area

The committee and the family can start to plan for the child’s quality of life early and not wait

Discuss barriers to recreation and physical activity and how to overcome them

Once the preferences of the child are known the IEP team can discuss any foreseeable barriers and teach how to overcome them

The child will know how to overcome the barriers to their preferred activity BEFORE they venture out into the community

Slide 16:The Process for IEP Teams and the Paraeducator or Interveners' Role Include the Paraeducator or Intervener in:

• Physical Education training at the beginning of the year (what they can do to help the child learn the necessary foundational skills)

• ALL physical education and recreation activities

• The IEP meetings (fully)

• Transition meetings

• Discussions about preferences

• Discussions about barriers

Slide 17: Transition and Recreation • Recreation is one of the main components of the Expanded Core Curriculum for people

who are visually impaired (Allman, Lewis, Lieberman, & Ross, 2014), this includes children who are deafblind.

• Students can learn skills through physical activity and recreation that can be transferred to their everyday life. For example, putting on a life jacket for kayaking can be transferred to putting on a jacket when a child is cold


Slide 18: Benefits of Recreation • Experiences in recreation activities provide youth with typical experiences that they can

share with siblings, friends, and neighbors.

Slide 19: Benefits of Recreation continued • Participation in these opportunities can help to counteract the feelings of loneliness and

isolation, while helping to increase engagement in community events and activities (Lieberman, et al., 2013, p.62)

Slide 20: What the law says about Recreation and Transition • The Individuals with Disabilities Education Act (2004) states that every child be afforded

transition planning beginning at age 16.

• This means that they need to be prepared for their future after school in the area of independent living, vocational pursuits and recreational activities.

Slide 21: Transition meetings must include recreation planning 1) What does the student like to do? 2) What are some opportunities in the community where the student will live? 3) How can the student experience that activity? 4) How will the student learn the skills? 5) What are the barriers to accessing that activity and how can they be overcome? 6) What are some goals for this activity?

Resource: Going PLACES: Transition Planning for Youth who are Visually Impaired or Deafblind (APH)

Slide 22: Transition Planning

Figure 7 A teenager skates on the sidewalk with support from an adult.

• Ensure the child learns every unit their peers learn

• Include the Physical Education Teacher in IEP meetings

• Ensure that Recreation, Sport and Physical Activity is a major component of the Transition meeting


Slide 23: Overcoming Barriers to Community Activities

Figure 8 An adult and a teenager practicing martial arts.

• Community Programming may have multiple barriers o Transportation o Money o Communication o Systemic o Physical o Social o SSP’s o Other

• These must be discussed at the transition meeting

Slide 24: Benefits of adapted sports, physical education and participation

Figure 9 an individual on a climbling wall; an adult spots the climber from the floor.

• Increased motor skills

• Improved physical activity

• Improved balance


• Increased socialization

• Self-determination

• Independence

• Orientation and Mobility

• Improved self-esteem

• Increased self-confidence

• Quality of Life

Slide 25: Role Models: Examples of what is possible

Figure 10 Photograph of Becca Meyers

• Becca Meyers

• 3X Gold Medalist in the 2016 Paralympics

• Becca has Usher Syndrome and is Deaf

Slide 26: Becca Meyers 3X Gold Medalist in the 2016 Paralympics! Meyers began to swim in 2000 at age six in Baltimore, Maryland. She has Usher syndrome and has been deaf since she was born. Since she was young she has used a cochlear implant, an electronic device that allows her to hear. At the 2012 Paralympic Games in London, she was the only deaf athlete on the U.S. Paralympic swim team.... Won the 2015 Best Female Athlete with a Disability ESPY Award

Slide 27: Resources: Books • Lieberman, L.J., Ponchillia, P., & Ponchillia, S. (2013). Physical education and sport for

individuals who are visually impaired or deafblind: Foundations of instruction. New York, NY: American Federation of the Blind Press.

• Lieberman, L.J., & Cowart, J. (2011). Games for people with sensory impairments (2nd ed.). Louisville, KY: American Printing House for the Blind.

• Lieberman, L.J., Modell, S., Jackson, I. (2006). Going PLACES: A transition guide to physical activity for youth with visual impairments. Louisville, KY: American Printing House for the Blind.

• Lieberman, L.J., Haegele, J.A., & Marquez, M. (2015). Possibilities: Recreation experiences of individuals who are deafblind. American Printing House for the Blind.


Slide 28: Physical Education and Sports for Individuals with VI or DB: Foundations of Instruction

Figure 11 Book cover for Physical Eduation and Sports for People with Visual Impairments and Deafblindness: Foundation of Instruction, by Lauren J. Lieberman, Paul E. Ponchillia, and Suan V. Ponchillia

Slide 29: Everybody Plays

Figure 12 Poster from APH that reads "Every body plays!"


Slide 30: Resources: web sites • The American Printing House for the Blind

o Books, products, equipment, and videos o www.aph.org/pe

• Possibilities: Recreation Experiences of Individuals who are Deafblind www.aph.org/pe/stories

• Camp Abilities-educational sports camps for children who are visually impaired or deafblind

o Includes videos and web sites for other camps around the world o www.campabilities.org (Instructional Materials)

• Perkins School for the Blind o Videos and books about how to teach children whoa re deafblind o www.Perkins.org

• United States Association for Blind Athletes-sport opportunities, adaptations for sports, and videos

o www.usaba.org

Slide 31: Sport Court!

Figure 13 Image of APH Sports Court.

• Will be available through APH

• 13 tactile sport courts with braille magnetized o 13 mini sport courts o 6 figures of two colors and 11 X’s and O’s

• Instructors manual

• Coming soon!!

• www.aph.org

Slide 32: Celebrate Successes!

http://www.aph.org/

http://www.aph.org/pe

http://www.aph.org/pe/stories

http://www.campabilities.org/

http://www.perkins.org/

http://www.usaba.org/

http://www.aph.org/


Figure 14 A student climbing on an outdoor climbing wall. We need to celebrate the successes of our children experience as it occurs and cherish what we accomplish!


Texas School for the Blind & Visually Impaired

Outreach Programs

Figure 15 TSBVI logo

Figure 16 IDEAs that Work logo and US Dept. of Education OSEP disclaimer

2018 texas focus: on the move! know your rights and ... texas focus... · 2018 texas focus –know...

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