ALTERNATIVE INSTRUCTIONAL

PLACEMENTS IN PHYSICAL EDUCATION

• Individuals who are referred or are otherwise identified as possibly requiring a specially designed program should undergo thorough assessment to determine whether a unique need exists. Chapters 3 and 4 deal with the procedures for assessment.

• Once it is established that students have unique physical education needs, they must be placed in appropriate instructional settings.

• To the extent possible, the most normal/integrated setting should be provided.

• There is a typical (although not all-inclusive) options on a continuum of instructional arrangements.

• The number options available is less important that the concept that students will be educated in the environment most conducive to their advancement.

• The continuum clearly depicts more possibilities than regular or segregated adapted physical education.

• Although these two placements may be appropriate for some students with unique needs, they are not sufficient to meet the needs of all members of this population.

CONTINUUM OF ALTERNATIVE INSTRUCTIONAL PLACEMENTS IN PHYSICAL EDUCATION

• Hospitals and treatment centersLevel 9• Special SchoolsLevel 8• Full-time individualized classLevel 7• Part-time special class placementLevel 6• Full-time special classLevel 5• Part-time special classLevel 4• Regular class placement with supplementary and/or resource room assistanceLevel 3

• Regular class placement with support service assistanceLevel 2

• Regular class assistanceLevel 1

THE THREE LEVELS AT THE BASE OF THE CONTINUUM INCLUDE PLACEMENT IN A REGULAR CLASS. IT IS WITHIN THESE LEVELS THAT FORMS OR DEGREES OF MAINSTREAMING OR INCLUSION

TAKES PLACE.

LEVEL 1.

• Level 1 placement is for students without unique needs or those whose short-term needs are met in the regular physical education program. This placement is also appropriate for individuals with long-term needs that can be met in the regular physical education setting.

LEVEL 2.• Level 2 is for students whose unique needs can be

met in a regular class placement with support service assistance. For example, some students may function well in a regular class if consultation is available to teachers and parents. In another instance, regular class placement may be warranted if a paraprofessional or an adapted physical education teacher can work with the individual with unique needs.

LEVEL 3.• Level 3 is a regular class placement with

supplementary and/or resource from assistance, as appropriate. Supplementary services can be provided each day or several times weekly, as a part of or in addition to the time scheduled for physical education. Where indicated, the student may spend a portion of physical education time in a resource room.

LEVEL 4.• Students who require part-time special class

placement represent Level 4. Their needs might be met at times in a regular class and at times in a special physical education class. To a great extent, the choice of setting would be determined by the nature of the class activity.

LEVEL 5.

• Level 5-full-time placement in a special class is appropriate for those whose unique needs may not be met in the regular physical education setting.

LEVEL 6-7.

• Level 6 and 7 are appropriate when part or full time individualized instruction is necessary because the student’s needs cannot be appropriately met in other settings.

LEVEL 8-9• Level 8 and 9 reflect instructional placements in which needs

must be met outside the regular school. • in Level 8, instruction is given in special schools; • In Level 9, instruction may be given in hospitals, treatment

centers, and even at the student’s home. • Students in Level 8 and 9 may be placed outside the school

district. In such cases, it is important to remember that the social school system is still responsible for ensuring that appropriate education is provided.

• Many schools are incorporating “inclusion” in their physical education programs.

• Physical educators with minimal training in adapted physical education are teaching or sharing responsibility for teaching students with diverse abilities (Craft, 1994).

• The January 1994 issue of the Journal of Physical Education, Recreation &Dance presents a feature on inclusion that is designed to provide ideas and strategies for teaching all children in regular physical education.

• Class size is another variable that must be considered in placement. Special classes should not exceed 12 students; this summer should be reduced to six homogenous students when extraordinary needs are exhibited. In certain instances, individualized instruction may be warranted. Chronological age affects placement as well. Age differences within class should never exceed three years unless students are 16 or older.