Mainstreaming and Physical Education

Federal educational law in general and the Individuals with Disabilities Education Act (IDEA) Amendments of 1997 mandate that disabled students with physical, learning, or emotional disorders be placed in the least restrictive physical education environment to provide the best opportunity for learning (Jansma & Decker, 1992; Yun, Shapiro, & Kennedy, 2000). Mainstreaming, also known as inclusion, seeks nothing less than the full or most extensive possible integration of special education students into all types of regular education classrooms. For many such students, however, inclusion in mainstream physical education classes is difficult due to limited resources and the lack of an adaptive physical education curriculum.

Yun, et al (2000) commented that children with disabilities are becoming a part of the general physical education class in the United States public school system. As a result, physical educators face new challenges, including assessing such students and adapting activities to meet their individual needs. Under the IDEA, all students with disabilities, regardless of the nature of the disability, must have an Individualized Education Program (IEP) in which annual goals, benchmarks, short-term objectives, and placement decisions along with evaluation criteria are clearly delineated (Rizzo & Lavay, 2000).

In determining inclusive placement, the principle of the "least restrictive environment"

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ude special needs children in inclusive physical education programs. Thompson, Hudson and Bowers (2002) argue that the very construction and equipment of most play and gym areas in American public schools does not provide meaningful physical opportunities for disabled children to participate in group activities. IDEA may mandate the creation of "adapted physical education environments," and access to physical education, regardless of a child's disability or it nature, but schools are charged with providing such environments. New guidelines for the construction or modification of these facilities have been promulgated, but many schools lack the financial ability to meet such standards. Nevertheless, by including physical education teachers in the formal IEP (or at least requiring informal assessments after an IEP placement has been made to the inclusive environment) it becomes possible for schools to create effective adapted physical education programs and individualized educational strategies (Houston-Wilson & Lieberman, 1999). Offering mainstream physical educators targeted in-service programs or other learning opportunities can help these key actors in designing and delivering effective programs to special needs students.
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Approximate Word count = 2186
Approximate Pages = 9 (250 words per page)

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