Butler University

PE 325 The Adapted Program of Physical Education and Sport

Disability Reference and Idea Sheet

Name Zac Lantz Date 2/8/21

DISABILITY: Autism

General Characteristics of this disability:

- Children with autism spectrum disorder often have difficulty with social interaction, have an unusual
interest in objects, have difficulty with changes in routine, have great ability in one area and great difficulty
in another, may have unusually strong reactions to one or more of their five senses, may do the same thing
over and over again, or talk constantly about specific things that interest them, may have unusually intense
and prolonged emotional reactions.
- Common characteristics include effects on the five senses, social interactions, and emotional expression.

Potential limitations/safety concerns of this disability:

- lack of communication and social skills
- repetitive activities
- restricted interests
- resistant to change
- high sensory response
- trouble screening out irrelevant info

General adaptation suggestions:

- Applied Behavior Analysis (ABA)
- applying interventions to improve behavior
- incentives
- TEACCH Program
- visual, structured and organized teaching style
- modifying environment vs expecting child to conform to traditional methods
- Floortime and Affect-Based Language Curriculum
- interactive experience that are child-directed in a low stimulus environment
- Gray’s Social Stories and Comic Strip Conversations
- storyboards, step by step in pictures
- systematic, individualized, controlled
- Communicative and Interactive apps
- Boardmarker, Proloquo2Go, FirstThen, iReward

Physical Educator specific adaptation suggestions:

- Activity Selection
- can’t just not participate
- individual activities, team sports with modifications
- age and developmental appropriateness, interest
- sensorimotor activities
- kinesthetic awareness, tactile stimulation, auditory processing, visual motor coordination
- Assessment
- know the student, gain respect and trust
- start with tasks they can perform-progress to more difficult ones
- limit distractions
 - natural environment if possible
- ex. climbing up slide stairs
- is the task appropriate?
- age, IEP goals
- instructional/ management
- picture and communication boards
- routines and structure
- natural cues instead of verbal cues
- task analysis
- break down skills into smaller parts
- correct rule procedure
- back to last part done correctly
- parallel talk
- learning modalities
- how does child learn best
- support personal
- gen ed teachers, PT, doc, refer to IEP

Specific Sport/Activity Adaptations:

1. Non-adapted: Swimming, Track & Field

Both swimming and track and field could be great sports for children with ASD with no adaptations because it also
can be done individually or on a team. There are also clear lanes and if directions/ routines are posted there is a
precise order that must be followed in each event. Ex. in track everyone must start at the same time, run the same
distance, and stay in their own lane. These are two sports that have low variability making them ideal for children
with ASD

2. Baseball/softball
Baseball/softball could be modified into smaller game play, use of a tee, and clear and concise instructions with
pictures posted. The child with ASD could be placed with a group of 4-6 other individuals with whom they feel
most comfortable with. The game could be 2v2 or 3v3 and instead of tagging 1st base the defenders could run to a
specific spot before the offensive player gets to 1st base. The use of a tee would also create more structure to the
game.

3. Basketball
Basketball could be adapted by using sounds that are much quieter (buzzer, whistle, etc.) or the use of headphones
or earplugs. Also go over the time loud noises may occur many times prior to the game with the individual with
ASD. Smaller gameplay such as 3v3 could also be used to try to make the game slightly more individualized if at
all possible.
 Butler University
PE 325 The Adapted Program of Physical Education and Sport
Disability Reference and Idea Sheet

Name Zac Lantz Date 2/8/21

DISABILITY: Specific Learning Disabilities

General Characteristics of this disability:

- problems with written language and in mastering academic areas, particularly reading
- lots of times more than one (ADHD and DCD)
- inability to store, process, and produce info in the central nervous system
- educationally significant discrepancy exists between intellectual potential and academic achievement
- difference between ability and actual achievement (unexpected underachievement)
- individual has normal IQ
- academic performance lags behind peers
- difficult learning in traditional ways
- how individuals learn not how well they learn
ADHD - Attention Deficit/Hyperactivity Disorder
- easily distracted, hyperactive
DCD - Developmental Coordination Disorder
- motor deficiency that can interfere with academic performance or daily living

Potential limitations/safety concerns of this disability:

- Be aware of potential harmful activities
- check facilities and equipment
- Use developmentally appropriate equipment
- age, body type, and skill level
- Avoid unstructured physical activity
- Allow time to motor plan
- perform skills under control and at a slower rate
- Identify students taking medication and be aware of side effects (poor motor performance, elevated heart
rate, drowsiness, fatigue, dizziness, mood swings, etc.) rebound effect (meds wear off), and drug holidays
(student taken off meds or adjustment period of dosage change
- Safeguard against physical and psychological harm

General adaptation suggestions:

- get to know strengths of students, and build off of them
- multisensory approach
- kinesthetic awareness, tactile stimulation, auditory processing, visual motor coordination
- behavior intervention
- PBIS, ABC analysis, behavioral, humanistic, & biophysical approaches
- multifaceted approach
- tie in school theme
- find out out what's going on at home, be in contact

Physical Educator specific adaptation suggestions:

