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.