Adapted PE
Category: Laws/Policies

I am very concerned our school district will drop adapted physical education during the middle school years. My son has mild autism and does not feel comfortable playing sports. He is not very coordinated and has low self-esteem in this area.

Last year, our school district discontinued physical therapy. My son is now transitioning to middle school and I have concerns. It is written in his IEP that he is entitled to receive APE. Can you give me concrete reasons why APE is important to child with autism transitioning to a new school.

Thank you for letting us know about your son's situation regarding his Adapted Physical Education. First and foremost he has the right to physical education in the Least Restrictive Environment (LRE). The LRE is determined by the IEP team members who should take into consideration his present level of performance (based upon sound assessment and post evaluation of the existing program).

In addition, they should review the general PE curriculum for the middle school he is transitioning to in order to determine "best fit" or if it is the LRE for him. Since he no longer requires PT services but his IEP continues to read that Adapted PE be provided, I would suggest you find out what the Adapted PE teacher recommends regarding his placement. But to answer your specific question regarding "reasons why" a young man with autism might continue APE services when transitioning to a new situation... well there could be many.

Of greatest important is his motor ability and current present level of performance as assessed against his non-disabled peers using some type of motor assessment tool (e.g. Test of Gross motor Development 2, etc.) - results from a normative assessment tool could provide the evidence you are seeking regarding why APE should continue - however - there are many children in general PE who may feel or even demonstrate a lack of coordination and low self esteem and not qualify for APE services yet the general PE teacher is responsible for their development and SHOULD provide appropriate individual modifications to ensure success. However - we both know that does not always happen.

So beyond assessment results - I would advocate for a period of time for observation during transition as the literature suggests that many children who demonstrate characteristics of autism across the full spectrum frequently have difficulty with change. Again - evaluating past performance and past programs are critical for knowing what to do next. In many schools, APE and PE are often on a split schedule so that the child receives the same amount of PE as does his non disabled peers (often a minute requirement for PE in the state e.g. 120 min K-3 and 90 min 4-12 in NY) AND in addition to PE he receives additional minutes per week (e.g. 30-45 min) to help ameliorate any additional delays or deficits (poor coordination) he demonstrates - especially if PT is no longer available. So - there are many options here - APE can push in to General PE - or it can be separate depending on the unit

Last modified date: 9/14/2010

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