- UDL for all students
 - Response to intervention, Safety, Medication, Behavior management, Ecological task analysis,
Perceptual–motor development, Inclusion, Learning through movement, Relaxation, Youth sport,
differentiated instruction.
- Response To Intervention (RTI)
- tiered model that improves early identification and provides different levels of support for students
- Safety
- always keep keep safety first and foremost in mind
- be aware of potentially harmful activities
- behavioral/ instructional
- Class structure
- use consistent rules, routines, and clear transitions
- Class organization
- eliminate irrelevant stimuli; keep students active and on task
- Prompts or cues
- keep directions simple; avoid providing too much information
- Positive feedback
- offer for student’s efforts and for staying on task
- Ecological Task analysis
- break down skills into components
- Perceptual-Motor Development
- fun and positive movement activities that help develop the tactile, kinesthetic, visual, and auditory
sensory systems
- Inclusion in general PE
- avoid having large groups of students with learning disabilities
- utilize peer tutoring
- learning through movement
- 2+ subject areas are integrated to promote learning in each subject area
- multisensory approach
- relaxation
- helps control emotions and handle anxiety and reduce stress
- progressive relaxation activity, visual imagery
- youth sport
- teach skills required in youth sport programs
- inform students and parents about youth sport programs in the community

Specific Sport/Activity Adaptations:

1. All sports - coaching adaptations
ADHD: never humiliate a child with ADHD, or any child for that matter. Children with ADHD would be more
likely to be off task ro not paying attention and punishing them for that would only make things worse. Practice
with lots of energy, moving players around, and keep the players busy. Also include plenty of 1 on 1 time for
children with ADHD

2. Soccer
DCD: give individuals simple training drills and more time when practicing kicking the ball. Matching groups by
skill level would be a great way to allow individuals with DCD to feel more involved and able to play with the
game.
 Butler University
PE 325 The Adapted Program of Physical Education and Sport
Disability Reference and Idea Sheet

Name Zac Lantz Date 2/15/21

DISABILITY: Behavior disorders

General Characteristics of this disability:

- Externalizing
- conduct disorders/ODD: fighting, temper tantrums
- social aggression: truancy, loyal to delinquent drients, admitting disrespect for values or laws
- Internalizing
- attention problems-immaturity: answer w/o thinking; short attention span
- anxiety-withdrawal: contrast to conduct disorders
- psychotic behavior: expressing strange far fetched ideas; saying things over and over
- Causes
- biological
- genetic abnormalities, difficult temperament, brain injury or dysfunction, physical illness
or disability, and psychophysiological disorders
- family
- alone does not cause behavior disorders, except in complex interactions with other
variables
- broken homes, divorce, chaotic or hostile family relationships, absence of mother or father,
child abuse, and parenal seperation
- poverty also can play a role
- school
- insensitivity to students individuality, inappropriate expectations for students, inconsistent
management of behavior, instruction in nonfunctional and irrelevant skills necessary for
school success, destructive contingencies of reinforcement, undesirable models of school
conduct
- cultural
- conflicted cultural values and standards that society has engendered
- multicultural perspective (or lack of)
- influencing behaviors of students peer group, neighborhood, urbanization, ethnicity, social
class

Potential limitations/safety concerns of this disability:

- impulsivity, inattention, not following directions, mood swings, disorganization, temper tantrums, defiance
- behaviors of individuals at risk for violence:
- expressing self-destructive ideas
- talking about specific plans to harm oneself or others
- having difficulty controlling impulses
- blaming other people and events for their problems
- engaging in substance abuse

General adaptation suggestions:

- instructional and management considerations
- differentiated instruction: planning of curriculum and instruction using strategies that address
student strengths, interests, skills, and readiness in flexible learning environment
- attend to organization of gym
- well established routines, clearly posted rules, establishment of positive
instructional climate, behavioral expectations
 - grouping of students
- Some students may benefit better from large groups versus some may benefit from
small groups.
- praise: positive impact on behavioral outcomes
- study showed teacher only gave 2% praise for 80% compliance
- zone in on specific individuals, also be general with group
- precision requests
1. “please”
2. “you need to”
3. punishment
- active listening: attending, listening, and responding
- “johnny what I am hearing is…” “give response”
- verbal mediation: dialog with student and teacher
- teacher prevents interruptions between students
- conflict resolution: use I messages
- “I am flustered because of this” not “you did this”
- behavioral contracting: specifies behavior and its consequences
- when certain behavior becomes out of control
- physical restraint and seclusion:
- only used if outline in students in IEP
- only be done by school personnel that receives yearly training
- be careful
- positive intervention and disciple

Physical Educator specific adaptation suggestions:

- humanistic approach
- can be used with all students
- teachers should strive to do the following:
- conceptualize individual and small group counselling as an integral part of physical
education
- teach students to care about each other and show that they care
- emphasize cooperation and social interaction rather than individual performance
- stress the importance of genuineness and honesty in praise
- increase perceived competence in relation to motor skill and fitness
- convey that they like and respect students as human beings, not just for their motor skills
and fitness
- alternate pe goals
- level 0: irresponsibility
- level I: respecting the rights and feelings of others
- level II: participation and effort:
- level III: self-direction
- level IV: caring and helping
- level V: outside the gym

- behavioral approach
- used for students with severe behavioral disorders
- rule of thumb for responding when undesirable behaviors occur
- Self-indulgent behavior: crying, screaming, tantrums
- Rule: Ignore
- Noncompliant behavior: decline to comply, forgetting, failing
- Rule: ignore non compliance, lead student through task
- Aggressive behavior: hiting, fighting, pinching, biting, etc.
 - Rule: punish immediately with verbal reprimand and remove from activity
- Self-stimulatory behavior: engrossed in the perseverative nature of activities - head
banging, hand flapping, body rocking, eye gouging
- Rule: formal behavior plan

Specific Sport/Activity Adaptations:

Students with behavioral disorders can participate in general physical education unless specifically stated in their
IEP. If specifically stated in the IEP good activities or sports to choose from would work on self-regulation and
calming aspects for the student.

