Name of Student: Legaspi, Mark John

Program-Yr. & Bloc: BPED 3C Contact Number: 09197598555

Activity No. 5.1: Let’s check your understanding!

Instructions: Write your learning insight based on the question listed below. Write your answer in the
space provided after each question. 

A. Who is eligible to receive modifications and adjustment for physical activities? Write its
characteristics. (10 pts.)

Adaptations, accommodations, and modifications need to be individualized for students, based

upon their needs and their personal learning styles and interests.  It is not always obvious what
adaptations, accommodations, or modifications would be beneficial for a particular student, or how
changes to the curriculum, its presentation, the classroom setting, or student evaluation might be
made. 

Learners with learning, physical, and developmental disabilities; behavioral, emotional, and
communication disorders; and learning deficiencies are the students who are eligible to receive
modifications and adjustment for physical activities. Special needs are commonly defined by what a
child can't do—milestones unmet, foods banned, activities avoided, or experiences denied. These
hindrances can hit families hard and may make special needs seem like a tragic designation. Medical
issues for children include serious conditions like cancer, heart defects, muscular dystrophy, and cystic
fibrosis. It also includes chronic conditions like asthma and diabetes, congenital conditions like cerebral
palsy and dwarfism, and health threats like food allergies and obesity. Children with behavior issues
may not respond to traditional discipline. Diagnoses like ADHD, fetal alcohol spectrum disorder (FASD),
dysfunction of sensory integration, and Tourette's syndrome require specialized strategies that are
tailored to their specific needs. Behavior issues can increase the risk of problems at school.
Developmental disabilities can change your visions of the future and provide immediate difficulties in
caring for and educating your child. Diagnoses like autism, down syndrome, and intellectual disabilities
often cause children to be removed from the mainstream. Children with learning disabilities
like dyslexia and auditory processing disorder (APD) struggle with schoolwork regardless of their
intellectual abilities. They require specialized learning strategies to meet their potential and avoid self-
esteem problems and behavioral difficulties. Realizing that your child suffers from anxiety or
depression or has attachment difficulties can be unexpected. Again, every child will be different, yet
these can leave your family dealing with a roller coaster of mood swings, crises, and defiance.

B. What are the purposes of assessment in adapted physical education? (10 pts.)

Assessment is the first step in developing the Individual Education Program (IEP) for an

individual with disabilities. It focuses on identifying activity needs of the individual, and is the
interpretation of measurements obtained through testing. Assessment is also used to make decisions
about placement and program planning. It forms the foundation for the instruction given to an
individual with disabilities so he/she can safely and successfully participate in physical education
class. Selection of the appropriate assessment tools is essential in developing accurate student
information necessary to determine placement and program development. Each LEA must ensure that
the tests and evaluation tools utilized are validated for the specific purpose used. There are several
validated and standardized norm or criteria referenced tests that are available. The following chart
outlines those tests recommended to be used as the primary and secondary assessment tools. Primary
assessment tools are recommended because they are age and developmentally appropriate and they
are closely related to the general physical education curriculum. Secondary tests are selected when the
primary assessment tool is not developmentally appropriate. Non-standardized instruments are
appropriate to use as supplementary information gathering tools.

The five purpose of assessment in APE are as follows:

1. Establish Present Level of Performance – identify student strength and challenge areas.
2. Program Development - determine which activities would promote development of delayed areas
as well as activity modifications necessary to permit participation
3. Placement – assist in determining the most appropriate physical education placement in the lease
restrictive environment
4. Prediction – enable the teacher to make an educated estimate about what the student is capable
of achieving
5. Measure Achievement – determine whether the student has achieved the established educational
goals.

C. What are the points to be considered in determining the most appropriate physical education
placement for learners with exceptional needs? (10 pts.)

Identifying Learning Issues

The first step in the special education process is determining if your child has a learning problem and
needs help. Typically, children with developmental delays or physical disabilities are diagnosed by their
pediatrician or another medical provider. Because they are diagnosed before entering the school
system, these children enter school with special education plans already in place.

Referring for Evaluation

When a parent or the child's teachers feel it's necessary to evaluate a child to determine how severe
their learning problems are and whether a disability exists, the decision to evaluate is made during
a special education meeting. During this meeting, parents are advised of their rights and are asked to
sign a formal consent for evaluation.

Determining Eligibility

Once the evaluation is complete, the child's special education team, including the parent, will have a
meeting to review the results of the evaluation and determine whether the child meets the state's
regulatory guidelines for diagnosis with a disability. Not every child who receives an assessment will
have a learning disability, but many do.

Developing an IEP
If your child meets the eligibility criteria, and the committee agrees they have a disability, the school
must develop an IEP. Under IDEA, the school district has 30 days from the documentation of the
disability to complete the IEP.

Discussing the IEP

The committee, including the parent, meets to develop the IEP. Schools may develop a draft IEP and
bring it to the meeting, but the IEP is not finalized until the meeting is held and the committee members
have input into the document. During this meeting, the team will use data such as test scores, work
samples, and behavioral charts to support any recommendations that they make.

Finalizing the IEP and Placement

Once an agreement on the content of the IEP is reached, the committee finalizes the most appropriate
placement for the child. Placement can range from a fully inclusive program in the regular classroom to
pull-out services in a special education program. In rare cases, students may be served in special schools
or hospitals. The parent is asked to sign consent for the agreed-upon services to be provided.

After the IEP is finalized, you will meet with the IEP team annually to discuss your child's progress.
During those meetings, the team will evaluate the effectiveness of the IEP and modify it as needed.