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Kids With Disabilities Need P.E. Too

Kids With Disabilities Need P.E. Too

A 2010 survey by the US Department of Health and Human Services found that fewer than 25 percent of children have at least 60 minutes of daily physical activity. The situation is even worse for children with disabilities: The President’s Council on Physical Fitness and Sports Research has found that physical activity is 4.5 times lower for children with disabilities than for child without them. While 29 percent of children with disabilities or long-term health problems have physical education classes five days a week (34 percent of children without disabilities do) — and while P.E. is often the only general education class that many children with disabilities take on a regular basis — P.E. is often an afterthought for children with disabilities.

2010 report from the Government Accountability Office found that the the education department offers “little information or guidance on P.E. or extracurricular athletics for students with disabilities, and some states and districts GAO interviewed said more would be useful.” Too often, the kinds of accommodations a child with disabilities might need are not spelled out in their IEP. Some students might require special equipment or need to participate on a soft surface that is not wood chips or sand (both inappropriate for a student in a wheelchair). Trained staff is also an issue. Some  states require a supplemental adapted PE license for teachers to qualify to teach adapted physical education (A.P.E.) but others do not.

In light of all this, the Education Department issued some guidelines in August:

  • Accessibility: considering accommodations in the physical environment and in its safety and security.
  • Equipment: modifying equipment or making specialized equipment available; using equipment including a treadmill and also a Wii, Xbox or PlayStation.
  • Preparing personnel: training teachers and staff about disabilities and teaching children with them.
  • Managing behavior: training teachers and staff about about strategies such as positive behavior supports and other techniques for addressing behavior issues, and about why such behaviors may occur (i.e., not because a child is being “bad” but because of challenges in communication, for instance).

Following the provisions of the Individuals with Disabilities Education Act (IDEA), the Education Department says that students with disabilities should be able to participate with students without disabilities to the “maximum extent” possible. Also, the guidelines recommend creating a P.E. curriculum for students with disabilities that focuses on fitness and socialization.

The guidelines from the Department of Education are a good start. It can’t be emphasized enough that children with disabilities are constantly shortchanged regarding physical education. My 14-year-old son Charlie loves riding his bike and running and takes pride in these; currently these are strictly out-of-school activities that he does with my husband and me. At the county autism program in New Jersey that Charlie attends, he has A.P.E. three times week and opportunities for physical activity (walking, usually) throughout his school day. All this regular physical activity not only helps him focus but also has played a key role in him succeeding at school, by teaching him that asking for a walk is a good way to self-calm when he’s anxious and feeling frustrated; by teaching him that there is a way for him to deal with being “on edge” that doesn’t involve yelling or knocking over items or something else inappropriate.

In another school, Charlie only had P.E. once a week, at 1:30 pm on Fridays. The teacher’s qualifications for teaching students with disabilities were that she had a sibling with a disability; she was certainly sympathetic, but not adequately trained. At a public middle school program, Charlie did have gym everyday, at 8:30 am. Bbt because the physical activity wasn’t integrated into his school day, as it is at his current school, its effects were limited.

School programs need to recognize the essential role physical activity and P.E. play in the educating of children with disabilities, in terms of developing lifelong habits of good fitness and opportunities for socialization. Educators need to acknowledge that P.E. is not a secondary concern but just as important as other skills and that it can even enhance a student’s learning.

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66 comments

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1:48PM PDT on Apr 24, 2012

I didn't have to take PE class after I became unable to do so. But in my senior year of high school, I had to take a PE class. Of all the schools I had been in, this was in the highest income area. They actually had a work out room with work out equipment. I loved it! No sports, competition or yelling. Just working out as hard as I could. If I had the $$, I would join a gym right now.

6:40AM PST on Dec 4, 2011

Thanks.

11:12PM PST on Nov 10, 2011

They need recreation therapy, it is listed as one of 10 related services under IDEA. The reason they don't in most cases is because the school nor the parent knows about it, because it is not typically billed to a funding source. However special ed is based on FAPE a free and appropriate public education. Recreation therapy would solve this problem in a "heartbeat". I know because I was the first Recreation therapist in a public school in my state.

PE is great, but it does not address the need for kids with disabilities.

12:12PM PDT on Oct 23, 2011

It has to do with money and could be activated by therapists and special P.E. classes.

5:38AM PDT on Oct 23, 2011

I got to take an extra art class because of my doctor note saying my socioloisis did not mesh well with standerd PE. you know, if you cannot strech right, or do this or that, they fail you. I got an extra class because they didn't know what to do with me. before then I used to just walk around the school.

then I got an extra study hall, or would hang out in the "Talented and gifted" room.

Then one year I got special gym, where I walked, and worked on hand strength and used this hand held maze thing that had a washer.

HS had another gym where we had some archery and walking. A very very fat boy kept making fun of me saying I had no problems and didn't deserve to be there(but these other students were just failure derelicts). Hurr durr. My breathing is shit, my spine is fused and NF, that equals "i am fine enough to do real gym".

or does real gym have compassion if you cannot do the athletics well? I'm glad though, I don't want to touch and dance with strangers. You have to do square dancing in HS gym.
or would climbing the rope in 5th grade had made me strong?

3:56PM PDT on Oct 18, 2011

"Physical fitness is not only one of the most important keys to a healthy body, it is the basis of dynamic and creative intellectual activity." ~ John F. Kennedy.

7:09AM PDT on Oct 18, 2011

P. E. is for everyone!

6:26AM PDT on Oct 18, 2011

I agree, PE is important for everyone, and I'm sure there would be less problems in the classroom if students had time outside, and even inside, being physically active.

9:38PM PDT on Oct 17, 2011

How confident is everyone that the staff *will* be properly trained? I can barely walk now because of high school PE class - because of my bone structure I've since been told I should never have done high impact exercises in my life. The exercises I was forced to do back then caused me permanent injury.

In these days of budget cuts, I have absolutely no confidence that staff will be trained in all the different permutations of what can cause permanent injury and how to screen students appropriately.

6:18PM PDT on Oct 17, 2011

that's good that they get their P.E. because idleness can only make them worse athletes and players in real life.

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