1. freeze tag
Freeze tag could be a good activity because it forces the student to stay still and wait patiently. to ensure that the
activity runs smoothly rules and directions need to be clearly stated and followed through appropriately. behavioral
contracts could also be in place and enforced to motivate the student to stay on task.

2. dancing
dancing would be a great activity for students with behavioral disorders because it is individualized and can be
widely personalized. It is also a way for the student to get their energy out in a safe manner. Again, rules and
directions need to be clearly stated and followed through appropriately and behavioral contracts could also be in
place and enforced to motivate the student to stay on task.
 Butler University
PE 325 The Adapted Program of Physical Education and Sport
Disability Reference and Idea Sheet

Name Zac Lantz Date 3/7/21

DISABILITY: Cerebral Palsy

General Characteristics of this disability:

- group of permanently disabling conditions from damage to motor control areas of the brain
- the most common motor disorder in children
- classes range from I-VIII
- I: most effects, VIII: least amount of effects
- neuromotor classification
- Spasticity
- damage to motor areas of cerebrum
- increase in muscle tone in flexors and internal rotators which leads to permanent
contractures and bone deformities
- Athetosis
- damage to the basal ganglia
- overflow of motor impulses to the muscles typically affecting the head, neck, limbs, and
trunk
- Ataxia
- damage to the cerebellum
- difficulties with balance and coordination especially when walking

Potential limitations/safety concerns of this disability:

- Symptoms vary from mild to severe
- mild: only slight speech impairment
- severe: total inability to control body
- Other symptoms: speech and language, intellectual disability, sensory impairments

General adaptation suggestions:

- managed, not treated
- managing motor function: improving muscle control, muscle relaxation, functional skills
- Abnormal reflex development: interferes with development of functional skills
- kicking and throwing balls
- Physical therapy
- Primary concern: to develop total person
- use of collaboration or team approach
- attention must be given to the psychological and social development

Physical Educator specific adaptation suggestions:

- functional motor skills such as walking, running, and throwing should be developed and attained
- reduce musculoskeletal impairments to improve function and quality of life
- enabling children to function optimally, given their existing impairments
- preventing or limiting development of secondary implications
- altering the natural course of the disorder
- promoting wellness and fitness offer the life span
- Brockport physical fitness test (BPFT)
- Incorporates 8-level classification system used by CPISRA
- Test components:
- Aerobic functioning
 - target aerobic movement test
- Body composition
- skinfold measures
- Musculoskeletal function
- Flexibility
- modified Apley test
- Muscular strength and endurance
- seated push-up)
- IEP implemented based on degree of physical disability, motor educability, interest level, and overall
educational goals
- Motor development:
- Encourage sequential development of fundamental patterns and skills
- Authentic assessment of functional skills
- Achieve maximum motor control and development of functional recreation and leisure activities
- psychosocial development:
- promote the attitude that it is acceptable to fail at times when attempting activities because failing
is a natural part of the learning process
- encourage physical activities to be perceived as fun rather than hard work

Specific Sport/Activity Adaptations:

1. BlazeSports
BlazeSports is a national organization that assists local community sport and recreation programs in providing sport
opportunities for individuals with cerebral palsy as well as other disabilities. BlazeSpors helps organize training in
addition to local, regional and national competitions.

2. CRISPA
CRISPA is an organization that governs international competition for athletes with cerebral palsy and other
disabilities. CRISPA is also a member of the International Paralympic Committee and athletes who qualify for the
CRISPA World Championships are also able to participate in the Paralympic games. CRISPA offers alpine skiing,
boccia, cross-country skiing, curling, race running, slalom, sled hockey, soccer, table cricket, and track and field.

3. Boccia
Boccia is a part of the national competition of the BNDSA, DAAA, special olympics, and paralympics.
Accommodations can be made to allow the use of a mechanical aide to spot the jack or a bell or bright colored
cone. Assistants are also allowed to adjust ramps or chutes and the player's chair position within the throwing box,
but everything must be initiated by the player. Players that have difficulty holding or placing the balls can receive
assistance from one side, but the player must throw, kick, strike, push, or role the ball independently. The athlete
must also have direct physical contact with the ball when it is released.

4. Bowling
bowling is a sanctioned event in the special olympics. Rules can be modified to all ramps and other assistive
devices for single competition although the bowlers using ramps must compete in separate divisions. Ramp
bowling can be broken down into an unassisted category and an assisted category. Special equipment can also be
used for gripping and releasing the bowling ball.
 Butler University
PE 325 The Adapted Program of Physical Education and Sport
Disability Reference and Idea Sheet

Name Zac Lantz Date 3/22/21

DISABILITY: Intellectual Disabilities - Down Syndrome

General Characteristics of this disability:

