Duties
The following job description delineates responsibilities for physical education teachers who work with students who are assigned to SASED programs using a transdisciplinary model. The following concepts predicate this job description.
Services provided in physical education settings must:
- Address the individual physical education needs of each student
- Be integrated throughout the domestic, community, school and vocational physical education, recreation and leisure environments in which the students receive instruction and are expected to function;
- Be coordinated with the services provided by other members of the education team. Collaboration and communication across disciplines and with parents and guardians are essential and indispensable.
Meeting the comprehensive, varied and complex educational needs of students with disabilities presents a significant challenge for students and team members. The educational team can move closer toward accomplishing the goal of optimal participation and community integration of students with disabilities. This job description presents guidelines for the practice of teachers such that this goal can be realized.
The adapted physical education teacher job description is divided into four primary areas of responsibility.
Part A: Assessment
Part B: Program Planning
Part C: Program Implementation
Part D: Team Process
Part A: Assessment
- The APE Teacher includes the assessment of individual students and participates with other team members (e.g., Therapeutic Recreation Specialists, Occupational Therapists, Physical Therapists, Speech Pathologists, Social Workers, Nurses, Special Education Teachers, Teacher Aide, General Education Teachers, Physical Education Generalist, etc.) to determine if the student needs adapted physical education or therapies.
- The APE Teacher will provide information to the team so that the team may determine the type of physical education that is available and that will meet the needs of the student.
- General Physical Education Student is included in an age-appropriate physical education class with no assistance from a teacher or an aide and little or no consultation with the adapted physical education specialist.
- General Physical Education with Consultation Student is included in an age-appropriate physical education class with no assistance from a teacher or aide and the APE Teacher observes or participates with the class regularly and consults with the physical education generalist.
- General Physical Education with Support Student is included in an age-appropriate physical education class with support from a teacher or aide to assist the student in following directions, or performing skills.
- Adapted Physical Education with Peers Who are Functioning at a Higher Level Student is included in an age-appropriate adapted physical education class with students who are functioning at a higher level and are receiving physical education from the physical education generalist with support from the adapted physical educator.
- Adapted Physical Education with a Homogeneous Class Student is included in an age-appropriate adapted physical education class with students who are functioning at approximately the same level. Leadership is provided by the adapted physical educator with support from aides.
- Adapted Physical Education with a Heterogeneous Class Student is included in an age-appropriate adapted physical education class with students who are functioning across a range of levels. Leadership is provided by the adapted physical educator with support from aides.
- Adapted Physical Education in a Special Setting In rare instances when it is apparent that the student’s disability severely impairs his or her ability to achieve in any of the aforementioned settings, the adapted physical education teacher may work with the student 1:1 or with an aide.
- The adapted physical education teacher will assess the student’s progress, or lack there of, based on the IEP goal(s) and objectives, quarterly, and reports the findings to the team via Kids Individualized Data System.
- The adapted physical education teacher will assess the student’s participation in intramural, extramural, and interscholastic activities; participation in physical activities at home and within the structure of the local recreation department or the local special recreation association. It is anticipated that this assessment will be done by interview. The adapted physical education teacher will make recommendations to the team based on this assessment.
Part B. Program Planning
- The adapted physical education teacher is responsible for arranging his or her schedule so that the student(s) receives the minutes of adapted physical education service mandated in the student’s IEP in the least restricted environment.
- The adapted physical education teacher will have goals and objectives for individual students and classes.
- ?The adapted physical education teacher inventories the physical education supplies and equipment and the indoor and outdoor facilities of the host school(s).
- The adapted physical education teacher will evaluate the supplies and equipment necessary for the student(s) to achieve his or her objectives not available at the venues and will advise supervisors the need to procure supplies and equipment not on hand.
- The adapted physical education teacher will identify community venues for the student(s) use when necessary and appropriate, i.e., YMCA.
- The adapted physical education teacher coordinates his or her style and behaviors so as not to be at cross-purposes with the objectives other disciplines have for the student(s).
Part C: Program Implementation
The adapted physical education teacher will transport supplies and equipment not available at the venue(s) necessary for the implementation of the program.
?The adapted physical education teacher will maintain good teacher – parent relationships
The adapted physical education teacher will provide instruction so that aides will be effective contributors to the program.
- Eliciting parental participation in program development, implementation and evaluation;
- Providing feedback to the parents;
- Responding to parental questions and concerns;
- Preparing reports for conferences;
- Providing parents with information on local recreation department or the local special recreation association and adapted supplies and equipmen
Part D: Team Process
The adapted physical education teacher will develop and maintain a professional relationship with the school’s physical education generalist(s), the student’s special education teacher and the school’s case manager and collaborate with them by:
- Being accessible to discuss options in the delivery of the mainstreamed service;
- Making suggestions that will enhance the student’s mainstreamed physical education experience;
- Making any adapted or other supplies or equipment available to them for use with the student.
The adapted physical education teacher will participate in team meetings, IEP meetings and other meetings when there are no substantive conflicts with other program needs.
The adapted physical education teacher will continue to grow as a professional by participating in in-service trainings, professional and lay conferences and workshops.
The adapted physical education teacher will develop and maintain a professional relationship with the schools’ administration, general education teachers and staff.
Qualifications
PEL from State of Illinois
How to Apply
Please apply at www.sased.org
Link to District/Third Party Online Application Web Page
http://www.generalasp.com/sased/onlineapp/default.aspx