Adapted Physical Education Most schools continued to avoid offering services
Definitions, History and Legislation for Change
Definition
Adapted physical education is physical education
designed to meet the needs of children with
disabilities. It is a service that children receive not the
placement. (Lieberman, 2010)
Adapted physical education programs are those that
have the same objectives as the regular physical
education program, but in which adjustments are made
in regular offerings to meet the needs and abilities of
exceptional students (Dunn, 1997)
Philosophy is Foundational
Based on your beliefs and values
 All individuals at all ages can benefit from physical
activity.
 All individuals can learn when adaptations are
incorporated into instruction
 All individuals deserved access to high-quality
instruction that enhances self-esteem and contributes
to a healthy lifestyle.
Historical Perspective
Physical Education followed the Medical Model
(1900-1950)
Students with disabilities did not participate in Physical
Education or they were placed in corrective physical
education, specifically students with physical disabilities.
Many students with cognitive or behavioral disabilities
were in institutions and participated in recreational
activities if physically able.
Moved from a medical model to a social model in
physical education
Medical model sees deficits, activity is to fix what
is wrong. The approach is low achievement
expectations. (Not going to get better)
Social model views acceptance of difference. Sees
ability to learn and improve. Looks for possibilities of
what can be.
Willowbrook State School Staten Island New York
1947-1987
A state-supported institution for children with
intellectual disabilities. The school was designed for
4,000, but by 1965 it had a population of 6,000. At the
time it was the biggest state-run institution for people with
mental disabilities in the United States.
Conditions and questionable medical practices and
experiments prompted Senator Robert Kennedy to call it
“snake pit”.
The Last Great Disgrace 1972
Public outcry led to its closure in 1987, and to
federal legislation protecting the disabled
Willowbrook The Last Great Disgrace 1972 by
Gerald Rivera
Video: Youtube
Elementary & Secondary Education Act 1965
Provided grants to state to initiate, expand and
improve educational programs for children with disabilities.
Created the Bureau of Education for the Handicapped
PL 93-112 Rehabilitation Act of 1973
Section 504. Reinforces the right of students with
disabilities to participate in physical education courses,
fitness assessment, interscholastic athletics, intramural or
club athletic.
If students cannot fully or safely participate
comparable opportunities must be offered.
Education for All Handicapped Children Act 1975 PL
94-142
First national law requiring free appropriate public
education (FAPE) to all students with disabilities age 3-
21.
The law includes that Physical Education is an
academic area (a direct service) and should be made
available to all students with disabilities through
appropriate assessment,programs occur in a least
restrictive environment (LRE).
Least Restrictive Environment for Physical Education
(LRE)
The first consideration for placement for children with
disabilities is that they are educated with typical children in
the General Physical Education program.
Unless:
The child needs specially designed physical
education as prescribed in the child’s
Individualized education program.
Education for All Handicapped Children Amendments
of 1986 PL 99-457
Required states to expand educational services to
children from birth to age 5. Developed and
implemented early intervention services for infants
and toddlers with disabilities.
Individuals with Disabilities Education Act (IDEA) 1990
PL 99-457
Replaced the term handicapped with disability.
Defined 13 categories of disabilities.
Physical Education is defined to include;
Physical and motor fitness, fundamental motor skills
and patterns and skills in aquatics, dance, and individual
and group games and sports (intramural and lifetime
sports).
American with Disabilities Act 1990 PL 101-336
Civil rights law that enforces the non-discrimination of
persons with disabilities.
 Public or private employment
 Public accommodations
 Public services and programs Transportation
 Telecommunications (TTD)
Individuals with Disabilities Education Act
Amendments of 1997 PL 105-17
Assures the right of all individuals with disabilities to
a free appropriate public education (FAPE).
 Age: Birth to 21 years
 Early intervention for infants to 2 years
 Preschool for ages 3-5
 Transitional plan for age 14 to vocational training.
 School accessibility
Shifts focus from opportunity to meaningful learning
that can be measured.
  It is also envisioned that the child with special needs
Requires progress reports for children with disabilities will get full parental and community support for
that are the same as those for children without disabilities. his/her education without discrimination of any kind.
This special child should also be provided with a
Reinforces that special education is not a place, “healthy environment along with leisure and
rather a set of services to support the needs of children recreation and social security measures” (Department
with disabilities to succeed in the general education of Education Handbook on Inclusive Education,
classroom. 2000).