Intellectual disability is characterized by significant limitations both in intellectual functioning and in adaptive
behavior as expressed in conceptual, social, and practical adaptive skills.
- learning: still undergoing the same processes & stages, but at a slower rate
- 40-70% rate of nondisabled children
- Short attention span
- Limited ability to generalize information
- Inability to understand abstract concepts
- social/emotional: Critical to independence
- May demonstrate inappropriate behavior in social or emotional situations
- very “lovey” touchy
- Difficulty learning from past experiences & generalizing
- educational experiences should include opportunities to learn social behaviors & emotional
responses for everyday life
- physical/motor
- “Generally, the greater the intellectual disability, the greater the delay in attaining major
developmental milestones.” pg. 160
- often related more to limited attention and comprehension than physiological or motor
control deficiencies

- Often hypotonic (poor muscle tone), overweight and have hypermobility of joints
- Atlantoaxial instability (Down Syndrome): increase of flexibility between first and second cervical
vertebrae of neck
- risk of spinal cord injury
- As degree of intellectual disability increases, fitness and motor performance decreases (inverse
relationship)
- Club hands/feet, postural deviations, and Cerebral palsy are prevalent among children with ID

Significant limitations in intellectual functioning

- scoring two or more standard deviations below the mean on standardized intelligence test
Significant limitations in adaptive behavior
- scoring two or more standard deviations below the mean on standardized assessment of the following skills
- Conceptual skills—lang.; reading/writing; money; and self-directionSocial skills—interpersonal;
responsibility; self-esteem; naïveté; obey rules/laws and avoidance of victimization
- Practical skills—daily living; occupational skills and maintenance of safe environments
Disability originates before age of 18

Focus on the individual’s functioning (5 dimensions) and the support they need for maximizing that functioning
(vs. can’t do)
- Supports: resources and strategies that promote the development, education, interests, and well-being of a
person and enhance individual functioning
- degrees:
- Intermittent: as needed, typically emergency
 - Limited: more consistent, but still for limited time
- Extensive: Daily involvement...not time limited
- Pervasive: Constant, Intense/Life-sustaining

750 genetic disorders associated with ID

- Prenatal; Perinatal (in the womb); Postnatal
- Genetic mapping show X-linked disorders are the most prevalent inherited disorders leading to ID

Down syndrome: most recognizable genetic condition associated with Intellectual disabilities
- short stature with short legs and arms in relation to torso
- poor muscle tone
- flattened facial profile and nose
- small head, ears, and mouth
- eyes slanted upward and outward
- mild to moderate obesity
- underdeveloped respiratory system
- broad hands and feet with short fingers and toes and a single crease in the palm of the hand
- poor balance
- perceptual difficulties
- poor vision and hearing loss

Potential limitations/safety concerns of this disability:

- down syndrome
- individuals with down syndrome have increased risk of:
- congenital heart disease
- respiratory and hearing problems
- 62x more likely to develop pneumonia
- alzheimer's disease
- 30% over age of 50
- 50% over age of 60
- childhood leukemia
- 10-15x more likely
- thyroid conditions
- lifespan tends to be 10 years less than individuals with other intellectual disabilities
- caucasians: 50 years
- african americans: 25 years
- other races: 11 years

General adaptation suggestions:

Organizational methods
- Learning Stations
- Permits inclusion & learn at own pace
- Differentiated Instruction
- Variety of teaching and presentation techniques
- Peer Tutoring
- Builds awareness & appreciation of students w/o ID
- Provides role models
- Community – Based Instruction
- “Real-life”/Authentic (social development & easy to transfer learning of skills)
- different type of curriculum
- YMCA, bowling alley - student has to figure out transportation and everything that goes in
to setting, encompasses a lot of skills outside of actual activity
 - Partial Participation
- Some skills acquired, with modifications used
Instructional methods
- Concrete (vs. Abstract):
- demonstrate & use specific action words (Refer to Piaget for review)
- Data-Based Teaching
- Charting by teacher and student helps with goal setting
- Ecological Task Analysis—Give Choices
- Students select tasks from teacher developed list
- Behavior Management
- Cueing, reinforcing and correcting are critical to success
- Progress Familiar to Unfamiliar
- Remember – difficulty in learning from past
- do know, focus on positive, incorporate/build on that
- Consistency/Predictability
- In teacher’s behavior & class structure
- Choice Making
- Allowing students to choose activity, ball, position of play, peer tutor, etc.
- Activity Modifications
- See list of suggestions on pgs. 166-167
- Select activities that are consistent with community programming as well
- Select activities and skills according to chronological age

must ensure students comprehend instructions and achieve success, also ensure all student accept and include
everyone and know how to interact and communicate with them

Physical Educator specific adaptation suggestions:

- Strengthen muscles around joints
- No hyperflexion
- Be aware of secondary conditions and adapt accordingly
- poor balance; obesity; underdeveloped respiratory and cardiovascular systems; poor eyesight and
hearing loss (reaction time)
- adapt and monitor aerobic activities requiring maximal muscular contraction
- encourage exercise and activities that strengthen muscles around the joints (stabilizes them)

Specific Sport/Activity Adaptations:

1. activities according to chronological age

The instructor should base activities and skills on the students chronological age and the enjoyment of students
similarly aged. The focus should be on teaching methods and presentation of skills and activities. These focuses
should be based on the students functional abilities and cognitive development. This method will help minimize
the astigmatism between students with and without disabilities.

2. activities for students needing intermittent or limited supports

Activities should be selected based on how well they stimulate language development and problem solving skills
for young children with intellectual disabilities. Activities that involve make-believe, singing, dancing, and
verbalization can help with students' attention spans which in turn stimulates and reinforces their cognitive
development. Sports can be a primary avenue for success and self-esteem in older individuals with intellectual
disabilities.

