Iowa Physical Education Guidelines for Students Receiving Special Education.

Overview & Synopsis

This resource guide is intended to aid in the development of physical education programs to meet the motor, social, and recreational needs of students with disabilities. Two brief chapters on legislation review federal regulations, Iowa law, and Iowa rules for special education and special education administration. Next, the four steps in programming procedures are discussed: (1) pre-evaluation, (2) formal assessment, (3) individualized education program development, and (4) student placement in program options. The roles of the following personnel in the physical education program are then briefly considered: regular physical education teacher, adapted or special physical education teacher, superintendent, principal, local education agency special education coordinator, physical education department chairperson/curriculum director, physician, occupational therapist and physical therapist, school nurse, parent, teacher associate, peer partners and/or volunteers, area education agency support staff, and student. The last chapter addresses program enhancement, including utilization of support individuals, integration into regular physical education, medical and safety considerations, transition, grading, and long-range goals. Nine appendices provide various Iowa forms, guidelines, definitions, and samples. (DB)