Adaptive PE Test 2

Information on present level of achievement
1. information from child’s parents.
2. most recent evaluation of the child
3. districtwide assessment results
4. input from child’s general p.e. and apet
Purpose of assessment
determine child’s present level of educational achievement and need for specially designed education and physical education
Comprehensive determination of a student’s present level of educational achievement
1. intellectual assessment
2. educational assessment
3. Developmental needs
4. sociological information
language content or meaning
language structure or grammar
language use or function
sound system of language
annual goals
should be measurable and are critical to the strategic planning process used to develop and implement the IEP for each child with a disability

they should address the child’s needs that result directly from the child’s disability if the disability interferes with the child’s ability to make progress in the general curriculum

action (what?)
conditions under which action should occur (how?)
criterion for mastery at a specific task ( at what level?)
performance better than the child’s present level of educational performance
specification of extent of services should include
dates of initiation of services
duration of services
number of minutes a particular service will be delivered to the child per day, week, or month
location where services will be provided
Inventory strengths and weaknesses, goals, and choices for learning
Provide inventory information
Listen and Respond
Ask Questions
Name your goals
Individual transition plan
specific strategies needed to move a child with a disability smoothly from home to preschool, preschool to school, or school to community
Personal Futures Planning
proactive strategy for identifying resources within and without the school that will provide ongoing support to a student with a disability
specially designed instruction to meet the unique needs of a person for self-sufficient lving
Levels of Motor Function
basic neurological building blocks
integration processes
functional skills
sport and recreational skills
Sensory Input System
primitive reflexes
vestibular system
refractive and orthoptic vision
tactile and kinesthetic system
equilibrium reflexes
Perceptual Motor Abilities
cross-lateral integration
body image
spatial awareness
Physical fitness
muscular endurance
cardiovascular endurance
Motor Fitness
motor coordination
incidental learning
unplanned learning
incidental learning
unplanned learning
Equilibrium reflexes
reflexes that help a person maintain an upright position when the center of gravity is suddenly moved beyond the base of support
Vestibular system
inner ear structures associated with balance and position in space
Kinesthetic system
muscles, tendons, joints, and other body parts that help control and coordinate activities such as walking and talking
orthoptic vision
ability to use the extra ocualr muscles of the eyes in unison
Refractive vision
process by which light rays are bent as the enter the eyes
sens of touch.
pertaining to sense of hearing and hearing organs involved
primitive reflexes
automatic reactions that should appear in an infant’s movement repertoire during the first six months of life
ability to maintain equilibrium in a held (static) or moving (dynamic) position
awareness of the difference between both sides of the body
perception of direction in space
body image
system of ideas/feeligns a person has about his/her structure
spatial awareness
the ability to replicate space in the “mind’s eye” without visual input
Cross-lateral integration
coordination of both sides of the body
ocular motor contrl
ability to fixate visually on objects and track their movement
change direction while moving
explosive strenght, requries ability to rapidly contract and coordinate muscles to perform to maximum effort
ability to move quickly in a short periddo fo time
ability to integrate seperate motor systems with varying senosry modalitites into efficent pattersn of movement