3. data-based gymnasium (DBG)

DBG is a program for students needing extensive or persuasive support. It is a behaviorally oriented instructional
model for teaching students as well as a system for analyzing behavior principles for the socialization of behaviors.
It includes a game, exercise, and leisure sport curriculum. skills are broken down into steps that represent shaping
behaviors. The DBG also includes a clipboard instructional and management system the helps identify present
status, objectives, and progress on skill deviation.
 Butler University
PE 325 The Adapted Program of Physical Education and Sport
Disability Reference and Idea Sheet

Name Zac Lantz Date 4/6/21

DISABILITY: Hard of Hearing, Deaf, or Deafblind

General Characteristics of this disability:

- Deaf: refers to severe or profound hearing loss in which hearing is insufficient for comprehension of
auditory information, with or without the use of a hearing aid.
- Hard of hearing: refers to hearing loss that makes understanding speech through the ear alone difficult but
not impossible.
- deafblind: individuals who do not have effective use of vision and hearing

- Language and cultural characteristics

- ASL
- Behavioral and Affective Characteristics
- Frustrated with lack of consistent and effective communication.
- Deaf students are visual learners
- Motor characteristics
- balance problems

Potential limitations/safety concerns of this disability:

- deaf students in general schools often experience isolation, social deprivation, and ridicule from peers
because they lack a common language.
- Cochlear implants
- avoid sports that present the possibility of blows to the head
- use caution with winter activities
- avoid excessive sweating, would create moisture inside the device

General adaptation suggestions:

- peer tutoring programs available to alleviate isolation, deprivation, and ridicule problems from peers.
- some students with hearing loss may benefit from the use of an interpreter
- encourage interpreter to stand next to teacher
- give lesson plans to interpreter days in advance, and meet at the beginning of every day
- always face students when talking, not interpreter
- pair deaf students with hearing peers
- students with residual hearing are able to hear background noises
- minimize background noise
- encourage student to remove hearing aid or adjust volume if there excessive unavoidable
background noise
- use visual teaching cues
- give students copies of lessons modified to their reading levels
- use stations with cue cards
- use clear signals for starting and stopping
- face students so that they are able to read your lips
- teaching deaf students:
- learn as much sign language as possible
- include deaf students in on information taught during teachable moments by reviewing at the end
of class or through the use of the interpreter
- dance and rhythms can be especially important.
- place speakers face down on a wooden floor to help students feel the vibrations
 - dance in bare feet
- balloons can be used to allow students to feel vibrations in their hands
- allow deaf students the option to take written tests with an interpreter
- teach signs to entire class

Physical Educator specific adaptation suggestions:

- visual demonstrations and modeling of skills and activities
- students with hearing loss demonstrate learned skills in order to increase involvement and
understanding
- visual aids: videos, posters, demonstrations, smart boards, and ipads
- peer tutoring programs available to alleviate isolation, deprivation, and ridicule problems from peers.
- shown to increase improve physical activity in physical education classes
- schedule deaf students into the same PE class

Specific Sport/Activity Adaptations:

1. USADSF
The USADF is a sport organization for individuals with hearing impairments. In order to be eligible the individual
must have moderate to severe hearing loss (55 dB or greater in the better ear). The use of hearing aids or cochlear
implants are not permitted during competition. The following sports are offered by the USADSF: badminton,
baseball, basketball, bowling, curling, cycling, golf, hockey, martial arts, orienteering, shooting, skiing &
snowboarding, soccer, swimming, table tennis, team handball, track & field, triathlon volleyball, water polo, and
wrestling.

2. International Committee of Sports for the Deaf (ICSD)

The International Committee of Sports for the Deaf is also known internationally as the Comite International des
Sport des Sourds (CISS). The ICSD is not a member of the international paralympic committee, and instead holds
the Summer and Winter Deaflympics every four years. The winter events involve nordic skiing, speed skating, and
ice hockey. The ICSD also does not allow athletes to use any hearing aids or cochlear implants. Changes to sports
have also been made to utilize visual cues rather than auditory ones. For example, flags instead of whistles for
stopping and starting of play and strobe light starting signals.
 Butler University
PE 325 The Adapted Program of Physical Education and Sport
Disability Reference and Idea Sheet

Name Zac Lantz Date 4/6/21

DISABILITY: Visual Impairments

General Characteristics of this disability:

- deficiency in vision that, even when corrected, adversely affects a child’s educational performance. The
term includes both partial sight and blind-ness
- lots are progressive and genetic
- 2 types
- Congenital
- Albinism
- Retinitis of prematurity (ROP)
- Cortical visual impairment
- Leber's congenital amaurosis
- Adventitious
- Macular degeneration
- Retinitis pigmentosa (RP)
- Glaucoma
- Cataracts
- Batten’s Disease
- effective and social characteristics
- caretakers need to be aware of not being too overprotective
- Blindisms (self-stimulation)
- Overprotection
- Increased dependence
- Decreased opportunities for socialization

Potential limitations/safety concerns of this disability:

- Motor development: children with visual impairments demonstrate less motor skills than their sighted peers
- motor skill proficiency is important for daily living and sport activities
- Postural deviations: may be prevalent among people with visual impairments or blindness who hold their
head in unique positions to maximize vision
- Body image and balance: may be due to decreased opportunities for regular physical activity through which
balance and body image are refined
- sight also enhances balance
- physical activity levels tend to be low

