Physical Education Least Restrictive Environment Continua Used in the United States

1995 ◽  
Vol 12 (2) ◽  
pp. 124-138 ◽  
Author(s):  
Jim Decker ◽  
Paul Jansma
Keyword(s):  
United States ◽  
Physical Education ◽  
Students With Disabilities ◽  
Least Restrictive Environment ◽  
The United States ◽  
Geographic Region ◽  
Adapted Physical Education ◽  
School Year ◽  
Regular Class ◽  
Restrictive Environment

For over 15 years it has been public policy to educate students with disabilities, to the maximum extent possible, in the least restrictive environment (LRE) alongside their peers without disabilities. However, scarce empirical data exist documenting nationwide efforts to comply with the LRE mandate. The purpose of this study was to determine what types of LRE continua are in use in physical education throughout the United States. Subjects were physical education personnel in 452 schools throughout the United States. Data were collected regarding the usage of physical education LRE placement continua across enrollment level, grade range, metro status, and geographic region. Results indicate that while numerous (N = 26) physical education LRE continua were used during the 1988-89 school year, in most cases students with disabilities received physical education in a regular class setting with little or no access to adapted physical education. These results indicate that the utility of traditional physical education LRE placement continua may be suspect.

Special Education Placement: Is it What You Know or Where You Live?

1989 ◽  
Vol 55 (5) ◽  
pp. 459-462 ◽  
Author(s):  
Howard P. Blackman
Keyword(s):  
Students With Disabilities ◽  
Least Restrictive Environment ◽  
Public Law ◽  
Regular Classroom ◽  
School Buildings ◽  
Special Education Placement ◽  
Regular School ◽  
Regular Class ◽  
Class Placement ◽  
Restrictive Environment

Danielson and Bellamy's article on federal data on segregated placement of students with disabilities (see pp. 448–455 of this issue) points out the failings in many situations to live up to the intent of Public Law 94–142, which clearly sets forth a presumption in favor of regular class placement in regular school buildings for children with disabilities. The need to eliminate geographic and funding restrictions to placement of students with disabilities in the least restrictive environment is stressed. Realistic but affirmative action and closer scrutiny of demonstration projects that have successfully integrated children with various disabilities into the regular classroom should be the focus of efforts.

The Prevalence-Based Need for Adapted Physical Education Teachers in the United States

2000 ◽  
Vol 17 (3) ◽  
pp. 297-309 ◽  
Author(s):  
Jiabei Zhang ◽  
Debra Berkey ◽  
Luke Kelly ◽  
Daniel Joseph ◽  
Shihui Chen
Keyword(s):  
United States ◽  
Public Schools ◽  
Physical Education ◽  
Student Teacher ◽  
The United States ◽  
Adapted Physical Education ◽  
Physical Education Teachers ◽  
Personnel Preparation ◽  
Policy Makers ◽  
The Public

The purpose was to develop a method for projecting the need for adapted physical education (APE) teachers in the public schools in the United States. This method was derived from a prevalence-based model—dividing the number of APE students enrolled by the APE student-teacher ratio and then subtracting the number of APE teachers hired. This model used the findings of Kelly and Gansneder (1998) that (a) 4% of the school population required APE services and (b) the overall national APE student-teacher ratio was 104:1. The results revealed a need for 22, 116 additional APE teachers nationwide as well as specific projections for each state. The prevalence-based projection method is recommended for policy makers at local, state, and national levels; for APE advocates; and for all concerned with APE personnel preparation and employment.

Adapted Physical Education Research Trends; 1970-1990

1986 ◽  
Vol 3 (2) ◽  
pp. 104-111 ◽  
Author(s):  
Geoffrey D. Broadhead
Keyword(s):  
Physical Education ◽  
Least Restrictive Environment ◽  
Adapted Physical Education ◽  
Future Research ◽  
Evaluation Of Performance ◽  
Dissemination Of Research ◽  
1960S And 1970S ◽  
The 1960S ◽  
Restrictive Environment

It may be that important happenings during the 1960s and 1970s have helped to bring about the increased amount of published research in adapted physical education (APE), Three major research thrusts were identified which advanced the APE knowledge base: the evaluation of performance, physical education in the least restrictive environment, and effective programming. Specific suggestions were made for improving the quality of future research, and for the dissemination of research results.

Fitness Data of Children with Ostomy: A Pilot Study

1990 ◽  
Vol 7 (3) ◽  
pp. 259-264
Author(s):  
E. William Vogler
Keyword(s):  
United States ◽  
Pilot Study ◽  
Physical Education ◽  
Education Program ◽  
Intestinal Tract ◽  
The United States ◽  
Adapted Physical Education ◽  
Waste Collection ◽  
Physical Fitness Test ◽  
Health Related

Twenty nine ostomy children (16 girls and 13 boys) with external openings in their urinary or intestinal tract for waste collection were assessed for fitness using the Health Related Physical Fitness test. The children, as a group, were discovered to be only in the 20th percentile in overall fitness when compared to the norm in the United States. Using guidelines established by the American Alliance for Health, Physical Education, Recreation and Dance, all 29 children were identified as candidates for an individualized adapted physical education program.

