Standard 9 Instructional Design

When teaching learners with intellectual disability, all of the following teaching practices aid in effective scaffolding except:

• Gaining and maintaining the student’s interest in the task

• Making the task challenging for the student

• Demonstrating the task/skill

• Emphasizing critical elements/cues of the task/skill

When planning to include a student with cerebral palsy who is a Muslim female and wears a hijab into a 9th-grade general physical education setting, the adapted physical educator should:

• Plan to pull the student out for one-on-one instruction because the PE class is coed

• Plan alternate activities for the student to do when sport is being taught

• Plan to modify physical activities so the student can participate successfully while wearing the hijab

• Inquire whether gender segregation is necessary for the student to participate in PE

Which of the following statements is not true regarding the development of classroom rules and routines for individuals with disabilities?

• Adapted physical educators should develop the same starting and stopping signals for all K-12 adapted physical education classes

• Adapted physical educators should consider learner attributes when developing signals to gain student attention and to start and stop activities

• Adapted physical educators should develop consistent routines and transitional procedures so that individuals can participate as independently as possible

• Adapted physical educators should use peer tutors to assist in class management and activity transitions

Using a buzzer behind the goal and using flags to mark the field for individuals with visual impairments are examples of making modifications to the:

• Learning task

• Environment

• Learning sequence

• Equipment

Using a brightly colored ball against a contrasting background during physical activities such as catching a ball is an example of modifying the:

• Learning task

• Environment

• Learning sequence

• Equipment

Specific to timelines related to a young child’s stated physical education goals and objectives, adapted physical educators can assist/support the family by:

• Emphasizing that service providers are solely responsible for monitoring child’s progress

• Identifying strategies that enhance the child’s natural learning opportunities

• Discussing community services that can be used to address motor delays

• Teaching the family about PreK-12 physical education

Adapted physical educators implementing an IFSP must do all of the following except:

• Provide the first service date within 30 days of the parents giving consent for services

• Periodically review the IFSP for a child and his/her child family at least every 6 months

• Conduct an annual IFSP meeting at least annually to evaluate and revise, as appropriate, the IFSP for the child and his/her family

When teaching children who use aided communication systems, adapted physical educators should:

• Ask the paraeducator to facilitate communication with the child in physical education using the speech-generating device

• Collaborate with the physical therapist to determine how best to augment communication in the physical education setting

• Protect the aided communication system by having the device remain in the classroom or be secured in the physical education setting away from the physical activities

• Collaborate with IEP team members to determine how best to augment communication in the physical education setting

Adapted physical educators should expect students with orthopedic impairments who use canes to have:

• Issues with strength

• Issues with foot drop

• Issues with balance

• Issues with gait symmetry

Younger students with orthopedic impairments who need well-balanced weight distribution may be more likely to use:

• Loftstrand crutches

• Canadian crutches

• Platform crutches

• Underarm crutches