General adaptation suggestions:

- Expanded Core Curriculum
- Use of paraeducator or teachers aide
- Preteaching
- Equipment, rule, & environmental modification
- Team teaching
- Peer tutors
- Paraeducators
- Adapted physical education specialist
- Curriculum inclusion of open and closed sport activities
 - ex. closed: bowling, open: basketball
- Incidental learning included in each class

Physical Educator specific adaptation suggestions:

- Learning about students abilities
- Fostering independence
- Exploring options for instructional modification
- verbal explanations by the instructor
- demonstrations by the instructor or peer
- physical assistance or guidance from the instructor or peer
- tactile modeling of the instructor or peer
- addition of sound devices
- enhancement of visual cues
- Quota
- use of guides

Specific Sport/Activity Adaptations:

1. United States Association of Blind Athletes (USABA)

The USABA is a sport organization for athletes over the age of 14 who have visual impairments. The USABA
offers the following 11 sports: alpine and nordic skiing, track & field, five-a-side soccer, goalball, judo,
powerlifting, showdown, skiing, swimming, tandem cycling, tenpin bowling. Modified rules for each sport are in
effect. For example in track and field athletes are allowed the use of guides in the form of a sighted guide, tether,
guide wire, sound source from a distance, circular running, sighted guide’s shirt, independent running, treadmill,
and wheelchair racing.

2. National Beep Baseball Association (NBBA)

The NBBA is a popular modification for baseball in which the baseball emits a specific sound. The teams are
composed of six players, and the teams may have two additional players on the roster. All of the players must play
blindfolded whether they have a visual impairment or not. Two sighted players play the positions of pitcher and
catcher. The pitcher underhand throws the ball a distance of 20 feet, and must give two verbal cues before pitching
the ball. The catcher also assists batters to get in the right position for hitting. The batter gets four strikes and 5
strikes without swinging. Once the ball is hit batters run down the first or third baseline to a sound emitting
cylinder shaped “base”. The two sighted players on defensive call out the number of the closest defender to the
ball, but cannot field the ball themselves. In order to score a runner must touch the base before the fielder cleanly
fields the ball.
 Butler University
PE 325 The Adapted Program of Physical Education and Sport
Disability Reference and Idea Sheet

Name Zac Lantz Date 4/7/21

DISABILITY: Spinal Cord Disabilities

General Characteristics of this disability:

- Common injuries:
- Traumatic injuries
- tetraplegia (quad) and paraplegia
- Spina bifida: congenital
- neural tube fails to close during fetal dev.
- Polio: Viral infection
- 44 cases worldwide in 2015 due to vaccine
- classifications
- medical and sport classifications
- treatment phases
1. hospitalization
- address acute medical aspects of the injury
- length of stay is dependent on the injury; median is 11 days
2. rehabilitation
- adjustment to the injury and mastery of basic living skills
- toileting, dressing, transfers, wheelchair use, etc.
- median stay around 36 days
3. return to the home environment

Potential limitations/safety concerns of this disability:

- physical limitations:
- Respiration
- Shoulder, arm, and hand control and sensation
- Trunk stability
- Hip, knee, and ankle control and sensation
- Bowel and bladder control
- decubitus ulcers
- bruising
- UTI
- spasticity
- contractures
- obesity
- psychological acceptance

General adaptation suggestions:

- Focus on abilities.
- Inclusion is a two-way street.
- Substitute objectives
- wheelchair skills for locomotor skills
- Make decisions based on assessment data.
- Make accommodations to ensure success and learning.
- Teach self-advocacy

Physical Educator specific adaptation suggestions:

 - fitness programs for students with spinal cord disabilities should focus on the development of all
components of physical fitness
- specific emphasis should be placed on preventing or reducing contractures in joints in which
muscles are no longer innervated
- regular stretching routines help
- strength training should focus on restoring and/or maximizing strength in unaffected muscles
- cardiorespiratory training is very difficult
- intensity, frequency, and duration must be applied to less traditional aerobic activities that
target smaller muscle groups of the arms and shoulders
- wheelchair ergometers can be used
- also concentrate on posture and body mechanics
- poor body mechanics as a result of muscle imbalances and contractures
- the most valuable activities are those with the greatest carryover potential for lifetime participation

Specific Sport/Activity Adaptations:

1. Wheelchair basketball
The National Wheelchair Basketball Association is an organization that allows individuals with spinal cord injuries
a chance to place organized basketball. The NWBA aissignes a classification system based on the movement
ability of the players, the higher the score the more movement capability the individual has. Teams must then
combine the scores of 5 players and have a maximum no greater than 15 points. Some of the modifications for
wheelchair basketball include: the wheelchair is considered a part of the player, players must stay firmly seated in
the chair at all times, an offensive player shall not remain for 4 seconds in the key, dribbling consists of
simultaneously wheeling the chair and dribbling the ball, taking more than two consecutive pushes is a travel
violation, no player on the team with a throw-in into the front court shall enter the free throw lane until the throw in
starts, and fouls can result from a player who intentionally blocks, pushes, charges, or impedes the progress with
either the body or the wheelchair.

