Connecting the GPE and APE Curricula for Students with Mild and Moderate Disabilities

• Published in: Journal of physical education, recreation & dance Vol. 82; no. 9; pp. 34 - 40
• Main Author: Kelly, Luke E.
• Format: Journal Article
• Language: English
• Published: Reston Taylor & Francis Group 01.11.2011; American Alliance for Health, Physical Education, Recreation and Dance; Taylor & Francis Ltd
• Subjects: Academic Accommodations (Disabilities); Alignment (Education); Change Strategies; Community Based Instruction (Disabilities); Comprehensive School Health Education; Disabilities; Disability; Educational Change; Educational Strategies; Grade 4; Individualized Education Programs; Individualized Instruction; Individuals with Disabilities Education Act; Integrated Curriculum; Physical Education; Physical education teachers; Skill Development; Skills; Soccer; Teaching Methods
• ISSN: 0730-3084; 2168-3816
• DOI: 10.1080/07303084.2011.10598691

Many physical educators today face the challenge of including students with mild and moderate disabilities in their general physical education (GPE) programs. While most GPE teachers are willing to modify their instructional methods and activities to accommodate students with disabilities, this may not be enough to adequately address the students' physical and motor needs. This article provides examples of how GPE teachers can evaluate the needs of students with disabilities in order to make appropriate accommodations within their GPE curriculum. These accommodations are designed to allow students not only to be included in GPE but to master the skills they will need to maintain an active and healthy lifestyle after graduation. The process presented also aligns with the requirements of the Individuals with Disabilities Education Act, and can be integrated into the students' individualized education program (IEP) and used to justify the placement in GPE as the least restrictive environment for these students. (Contains 3 figures and 1 table.)