Least Restrictive Environment and the Education of Children with Disabilities

2019 ◽  
Author(s):  
Mark C. Weber
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Least Restrictive Environment ◽  
The United States ◽  
Special Education Law ◽  
Disabilities Education Act ◽  
Education Act ◽  
Restrictive Environment ◽  
Appropriate Education

This chapter discusses the obligation in the federal special education law to provide education to children with disabilities in the least restrictive environment. It describes the relevant statutory and regulatory provisions and the prominent cases, and explores ongoing scholarly controversies about the least restrictive environment requirement and its application. The chapter observes that disputes over the least restrictive environment for a given child are often disputes over the range of accommodations and services that the schools must provide so that appropriate education of a child with disabilities may be achieved without separating the child from peers who do not have disabilities. Both the text and the judicial interpretations of the Individuals with Disabilities Education Act operate in such a way that the negative command to not segregate students with disabilities becomes a positive command to afford services to make inclusive education work. The chapter concludes by briefly comparing the developments in the United States with those in other countries.

Least Restrictive Environment Programming for Individuals with Hearing Impairments: A Response to Butterfield

1993 ◽  
Vol 10 (1) ◽  
pp. 1-7 ◽  
Author(s):  
Jim Decker
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Least Restrictive Environment ◽  
Hearing Impairments ◽  
Supportive Services ◽  
Deaf Students ◽  
Cultural Foundations ◽  
Regular Class ◽  
Class Placement ◽  
Restrictive Environment

This paper is in response to the article recently publishedin Adapted Physical Activity Quarterly entitled “Physical Education and Sport for the Deaf: Rethinking the Least Restrictive Environment” (Butterfield, 1991). Dr. Butterfield maintained that regular class placement of deaf students is inappropriate whereas such placements lack (a) cultural foundations unique to deaf individuals and essentials for their optimal development and (b) appropriate supportive services vital for the education of such students. In response, the present paper (a) delineates terminology frequently applied to individuals with hearing impairments and (b) maintains that failures of least restrictive environment placement are failures of implementation rather than of conception. Specifically, it is hypothesized taht lack of estabilished supportive services for students with hearing impairments may be traced, in part, to rejection of the least restrictive environment concept by such students and their parents/guardians. This paper contends that individuals with hearing impairments have much more to gain than to lose from increasing ties to the hearing world, particularly in educational settings.

Teaching Self-Protection to Students With Disabilities

2021 ◽  
pp. 004005992110383
Author(s):  
Rhyanne Hartwig ◽  
Brock McMullen
Keyword(s):  
United States ◽  
Physical Education ◽  
Sexual Assault ◽  
Students With Disabilities ◽  
The United States ◽  
Physical Education Teachers ◽  
Individuals With Disabilities ◽  
Potential Strategy ◽  
K 12 ◽  
Self Protection

The United States has made many advances in establishing a culture of acceptance and inclusivity for individuals with disabilities. Through best practices in K-12 education, students with disabilities are becoming more independent and empowered, however, there are many potential risks students with disabilities face, especially in the area of sexual assault or abuse. Individuals with disabilities are three times as likely to be a victim of serious violent crimes than any other population in the United States. To protect these individuals and to help them protect themselves, a potential strategy is to implement a self-protection unit in their physical education. A self-protection unit will teach students four areas of knowledge: awareness, prevention, escape, and recovery. The purpose of this paper is to educate physical education teachers on the incidence of sexual assault and abuse of individuals with disabilities and how they can implement and teach self-protection skills to students with disabilities in physical education.

A Statewide Survey of Adapted Physical Education Service Delivery and Teacher In-Service Training

1995 ◽  
Vol 12 (3) ◽  
pp. 262-274 ◽  
Author(s):  
Judy Potter Chandler ◽  
J. Leon Greene
Keyword(s):  
Physical Education ◽  
Motor Development ◽  
Least Restrictive Environment ◽  
Adapted Physical Education ◽  
Curriculum Content ◽  
Perceived Needs ◽  
Health Related ◽  
Service Training ◽  
Disability Categories ◽  
Restrictive Environment

The purpose of the study was to examine student placements, use of least restrictive environment (LRE) options, teachers’ perceived needs, curriculum content, and activity options in regular physical education (RPE) and adapted physical education (APE) during a period of restructuring from segregated to LRE placements. The Integration Status Questionnaire (ISQ) was used to obtain data with a return rate of 37% among RPE teachers and 78% among APE teachers. Of the 1,627 students receiving APE, 714 were being served in self-contained settings, with no reliable data available as to disability categories of children served or other LRE options being used. The majority of teachers in both groups had received general in-service training for inclusion, but only 4% had received in-service training specific to physical education content. The examination of curriculum content indicated that RPE teachers spent the majority of teaching time on sport skills and traditional games while APE teachers concentrated on sensory motor development and health-related fitness.

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