2. Sit volleyball
Sitting volleyball is an official paralympic sport in which the size of the court and net are reduced and players must
remain seated on the floor while playing. The net is lowered to 3 feet and 9.3 inches for men and 3 feet and 3.5
inches for women. The court size is reduced to 32 feet and 9.7 inches by 19 feet and 8 inches. The rules include:
players are not allowed to lift their buttocks from the floor when carrying out any type of attack hit, front row
players can block serves, but with one part of the buttocks touching the floor, and player positions are determinedn
by location of the buttoks on the floor not the extremities.
 Butler University
PE 325 The Adapted Program of Physical Education and Sport
Disability Reference and Idea Sheet

Name Zac Lantz Date 4/14/21

DISABILITY: Social Communication Disorders

General Characteristics of this disability:

- persistent deficits in the social use of verbal and nonverbal communication
- symptoms:
- deficits in using communication for social purposes
- greeting, sharing information
- impairments of the ability to change communication to match context of the needs of the
listener
- speaking differently in a classroom than on a playground
- talking differently to a child than an adult
- avoiding use of overly formal language
- difficulties following rules for conversation and storytelling
- taking turns in conversation
- rephrasing when misunderstood
- knowing how to use verbal and nonverbal signals to regulate interaction
- difficulties understanding what is not explicitly stated and nonliteral or ambiguous
meanings of language
- making inferences
- idioms, humor, metaphors, multiple meanings that depend on context for
interpretation
- result in functional limitations in effective communication, social participation, social relationships,
academic achievement, or occupational performance
- onset of symptoms is in the early developmental period
- symptoms not attributed to another medical or neurological condition or to low abilities in the domains or
word structure and grammar, and are not explained by autism spectrum disorder, intellectual disability,
global development, or another mental disorder

Potential limitations/safety concerns of this disability:

- lack of communication and social skills
- repetitive activities
- restricted interests
- resistant to change
- high sensory response
- trouble screening out irrelevant info

General adaptation suggestions:

- Applied Behavior Analysis (ABA)
- applying interventions to improve behavior
- incentives
- TEACCH Program
- visual, structured and organized teaching style
- modifying environment vs expecting child to conform to traditional methods
- Floortime and Affect-Based Language Curriculum
- interactive experience that are child-directed in a low stimulus environment
 - Gray’s Social Stories and Comic Strip Conversations
- storyboards, step by step in pictures
- systematic, individualized, controlled
- Communicative and Interactive apps
- Boardmarker, Proloquo2Go, FirstThen, iReward

Physical Educator specific adaptation suggestions:

- Activity Selection
- can’t just not participate
- individual activities, team sports with modifications
- age and developmental appropriateness, interets
- sensorimotor activities
- kinesthetic awareness, tactile stimulation, auditory processing, visual motor coordination
- Assessment
- know the student, gain respect and trust
- start with tasks they can perform-progress to more difficult ones
- limit distractions
- natural environment if possible
- ex. climbing up slide stairs
- is the task appropriate?
- age, IEP goals
- instructional/ management
- picture and communication boards
- routines and structure
- natural cues instead of verbal cues
- task analysis
- break down skills into smaller parts
- correct rule procedure
- back to last part done correctly
- parallel talk
- learning modalities
- how does child learn best
- support personal
- gen ed teachers, PT, doc, refer to IEP

Specific Sport/Activity Adaptations:

1. Non-adapted: Swimming, Track & Field

Both swimming and track and field could be great sports for children with SCD with no adaptations because it also
can be done individually or on a team. There are also clear lanes and if directions/ routines are posted there is a
precise order that must be followed in each event. Ex. in track everyone must start at the same time, run the same
distance, and stay in their own lane. These are two sports that have low variability making them ideal for children
with SCD

2. Soccer
soccer could be modified into smaller game play, size of goals, and clear and concise instructions with pictures
posted. The child with SCD could be placed with a group of 4-6 other individuals with whom they feel most
comfortable with. The game could be 2v2 or 3v3 and instead of having close contact defensive situations players
could try to make kicks that avoid defenders at a distance.
 Butler University
PE 325 The Adapted Program of Physical Education and Sport
Disability Reference and Idea Sheet

Name Zac Lantz Date 4/14/21

DISABILITY: Traumatic Brain Injury/Stroke

General Characteristics of this disability:

