Keeping Students with Disabilities Physically Active during Transition Planning

Roth, K. & Columbus, L. (2011).  Collaborative strategies during transition for students with disabilities: adapted physical education should prepare students to continue being active after graduation.  The Journal of Physical Education. Recreation & Dance 82(5), 50+. Retrieved from http://www.questia.com/read/1G1-257677918/collaborative-strategies-during-transition-for-students

According to the National Longitudinal Transition Study data, reported by Wagner, Newman, Cameto, Garza & Lavine (2005), fewer high school students with disabilities are participating in sports and more parents of “adult children” with disabilities are reporting that their children are in poor health.  It is the responsibility of Adapted physical education (APE) teachers to assist students with disabilities during the transition process and invoke parent involvement as a resource in planning for active living.

As stated by Roth and Columbus (2011), collaboration between parents and other professionals should occur during “natural transition points” such as preschool to elementary, elementary to middle, and middle to high school and not merely during the course of secondary school (p. 1).  Prior research states that the earlier transition programs and strategies are developed, the better the outcomes are for students with disabilities later in life.

This article focuses on providing physical education and adapted physical education teachers with practical transition strategies during both natural transition points and secondary-level transition.  Within this collaborative model, the key components described are self-determination, selling community participation, taxonomy for transition programming, program structure, student-focused planning, student development, interagency collaboration and family involvement.   

The first step is promoting self-determination in students with disabilities and encouraging them to take risks and make personal choices for recreation time.  Physical educators can teach parents how to help their children set physical activity goals, encourage them to allow their child to plan family activities and if necessary come up with external motivators of interest. 

To aid in determining the needs of students in transitioning, physical educators should perform observations and use assessments as guides in understanding the student’s ability and what modified equipment, instruction, and curriculum may be necessary.  The use of leisure interest surveys and assisting the students in developing self-evaluation skills can lead to higher participation of active recreation with independent monitoring.

From there, the collaborative team can integrate active recreation within their vocational skills by utilizing community resources and local agencies.  Family involvement is key in helping the physical educator and other professionals discover the best interests of the child and his particular needs.

This article brought up many interesting points and offers a variety of resources online for educators and parents.  I never gave much thought to the importance of active recreation during transition planning.  All adolescents should be shown how to maintain a healthy lifestyle especially those with special needs.

The Power of Peer Networks for Adolescents with Severe Disabilities

Carter, E.W., et al. (2013). Peer network strategies to foster social connections among adolescents with and without severe disabilities. Teaching Exceptional Children 46(2), 51-59.

According to Carter, et al. (2013), as stated by Wagner, Cadwallader, Garza, and Cameto (2004), less than a quarter of students with an intellectual disability, autism, or multiple disabilities frequently interacted with friends outside of the school environment.  Further studies indicate that even when adolescents with severe disabilities participate in inclusive classrooms and other school activities, they have limited interactions with their classmates and describe feeling lonely and disconnected from their peers.  In an effort to foster peer relationships among adolescents with disabilities, schools need to take an active role in creating meaningful opportunities for students to meet, spend time with, and form relationships with peers without disabilities.

Through the use of peer networks, students with and without disabilities are offered an opportunity to build social connections and have the chance to develop friendships in middle and high schools.  Carter, et al. (2013) defines a peer network as a “cohesive group” of three to six students who meet formally and informally with an adolescent with severe disabilities with initial guidance and continuing support from an adult facilitator (p. 53).  Within a peer network, students with and without disabilities are able to meet one another, share common interests and associate regularly in a structured environment.  However, it is imperative that the peer network strategies are individually designed to meet the special needs of participating students starting with asking the focus student which peers he would like to involve.

As specified by Carter, et al (2013), here are a set of ten flexible steps that educators can use when creating and implementing peer network strategies:

1.      Gain Support From School Administrators and Fellow Educators

2.      Identify Students With Disabilities Who Would Benefit From a Peer Network

3.      Find a Strong Peer Facilitator

4.      Select and Invite Peers Without Severe Disabilities

5.      Determine the Timing and Logistics of the Network Meetings

6.      Orient Students to the Peer Network

7.      Hold Regular Network Meetings

8.      Encourage Connections Outside of Weekly Meetings

9.      Invest in Ongoing Reflection Efforts

10.  Maintain the Peer Network Over Time

After watching the videos on depression and bullying earlier this week, this journal article took on a whole new meaning for adolescents with disabilities.  Establishing peer networks in middle and high schools can prevent adolescents from partaking in bullying and succumbing to negative peer pressure.  I did not realize the lack of opportunities adolescents with severe disabilities have in establishing and developing friendships.  This article also provides a printable checklist for the first orientation meeting and goes into great detail describing each of the ten steps listed above.

Now I am determined more than ever to push for restoring the Resource program within our school and designing a peer network for junior high.  Students with disabilities need additional support and guidance.  By collaborating with the regular education teachers, I believe I can help in securing the success of all our students in reaching their fullest potentials!