Individuals with Disabilities Education Improvement Vision, Policy, Goal and Objectives of Special
Act (IDEIA) of 2004 PL 108-446 Education
Students with disabilities have access to general
curriculum including Health and Physical Education  The policy on Inclusive Education for All is adopted in
regardless of placement. the Philippines to accelerate access to education
among children and youth with special needs.
Disability categories defined by IDEA Inclusive education forms an integral component of
the overall educational system that is committed to an
 Autism appropriate education for all children and youth with
 Deaf-blindness special needs.
 Deafness
 Developmental delay Goal
 Emotional disturbance
 Hearing impairment  The Special Education Programs of the Department
 Intellectual disability of Education all over the country is to provide children
 Multiple disabilities with special needs appropriate educational services
 Orthopedic impairment within the mainstream of basic education. The two –
 Other health impairment pronged goal includes the development of key
 Specific learning disability strategies on legislation, human resource
 Speech or language impairment development, family involvement and active
 Traumatic brain injury participation of government and non-government
 Visual impairment including blindness organizations. Likewise, there are major issues to
address on attitudinal barriers of the general public
Continuum of Physical Education Placement based on and effort towards the institutionalization and
the student’s needs. sustainability of special education programs and
services.
 Full time General Physical Education,(GPE) no
modifications needed Objectives of Special Education
 GPE with adaptations
 GPE with in class support by APE specialist, 1. Provide a flexible and individualized support system
paraeducator and/or peer. for children and youth with special needs in a regular
 Part time APE and Part Time GPE class environment in schools nearest the student’s
 Reverse Inclusion home,
 Self-contained APE with a whole class or an 2. Provide support services, vocational programs and
individual session. In Home or Separate school Home work training, employment opportunities for efficient
school or Hospital setting community participation and independent living,
3. Implement a life-long curriculum to include
Attributes of a Physical Education Teacher intervention and parent education, basic education
Teachers who teach students with disabilities need to be: and transition programs on vocational training or
 Accepting of Individual Differences preparation for college, and
 Creative 4. Make available an array of educational programs and
 Organized services: the Special Education Center built on “a
 Patient school within a school concept” as the resource
 Supportive and Caring center for children and youth with special needs;
 Responsible inclusive education in regular schools, special and
 Flexible residential schools, homebound instruction, hospital
instruction and community-based programs;
alternative modes of service delivery to reach the
CHAPTER I disadvantaged children in far-flung towns, depressed
VISION, POLICY, GOAL AND OBJECTIVES OF areas and underserved barangays.
SPECIAL EDUCATION
The Legal Bases of Special Education
Vision for Children with Special Needs
 The first legal basis of the care and protection of
 The Department of Education clearly states its vision children with disabilities was enacted in 1935.
for children with special needs in consonance with  Articles 356 and 259 of Commonwealth Act No.
the philosophy of inclusive education, thus: 3203 asserted “the right of every child to live in an
 “The State, community and family hold a atmosphere conducive to his/her physical, moral and
common vision for the Filipino child with special intellectual development” and concomitant duty of the
needs. By the 21st century, it is envisioned that government “to promote the full growth of the
he/she could be adequately provided with basic faculties of every child.”
education. This education should fully realize his/her  Republic Act No. 3562. “An Act to promote the
potentials for development and productivity as well as Education of the Blind in the Philippines” on June
being capable of self-expression of his/her rights in 21, 1963 provided for the formal training of special
society. More importantly, he/she is God-loving and education teachers of blind children at the Philippines
proud of being a Filipino.
 Normal College, the rehabilitation of the Philippine
National School for the Blind (PNSB) and the
establishment of the Philippine Printing House for
the Blind.
 Republic Act No. 5250. “An Act Establishing a
Ten-Year Teacher Training Program for Teachers
of Special and Exceptional Children” was signed
into law in 1968. The law provided for the formal
training of teachers for deaf, hard -of –hearing,
speech handicapped, socially and emotionally
disturbed, mentally retarded and gifted children and
youth at the Philippine Normal College and the