TBI
- Injury to the brain affecting physical, cognitive, social, behavioral, and emotional functioning
- Physical impairments: lack of coordination, difficulty planning and sequencing movements, muscle
spasticity, headaches, speech disorders, paralysis, and sensory impairments (vision problems)
- Cognitive impairments may result in short- or long-term memory deficits, poor concentration,
altered perception, communication disorders (reading, writing), and poor judgment.
- Social, emotional, and behavioral impairments include mood swings, lack of motivation, low self-
esteem, inability to self-monitor, depression, sexual dysfunction, excessive laughing or crying, and
difficulty with impulse control.
- “silent epidemic”
- statistics:
- Leading killer and cause of disability in children and young adults in the U.S.
- About 5.3 million Americans have sustained a traumatic brain injury (TBI).
- Males are more likely to sustain a TBI than females.
- 75% of TBIs are mild.
- Can also be caused from anoxia (lack of oxygen), cardiac arrest, near drowning, child abuse, and
sport and recreation accidents.
- children are especially at risk, and head injuries are commonly caused by:
- traffic accidents
- falls from buildings, play equipment, or trees
- injuries from objects
- child abuse
- sport-related injuries
- seizures and other causes of lost consciousness
- classification
- open head injury: may result from accident, gunshot wound, or blow to the head resulting in a
visible injury
- closed head injury: may be caused by severe shaking, lack of oxygen, cranial hemorrhage, or blow
to the head as in boxing.
- ranchos los amigos scale: describes 8 levels of cognitive functioning
- level 1: no response (deep coma)
- level 2: inconsistent or nonspecific responses
- level 3: might follow simple commands; inconsistent or delayed manner; vague awareness
of self
- level 4: severely decreased ability to process information; poor discrimination and attention
span
- level 5: consistent response to simple commands; highly distractible; needs frequent
redirection
- level 6: responses incorrect due to memory but appropriate to situation; exhibits retention
of relearned tasks
- level 7: appropriate and oriented behavior; lacks insight; poor judgment and problem
solving; requires minimal supervision
- level 8: ability to integrate recent and past events; requires no supervision once new
activities are learned
Stoke
- Damage to brain resulting from faulty circulation
- Can affect motor ability and control, sensation and perception, communication, emotions, consciousness,
etc.
- Minimal loss to total dependency
- Most commonly causes partial or total paralysis to one side of body
- Most common form of adult disability
- Rare in infants, children, and adolescents
- risk factors:
- Hypertension
- Smoking
- Diabetes mellitus
- Drug abuse
- heroin, cocaine
- Obesity
- Alcohol abuse
- Diet
- categories
- Cerebral hemorrhage: results from a ruptured artery resulting in blood flow into and around brain
tissue
- Ischemia: lack of appropriate blood supply to brain resulting from a blocked artery leading to the
brain
- majority of strokes
- 10% of all strokes precedent by a transient ischemic attack (TIA)
- Very brief; sometimes unnoticed
- May occur days, weeks, or months prior to major stroke
- symptoms
- Cognitive or perceptual deficits
- Motor deficits
- Seizure disorders
- Communication problems

Potential limitations/safety concerns of this disability:

TBI
- many will need an individualized rehabilitation program
- therapy would begin as soon as patient is medically stable
- many have low motivation levels
- “silent epidemic”
- lots of times not noticable
- Ex. concussion
Stroke
- Closely monitor activities, especially for those who are prone to seizures or who lack good judgment
- Use special equipment for those with severe impairments, such as bolsters, crutches, standing platforms,
and orthotic devices
- Assist those with severe impairments who have difficulty moving voluntarily
- Use protective headgear.
- many will have low motivation levels

General adaptation suggestions:

TBI
- educators should work closely with family and medical staff
 - methods:
- Use the top-down approach to instruction
- Use frequent reminders
- Provide additional time for review
- Present information in simple steps
- Help organize information and use special techniques for remembering material
- Use task analysis
- Use cooperative learning activities
- Color-code written materials
Stroke
- be aware of warning signs:
- Sudden weakness or numbness of face or arm or leg on one side of body
- Dimness or loss of vision
- Loss of speech
- Severe headache with no apparent cause
- Unexplained dizziness and sudden falls•Teachers and coaches should
- know medical history of students
- seek medical attention when needed.

Physical Educator specific adaptation suggestions:

TBI & Stroke
- Brockport physical fitness test (BPFT)
- Incorporates 8-level classification system used by CPISRA
- Test components:
- Aerobic functioning
- target aerobic movement test
- Body composition
- skinfold measures
- Musculoskeletal function
- Flexibility
- modified Apley test
- Muscular strength and endurance
- seated push-up)
- IEP implemented based on degree of physical disability, motor educability, interest level, and overall
educational goals
- Motor development:
- Encourage sequential development of fundamental patterns and skills
- Authentic assessment of functional skills
- Achieve maximum motor control and development of functional recreation and leisure activities
- psychosocial development:
- promote the attitude that it is acceptable to fail at times when attempting activities because failing
is a natural part of the learning process
- encourage physical activities to be perceived as fun rather than hard work

Specific Sport/Activity Adaptations:

1. BlazeSports
BlazeSports is a national organization that assists local community sport and recreation programs in providing sport
opportunities for individuals with cerebral palsy as well as other disabilities. BlazeSpors helps organize training in
addition to local, regional and national competitions.

2. CRISPA
CRISPA is an organization that governs international competition for athletes with cerebral palsy and other
disabilities. CRISPA is also a member of the International Paralympic Committee and athletes who qualify for the
CRISPA World Championships are also able to participate in the Paralympic games. CRISPA offers alpine skiing,
boccia, cross-country skiing, curling, race running, slalom, sled hockey, soccer, table cricket, and track and field.

3. Boccia
Boccia is a part of the national competition of the BNDSA, DAAA, special olympics, and paralympics.
Accommodations can be made to allow the use of a mechanical aide to spot the jack or a bell or bright colored
cone. Assistants are also allowed to adjust ramps or chutes and the player's chair position within the throwing box,
but everything must be initiated by the player. Players that have difficulty holding or placing the balls can receive
assistance from one side, but the player must throw, kick, strike, push, or role the ball independently. The athlete
must also have direct physical contact with the ball when it is released.

4. Bowling
bowling is a sanctioned event in the special olympics. Rules can be modified to all ramps and other assistive
devices for single competition although the bowlers using ramps must compete in separate divisions. Ramp
bowling can be broken down into an unassisted category and an assisted category. Special equipment can also be
used for gripping and releasing the bowling ball.