Adapted Physical Education Discussion.

1. After reviewing all of the placement information from Week 3, including the chart of the continuum of services on the Placement chart, which level would your highestefficacy in your early teaching career (e.g., 1-3 years)? Briefly state the reasons or rationale for your answer.

2. At what stage do you believe would be your highest efficacy in years 5-10 of your teaching career? Briefly list and describe why (your rationale) as well as the highest level of achievement.

3. Briefly list and describe what experiences do you believe would increase or enhance your confidence or efficacy to move through the different levels of APE Placementsduring your career.

4. Briefly list and describe ONE experience you could do prior to graduation from your teacher education program that would provide the needed efficacy to begin at Level 2.

ORDER CUSTOM, PLAGIARISM-FREE PAPER

PLACEMENT OPTIONS IN ADAPTED PHYSICAL EDUCATION The following continuum of placement options provides the student with special needs the opportunity to receive instruction in the least restrictive environment. Continuum of Services Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Regular Physical Education (RPE) RPE with APE consultation APE direct services in RPE Part-time APE / Part-time RPE Reverse Mainstreaming Self-contained APE Level 1 Regular Physical Education  Student attends regular PE with peers  No APE services are necessary for students success in this setting  Regular PE teacher feels comfortable working with student(s) with disabilities with no ongoing staff support  Student(s) with disabilities can make necessary accommodations on their own Level 2 Regular PE with APE Consultation  Student attends regular PE with peers

 APE consults with staff to monitor student progress and address regular PE concerns regarding possible curriculum / activity modifications, behavior management techniques, and communication skills and/or assessing student skills  No direct assistance needed for the student Level 3 Adapted PE Direct Service in Regular PE

 Support personnel assist the student  APE teacher may engage in team teaching once or twice a week with the regular PE teacher or may provide one on one assistance to the student  APE teacher is responsible for training the support personnel Level 4 Part-time Adapted PE and Part-time Regular PE  Student may attend regular PE when he/she can participate safely and successfully in certain units of instruction while receiving APE instruction during units which he/she cannot safely or successfully participate  May use flexible of fixed schedule with reverse mainstreaming Level 5 Reverse Mainstreaming  Student participates in APE with assistance from non-disabled peer tutors or partners

 Students with disabilities from schools go to regular schools for RPE  Students without disabilities come to the special education school  Students with and without disabilities meet at a community-based recreation facility Level 6 Self-contained Adapted PE  APE provided at the school at which the student is enrolled by the APE teacher  APE provided by legally identified personnel at the school in which the student is enrolled. Consulting or monitoring services are provided by the APE.  Amount of APE instructional time is decided by the ARD Committee