University of the Philippines.
 The 1973 Constitution of the Philippines, the
fundamental law of the land, explicitly stated in
Section 8, Article XV the provision of “a complete,
adequate and integrated system of education
relevant to the goals of national development.”
 In 1975, Presidential Decree No. 603, otherwise
known as the Child and Youth Welfare Code was
enacted. Article 3 on the Rights of the Child
provides among others that “the emotionally
disturbed or socially maladjusted child shall be
treated with sympathy and understanding and shall
be given the education and care required by his
particular condition.” Equally important is Article 74
which provides for the creation of special
classes.
 In 1978, Presidential Decree No. 1509 created the
National Commission Concerning Disabled Persons
(NCCDP). It was renamed as National Council for the
Welfare of Disabled Persons (NCWDP).
 The Education Act of 1982 or Batas Pambansa
Bilang 232 states that “the state shall promote the
right of every individual to relevant quality education
regardless of sex, age, breed, socioeconomic status,
physical and mental condition, social and ethnic
origin, political and other affiliations. The state shall
therefore promote and maintain equality of access
to education as well as enjoyment of the benefits
of education by all its citizens.”
 Section 24 “Special Education Services” recognize its
responsibility to provide, within the context of the
formal education system services to meet special
needs of the clientele.
 General Provisions of this Act which include “special
education, the education of persons who are
physically, mentally, emotionally, socially, culturally
different from the so-called “normal individuals that
they require modification of school practices/services
to develop to their maximum capacity.”
 In 1983, Batas Pambansa Bilang 344 was enacted.
The Accessibility Law, “An Act to Enhance the
Mobility of Disabled Persons” requires cars, buildings,
institutions, establishments and public utilities to
install facilities and other devices for persons with
disabilities.
 The 1987 Constitution of the Philippines cites the
rights of exceptional children to education in
 Article XIV. Section 1 declares that the State shall
protect and promote the right of all the citizens to
quality education at all levels and shall take
appropriate steps to make education accessible to all.
 Section 2 emphasizes that “the State shall provide
adult citizens, the disabled and out-of-school youth
with training in civics, vocational efficiency and other
skills.”
 In 1989, R.A. No. 6759 was enacted. The law
declared August 1 of each year as “White Cane
Safety Day in the Philippines.” Blind persons use
the cane in travelling.
 In 1992, R.A. No. 7610 was enacted. The law is “AN
ACT providing for Strong Deterrence and Special
Protection Against Child Abuse, Exploitation and
Discrimination, Providing Penalties for Its Violation
and Other Purposes.”
 In the year 2000, Presidential Proclamation No. 361
set new dates for the National Disability Prevention
and Rehabilitation (NDPR) Week Celebration on the
third week of July every year which shall culminate on
the birth of the Sublime Paralytic Apolinario Mabini.
 The year 2004 ushered in a landmark legislation
spearheaded by the Department of Health. Republic
Act No. 9288 otherwise known as “The New born
Screening Act of 2004” is based on the premise that
a child which may have disabilities could have been
normal. Newborn screening is a blood test wherein a
blood sample will be taken from the heel of the child.
ADAPTED PHYSICAL EDUCATION
Adapted physical education (APE) is a specialized
program designed to cater to the individual needs of
students with disabilities. It focuses on modifying activities
and exercises to ensure that everyone, regardless of their
physical or cognitive abilities, can participate in physical
education and sports. In simple terms, it's about making
sure everyone gets to enjoy and benefit from physical
activity, no matter their limitations..
PHILOSOPHY OF ADAPTED PHYSICAL EDUCATION
All individuals at all ages can benefit from physical activity
in many goal areas in all three domains.
-All individuals at all ages can learn when adaptations are
incorporated into instruction.
-All individuals at all ages deserve access to high
quality physical education.
-All individuals at all ages deserve access to recreational
and competitive sports, dance, and aquatics activities
PURPOSE OF APE
 To promote the development of physical and motor
skills, fundamental motor skills and patterns, skills in
aquatics, dance, and more.
OBJECTIVES OF APE
 To cater to the special needs of children and to
promote healthy living. It has several advantages,
especially for disabled students.
THE BENEFITS INCLUDE.…
1. Building strong bones for lifelong resistance to injury.
2. Building strong muscles to safely support bones and
joints.
3. Improving the health and strength of the heart, lungs,
and blood vessels
