Ch. 5: Assessment to Facilitate Successful Inclusion

Ch. 5: Assessment to Facilitate Successful Inclusion

KIN 579: Inclusive Practices in P.E.Drew Miller Ch. 5: Assessment to Facilitate Successful Inclusion

1ObjectivesAnalyze the ecological approach to assessment vs. traditional assessmentIdentify and explain the six phases of the ecological assessment process

2Link to YouTube PresentationThis presentation deals with information from Chapter 5 of our textbook which is pages 77-110. http://youtu.be/okLAGCkUEgM

3AssessmentAll programming should be tied to ecologically relevant assessment data = skills child needs to be successful in his/her future environmentShould be sensitive to interests of:-Child-even peers-ParentsWITHOUT = decisions are made on irrelevant information/assumptions = inappropriate PE program

4Assessment Cont.CRITICAL, yet often MISUSED part of programAccording to IDEA 2004 = part of the IEP process must include assessing all students with disabilities to determine their present level of performanceUsed by team to make informed decisions:Types/intensities of servicesInstructional plansSupportLR placements

5Legality of Assessment in P.E.Regulations by IDEA 2004: describe individualized procedures for assessment and decision making, use of teams rather than one person, and role of parentshttp://idea.ed.gov/explore/home

6Traditional Approach to Assessment in APEClassification, Development of IEP, Placement, InstructionNOT ecological approach

7ClassificationDetermine if APE is neededSome districts = qualify if they have a particular diagnosisStudents with learning disabilities may have motor learning impairmentsStandardized tests: students scores are compared to other students test scoresMany states use set criteria of standardized tests = determine APEBelow 30th percentile or below 50th percentile8BOTBOT or Bruininks-Oseretsky Test of Motor Proficiency = most commonUsed to measure specific motor abilities of kids aged 4.5-14.5Ecologically relevant? Will a student who performs at 20th percentile have difficulty in GPE?Same with Physical Fitness Best Test

9Developing IEPAlready determined need for special servicesImportant = IEP guides specific activities for yearTraditional = bottom up = standardized testsFailed test areas = become objectives and focus of IEPMostly irrelevant = should be focused on skills needed for GPE or real life situations

10PlacementQualified for services, has IEP, next step is where?IDEA 2004 mandates Least Restrictive EnvironmentStudents with disabilities must be educated with peers without disabilitiesSeparate PE should only occur when GPE cannot be satisfactorily achieved with the use of aids and servicesGoal = GPE. Assessments to determine how much support is needed

11Placement cont.Most often = decisions either/or. General PE with no support or separate PE.Decisions tend to focus on placement options rather than supportDomino effect. Classification IEP Placement

12InstructionMost relevant part of assessmentHow do we reach the goals of IEP?Usually based on standardized test scores

13Checking for UnderstandingWhat are the negative aspects associated with traditional APE assessment? Brainstorm as many as you can.

14Ecological Approachtop downReal world approachIdentify future and current recreation environmentsIdentify skills needed for these environmentsThis approach is broken down into Six PhasesFigure 5.2 pg. 83

15Six Interrelated PhasesWho do we teach (who qualifies for APE)?What do we teach (long term plan, goals, obj.)?How do we teach it (instructional planning)?Where do we teach it (placement decisions)?Who will teach it (support needs)?How effective is our program (evaluation)?

16What Do We Teach?Difficult taskSchool usually does not have a recommended assessment tool or criteria to determineUsually up to GPE teacher/APE teacherECOLOGICALLY RELEVANT!Elementary: motor skills, fitness, behavior/social skillsMiddle/HS: sport skills, fitness, behaviors/social skills

17Who Qualifies?Must have significant impairments in ecologically relevant motor/sport skills and behavior/social skills.Assessment figure 5.3 pg. 85Compare child's motor skill development to his peers w/out disabilitiesKey = Is there a significant impairment that keeps student from participating in GPE?

18What Do We Teach?Can't teach everything!TARGET KEY SKILLSWhat skills are critical in student's present/future environments?Develop vision = dream for childTarget Specific Goals/Objectives: What is important in student's life? Also ask parents.Student's ability level is not the focus at this point in assessment process

19What Do We Teach? Cont.Determine Present Level of PerformanceDon't assess all motor patters = just critical skills related to relevant activitiesQualitative (how well skill is performed) and Quantitative (how far, how many, how fast)

20Developing IEPHave targeted specific activities and know present level of performance time to formulate long term goals and short term instructional objectivesFigure 5.10 pg. 94

21How Do We Teach?Does the student know the correct components of the skill and just need instruction/feedback?Knows the components of skill but cannot perform because of motor/sensory impairments?Most likely needs supplemental instruction and practice

22Checking for UnderstandingWhat are two positives of using the Ecological Approach vs. the traditional approach to assessment?What are the three phases of the ecological assessment model we have discussed so far?

23Instructional ModificationsTeaching styleClass formatsHow to present material to studentINCLUSION! = Different students need different levels of instructionFigure 5.12 pg. 96

24CommunicationHow are we going to communicate with student?Meet with speech therapistFigure 5.13 pg. 97How do the students respond to:Verbal cuesGesturesDemonstrationEnvironmental cuesPhysical assistance25Alternate Ways to Perform SkillsBreaking down might not be enough = some students may not be able to performProvide alternate ways for students to perform

26Curricular AdaptationsCurricular adaption or equipment adaption?Most students should be given every opportunity to learn skills without modifications or special equipmentSome adaptations can be used temporarily to motivate or assist

27Checking for UnderstandingThink of an equipment modification one might use in APE. What are possible positive and negative effects on the individual from using modified equip?

28Where Do We Teach It?Decisions based on skills that are needed in present and future environmentsHow well student performs in GPE?What skills can be done independentlyWhat skills need assistanceWhat skills need modifications

29Who Will Teach It?How much support is needed? Who will provide this support?May perform fine in GPESome may need support from: peers, volunteers, TA's, specialists.Important to have PE teacher and peers who have knowledge about student being included and ways to includeMost cases: peer tutors/volunteers for minor disabilities; specialists for more severeSpecialist can train peers

30Evaluating the ProgramCritical to determining if student is making progress towards his/her targeted goalsOngoing evaluation discovers problemsIf not conducted at all or just at end of unit, student might be working on skills incorrectlyCan talk to student/parents/peers = perception of programREEVALUATE Present Level of Performance

31Checking for UnderstandingWhat are the six phases of the Ecological Assessment Model? How are they all interrelated?Which phase do you think will be the most challenging for YOU and why?

32SummaryAssessment is a critical aspect of PE, but often is misused.Ecological Model of assessment provides specific information that is relevant to teaching students with disabilitiesFormal assessments should be used whenever a programmatic decision is made to ensure that the student is receiving the most appropriate program possible

33Block, M.E. (2006). A teacher's guide to including students with disabilities in general physical education. (3rd ed.). Baltimore, MD: Paul H. Brooks Publishing Co.Thank you for your attention and I look forward to answering your questions!

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