LAC 28:CI.1303. Adapted Physical Education

A. Definition. Adapted Physical Education is a direct instructional service for school aged students with disabilities who may not safely or successfully engage in unrestricted participation in the vigorous activities of the regular physical education program on a full-time basis. It is also a specially-designed program for children with disabilities aged three through five, who meet the criteria below. 1. Children with disabilities shall have equal access to the provision of physical education. Physical education includes the development of physical and motor fitness. Fundamental motor skills and patterns and skills are developed in individual and group games sports, and activities including intramural and life-time sports. a. If a child with a disability cannot participate in the regular physical education program, individualized instruction in physical education designed to meet the unique needs of the child shall be provided. Physical education may include modified or adapted physical education. b. Modified physical education is appropriate for a child who can participate in the general physical education program with accommodations or modifications. Modifications can include supports such as a sign language interpreter or changing rules equipment, time limits, etc. c. Adapted physical education, also referred to as specially designed or special physical education, is instruction in physical education that is designed on an individual basis specifically to meet the needs of a child with a disability. B. Criteria for Eligibility 1. Children aged 3 through 5 years: a. evidence that the student meets 69 percent or less of the state identified motor skills for the level appropriate to the student's chronological age using the LA Motor Assessment for Preschoolers (LAMAP): i. students meeting 45 percent to 69 percent of the skills shall be identified as having motor deficits in the mild range; ii. students meeting 20 percent to 44 percent of the skills shall be identified as having motor deficits in the moderate range; iii. students meeting 19 percent or less of the skills shall be identified as having motor deficits in the severe range; 2. Students aged 6 through 21 years: a. evidence that the student meets 69 percent or less of the state-identified physical education competencies, using the Competency Test for Adapted Physical Education (CTAPE), for the grade level appropriate to the student's chronological age: i. students meeting 45 percent to 69 percent of the competencies shall be identified as having motor deficits in the mild range; ii. students meeting 20 percent to 44 percent of the competencies shall be identified as having motor deficits in the moderate range; iii. students meeting 19 percent or less of the competencies shall be identified as having motor deficits in the severe range; 3. Students classified as having Autism, Emotional Disturbance, Traumatic Brain Injury, or Other Health Impairment: a. documented evidence that the student is unable to participate in a regular physical education class as a result of autism, a serious emotional disorder, brain injury, or a chronic or acute health condition; C. Procedures for evaluation: 1. for students aged 3 through 5 years―an assessment of motor abilities using the LaMAP (Louisiana Motor Assessment for Preschoolers) conducted by a certified adapted physical education teacher; 2. for students aged 6 through 21―an assessment of grade/age level physical education competencies using the CTAPE conducted by a certified adapted physical education teacher; 3. for students with a disability of autism, emotional disturbance, traumatic brain injury or other health impairments―written documentation verifying a significantly reduced performance that prevents safe and successful participation in a regular physical education class. For students with autism or emotional disturbance, the documentation must be provided by a certified school psychologist, licensed psychologist, or psychiatrist and an adapted physical education evaluator. For students with other health impairments or traumatic brain injury, the documentation must be provided by a physician and an adapted physical education evaluator; 4. observation of the student in both structured (e.g., one-on-one with the evaluator) and unstructured (e.g., free play, recreational) settings. These observations should focus on, but not be limited to, those motor deficits identified by the motor assessment instrument; 5. recommendations for specific types of activities and/or adaptations necessary to meet the physical education needs of the student should be included in the evaluation report; 6. the provision of services shall be determined at the IEP Team meeting, using the recommendations of the adapted physical education evaluator and the results of the motor assessment. The continuation of services shall be determined by the IEP Team at the annual IEP review using the recommendations of the adapted physical education teacher.