CURRENT TRENDS AND CONCEPTS
 Integration of technology
 Use of inclusive equipment
 Person centered approaches
 Inclusion and collaboration
 Hollistic approach to health and wealness
ADAPTED PHYSICAL EDUCATION STANDARDS
Refers to a set of guidelines and expectations that outline
the knowledge, skills, and practices required for
professionals in the field.
1. Assessment and Evaluation
2. Individualized instructions
3. Adaptation and Modification
4. Individualized goal setting
5. Assistive technology integration
6. Inclusive participation
Common disabilities
Definition of disability
A disability refers to any physical or mental condition that
significantly limits a person's ability to perform certain
tasks, interact with others, or participate fully in everyday
activities. Disabilities can vary widely in their nature and
severity, ranging from physical impairments such as
mobility limitations or visual or hearing impairments to
cognitive or developmental disabilities affecting learning,
communication, or social skills.
Define and describe different types of disabilities
1. Autism Spectrum Disorder (ASD): ASD is a
developmental disability significantly affecting verbal
and nonverbal communication and social interaction,
generally evident before age three. It is often
characterized by repetitive behaviors and limited
interests.
2. Deaf-Blindness: Deaf-blindness refers to
concomitant hearing and visual impairments that
cause severe communication, developmental, and
educational needs, which adversely affect a child's
educational performance.
3. Deafness: Deafness refers to a hearing impairment
that is so severe that the child is unable to process
linguistic information through hearing, with or without
amplification.
4. Emotional Disturbance: Emotional disturbance
encompasses a condition exhibiting one or more of
the following characteristics over a long period and to
a marked degree that adversely affects educational
performance: (a) an inability to learn that cannot be
explained by intellectual, sensory, or health factors,
(b) an inability to build or maintain satisfactory
interpersonal relationships with peers and teachers,
(c) inappropriate types of behavior or feelings under
normal circumstances, (d) a general pervasive mood
of unhappiness or depression, or (e) a tendency to
develop physical symptoms or fears associated with
personal or school problems.
5. Hearing Impairment: Hearing impairment refers to
an impairment in hearing, whether permanent or
fluctuating, that adversely affects a child's
educational performance. Partial hearing loss refers
to a hearing impairment that results in a decrease in
hearing ability, which may fluctuate, and may
necessitate the use of hearing aids or other assistive
devices for communication.
6. Intellectual Disability: Intellectual disability involves
significant limitations in intellectual functioning and
adaptive behavior as expressed in conceptual, social,
and practical adaptive skills, typically manifested
before age 18.
7. Multiple Disabilities: Multiple disabilities refers to
concomitant impairments (such as intellectual
disability-blindness, intellectual disability-orthopedic
impairment, etc.), the combination of which causes
such severe educational needs that they cannot be
accommodated in special education programs solely
for one of the impairments.
8. Orthopedic Impairment: Orthopedic impairment
encompasses severe orthopedic impairments that
adversely affect a child's educational performance,
including impairments caused by congenital
anomalies, impairments resulting from diseases, and
impairments from other causes.
9. Other Health Impairment: Other health impairment
refers to having limited strength, vitality, or alertness,
including a heightened alertness to environmental
stimuli, that results in limited alertness with respect to
the educational environment, that is due to chronic or
acute health problems such as asthma, attention
deficit disorder, diabetes, epilepsy, a heart condition,
hemophilia, lead poisoning, leukemia, nephritis,
rheumatic fever, sickle cell anemia, and Tourette
syndrome.
10. Specific Learning Disability (SLD): SLD refers to a
disorder in one or more of the basic psychological
processes involved in understanding or using
language, spoken or written, that may manifest itself
in an imperfect ability to listen, think, speak, read,
write, spell, or perform mathematical calculations.
11. Speech or Language Impairment: Speech or
language impairment refers to a communication
disorder such as stuttering, impaired articulation, a
language impairment, or a voice impairment that
adversely affects a child's educational performance.
12. Traumatic Brain Injury (TBI): TBI refers to an
acquired injury to the brain caused by an external
physical force, resulting in total or partial functional
disability or psychosocial impairment, or both, that
adversely affects a child's educational performance.
13. Visual Impairment (Including Blindness): Visual
impairment, including blindness, refers to an
