Ted Talk

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Jordyn Jarr & Chelsey Sandt

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10/10/2023

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Chelsey Sandt

• 8th year of teaching
• Undergrad in health and physical education with DAPE minor
• Masters in Special Education, physical and health disabilities emphasis (2022)
• DAPE teacher for MVED programs (level III & IV)
• Physical and health disabilities consultant (St. Clair, Lake Crystal, Maple River, Nicollet, and St. Peter)

Jordyn Jarr

• 6th year of teaching
• Undergrad in Health and Physical Education with DAPE minor
• St. Peter Public Schools DAPE teacher (grades K-8)

Goal of Ted Talk

• What is DAPE
• Legislation
• Red flags in the PE setting and classroom
• Minnesota physical education (PE) standards
• DAPE criteria/eligibility
• How to help students who are struggling in PE
• DAPE screener

-What is DAPE?-

Developmental Adapted Physical Education

• 3-21 (soon 22) teaching license
• Specially designed physical education instruction and services for individuals with disabilities who have a substantial delay or disorders in physical development
• These activities help the body’s muscles and nervous system develop in a way that sustains long-term health and well-being

GOAL:

Develop lifetime skills in physical fitness, motor fitness, fundamental motor skills & patterns, skills in aquatics, dance, and individual & group games/sports/recreation.

Develop increased social independence, physical well-being, emotional stability and problem solving abilities.

-Legislation-

• Individuals with Disabilities Education Act (IDEA)
• A law that makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children.
• Established person-first language
• Continues to include the curriculum content area of physical education
• All students, including students with disabilities, are required to participate in physical education instruction.
• General PE, DAPE, OR Phy-Ed in separate facility

-More Legislation-

Sec. 300.108 Physical Education

• Physical education services, specially designed if necessary, must be made available to every child with a disability receiving FAPE
• Each child with a disability must be afforded the opportunity to participate in the regular physical education program available to nondisabled children UNLESS:
• The child is enrolled full time in a separate facility

OR

• The child needs specially designed physical education, as prescribed in the child’s IEP.
• DAPE

When DAPE is considered…

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• Student isn’t going to PE
• Struggles to enter gym
• Running
• Interpersonal concerns
• Behavioral concerns
• Difficulty following directions
• Concerns with development in gross motor skills
• Poor balance
• Not able to use both sides of the body (together and at different times)
• Not meeting state PE standards
• Physical limitations due to diagnosis
• Any diagnosis which inhibits their ability to make progress like their same aged peers
• Already has an IEP

Minnesota K-12 Academic Standards in Physical Education

1. Demonstrate competency in a variety of motor skills and movement patterns.

2. Apply knowledge of concepts, principles, strategies and tactics to movement and performance.

3. Demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

4. Exhibit responsible personal and social behavior that respects self and others.

5. Recognize the value of physical activity for health, enjoyment, challenge, self-expression, and social interaction.

Students in DAPE:

The whole student (physical, social, emotional, cognitive) is considered when developing programs for students who qualify for DAPE.

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Standard 4

• If a student has no gross motor concerns, but struggles with social/emotional skills, DAPE may need to be a part of the IEP team at an indirect level at a minimum to make sure that the student’s needs are being met while in PE
• Equipment and modifications needed for full participation = DAPE service
• It’s up to the DAPE teacher to choose assessment materials accordingly

Red Flags in the Classroom

• Student can’t cross the midline
• Stumbles or loses balance easily
• Body awareness/boundaries
• Struggles with unstructured tasks
• Sensitivity to stimuli
• Social/interpersonal skill needs

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How can you help students in PE who don’t have DAPE yet?

1. Implement behavior management strategies across settings
1. Visual schedules, reward systems, para support, breaks etc.
2. Use the same language
• First/Then, Work First/Then Break etc.
3. Implement the same social skills curriculum for phy-ed
• Asking for help, sharing, asking people to play/be their partners, winning/losing games etc.
4. Social Stories
• Provide expectations and visuals for students prior to physical education starting.
• Prepare student for upcoming unit and/or skills

Prior to Planning Meeting Checklist

1. Look at the student’s day as a whole to gather information
1. What times of day is the student struggling? (Physical behaviors, refusals, avoidance etc.)
2. If a student is struggling with ANY specialists/electives and unstructured times (recess, free play, station work/group games) then we need to take next steps.
2. Look at current and past grades in physical education
• The grade is helpful, but it will not be the deciding factor
1. Varied Grading Scales - Every teacher has a different grading scale
1. Standards Based
2. Informal/Personal
3. Gather information on the student
• DAPE Screener for Physical Education Teachers

Service Models

Not ‘one size fits all’

• 1-1
• Small group without Para support
• 2-3 students
• Small group with Para support
• 3-7 students
• Physical education class (direct)
• Attends PE with student
• Physical education class (indirect)
• Consults with general PE teacher, paraprofessional, and case manager to make sure accommodations/modifications are in place for the student to be successful in PE.

Main Ideas

• Physical education (of some kind) is required for all students who are on IEPs
• If a student is not successful in physical education, it is up to the special education teams to determine the next steps
• DAPE screener is a tool to use before, during, and after evaluations

Questions?

csandt@mnved.org

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jjarr@stpeterschools.org

Resources:

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• DAPE Operational Guide
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