impairment in vision that, even with correction,
adversely affects a child's educational performance.
The term includes both partial sight and blindness.
Different method of Treatment
Treatment methods for disabilities vary widely depending
on the type and severity of the condition. Here are some
common treatment approaches used for different types of
disabilities:
1. **Medical Interventions:** Medical treatments may
include medications, surgeries, or other procedures aimed
at managing symptoms or addressing underlying
conditions associated with disabilities. For example,
individuals with physical disabilities may undergo
surgeries to improve mobility or receive medications to
manage pain or spasticity.
2. **Therapies:** Various therapies are utilized to address
functional limitations and improve quality of life for
individuals with disabilities. These may include:
- Physical therapy: Focuses on improving mobility,
strength, balance, and coordination through exercises,
stretches, and manual techniques.
- Occupational therapy: Helps individuals develop or
regain skills needed for daily living activities such as
dressing, eating, and writing, and may involve adaptive
equipment or modifications to the environment.
- Speech therapy: Addresses communication difficulties,
including speech and language disorders, by improving
articulation, language comprehension, and social
communication skills.
- Cognitive-behavioral therapy (CBT): Helps individuals
with psychiatric disabilities manage symptoms, cope with
stress, and develop healthier thought patterns and
behaviors.
3. **Assistive Technology:** Assistive devices and
technologies are designed to enhance independence and
accessibility for individuals with disabilities. Examples
include wheelchairs, hearing aids, communication
devices, screen readers, and adaptive software.
4. **Educational Interventions:** For children with
disabilities, specialized educational services and supports
are provided to meet their unique learning needs. This
may involve individualized education programs (IEPs),
accommodations, and modifications in the classroom, as
well as specialized instruction from teachers trained in
special education.
5. **Behavioral Interventions:** Behavioral therapies and
interventions are used to address challenging behaviors,
promote skill development, and improve social interactions
for individuals with disabilities, particularly those with
developmental or emotional disabilities.
6. **Sensory Integration Therapy:** This therapy is often
used for individuals with sensory processing disorders or
autism spectrum disorder to help them better process and
respond to sensory information from the environment.
7. **Social Support and Counseling:** Peer support
groups, counseling, and family therapy can provide
emotional support, coping strategies, and practical advice
for individuals and families affected by disabilities.
8. **Vocational Rehabilitation:** Vocational rehabilitation
services help individuals with disabilities explore career
options, acquire job skills, and secure employment, often
through job training programs, job coaching, and
supported employment services.
9. **Home Modifications and Accessibility:** Adaptations
to the home environment, such as ramps, grab bars, and
wheelchair-accessible features, can enhance safety and
independence for individuals with disabilities.
10. **Lifestyle Modifications:** Healthy lifestyle practices,
including exercise, nutrition, stress management, and
adequate sleep, can promote overall well-being and
improve functioning for individuals with disabilities.
It's important for treatment plans to be individualized and
comprehensive, addressing the unique needs,
preferences, and goals of each person with a disability.
Collaborative, multidisciplinary approaches involving
healthcare professionals, educators, therapists, and
support networks are often key to maximizing outcomes
and quality of life.
Disability Creation Process (DCP)
The term "Disability Creation Process (DCP)" doesn't
seem to be a widely recognized concept in the field of
disabilities or related disciplines. However, if you're
referring to the process by which disabilities are identified,
classified, and addressed, it typically involves several key
steps:
1. **Identification and Assessment:** The first step in
addressing disabilities is often identifying individuals who
may have a disability or developmental delay. This can
involve screening, evaluation, and assessment by
healthcare professionals, educators, or specialists in
relevant fields.
2. **Diagnosis and Classification:** Once identified,
individuals may undergo diagnostic evaluations to
determine the nature and severity of their disability.
Disabilities are often classified according to established
criteria or diagnostic criteria outlined in diagnostic manuals
such as the Diagnostic and Statistical Manual of Mental
Disorders (DSM) or the International Classification of
Diseases (ICD).
3. **Individualized Planning:** Based on the assessment
findings, individualized plans are developed to address the
unique needs and goals of each person with a disability.
This may involve creating individualized education plans
(IEPs), treatment plans, or intervention strategies tailored
to the specific strengths and challenges of the individual.
4. **Intervention and Support:** Implementing
interventions and providing support services is a crucial
aspect of addressing disabilities. This may include medical
treatments, therapies, assistive technologies,
accommodations, modifications, and specialized
education services aimed at maximizing functioning,
independence, and quality of life.
5. **Collaboration and Advocacy:** Collaboration among
professionals, caregivers, families, and individuals with
disabilities is essential in ensuring coordinated and
comprehensive support. Advocacy efforts may also be
necessary to promote the rights, inclusion, and
accessibility of individuals with disabilities in various
aspects of society.
6. **Monitoring and Adjustment:** Disabilities may evolve
over time, and intervention plans may need to be
periodically reviewed, revised, and adjusted to
accommodate changes in the individual's needs, goals,
and circumstances.
Overall, the process of addressing disabilities is
multifaceted and requires a holistic approach that
considers the biological, psychological, social, and
environmental factors influencing individuals with
disabilities. Effective intervention involves collaboration,
individualization, and ongoing support to empower
individuals to reach their full potential and participate fully
in society.
Factors Affecting Performance in Physical Education of
learners with disabilities.
Performance in physical education for learners with
disabilities can be influenced by various factors, including:
1. **Nature and Severity of Disability:** The type and
severity of the disability can significantly impact a learner's
physical abilities, coordination, strength, and stamina.
Some disabilities may pose greater challenges for
participating in physical activities than others.
2. **Physical Limitations:** Physical impairments such as
mobility restrictions, balance issues, muscle weakness, or
sensory impairments can affect a learner's ability to
perform certain movements or activities in physical
education classes.
3. **Accessibility and Adaptations:** The accessibility of
facilities, equipment, and instructional materials can affect
participation and performance. Adaptations such as
modified equipment, alternative exercises, or assistive
devices may be necessary to accommodate the needs of
learners with disabilities.
4. **Attitudes and Perceptions:** Attitudes and perceptions
of teachers, peers, and school staff towards disability can
influence the inclusion and support provided to learners
with disabilities in physical education settings. Positive
attitudes, encouragement, and inclusive practices can
enhance participation and performance.
5. **Self-Efficacy and Confidence:** Learners' beliefs in
their own abilities (self-efficacy) and confidence in their
skills can impact their motivation, engagement, and
performance in physical education. Providing opportunities
for success and positive reinforcement can help build self-
confidence.
6. **Instructional Strategies:** The effectiveness of
instructional strategies used by physical education
teachers in accommodating diverse needs and abilities
can impact the learning experience and performance of
learners with disabilities. Differentiated instruction,
individualized support, and clear communication are
essential.

7. **Peer Support and Social Interaction:** Positive social

interactions and peer support can enhance motivation,
engagement, and enjoyment of physical activities for
learners with disabilities. Opportunities for inclusive play,
teamwork, and collaboration can foster a sense of
belonging and acceptance.

8. **Health and Well-being:** Learners' overall health

status, including any coexisting medical conditions or
health concerns, can affect their participation and
performance in physical education. Addressing health
needs and providing appropriate accommodations is
important for promoting well-being.

9. **Family Support:** Family support and involvement

play a crucial role in supporting learners with disabilities in
physical education. Collaborating with families to
understand their child's needs, goals, and preferences can
help facilitate successful participation and performance.

10. **Policy and Legislation:** The existence of supportive

policies, legislation, and inclusive practices at the school
and district level can influence the provision of
accommodations, resources, and opportunities for
learners with disabilities to engage in physical education
on an equal basis with their peers.

By addressing these factors through inclusive practices,

individualized support, and a supportive learning
environment, physical education programs can promote
the participation, skill development, and overall well-being
of learners with disabilities.