# data[].attributes.headline
Hello and welcome to my padlet. From left to right you will see the progression from regulations, to strategies, culminating with 18 different recreation and leisure activities beyond school for students with chronic or permanent disabilities.

# data[].attributes.subject
Hello and welcome to my padlet. From left to right you will see the progression from regulations, to strategies, culminating with 18 different recreation and leisure activities beyond school for students with chronic or permanent disabilities.

# data[].attributes.headline
Kick the Can and other Camping Games that help facilitate Physical Activity

# data[].attributes.subject
Kick the Can and other Camping Games that help facilitate Physical Activity

# data[].attributes.body
{Students will be able to participate in physical activity through play. Students will feel the advantage of being in better shape, and therefore more inclined to continue to develop their physical abilities.

# data[].attributes.body
{Students will understand how to properly put on the skis, enter the water and stand up with the acceleration of the boat. Students can challenge themselves through attempting trick and new maneuvers.

# data[].attributes.body
{Students can learn the basic movements of weight lifting and begin to add weight to the bar in order to increase their personal bests.

# data[].attributes.body
{Students will learn the fundamental skills of club handling and ball striking. Students can choose to participate in competitive golf, but can also choose to play for recreation.

# data[].attributes.body
{Students will learn the fundamental of humanely trapping animals for their meat and their fur}

# data[].attributes.body
{Students will understand the tracking,calling and hunting of animals. Students who are not able to shoot a gun or bow can aid in planting land plots for deer and other additional hunting set-ups}

# data[].attributes.body
{Students will learn how to maintain balance and move the paddle board through correct stroke techniques}

# data[].attributes.body
{Students will understand the rules and organization of spike ball. Students will need to work on the accuracy of their spike and their reaction time}

# data[].attributes.body
{Students can explore a multitude of various dances that run to various different types of music. A good way for students to express themselves}

# data[].attributes.body
{Students will learn various poses that will help increase strength and flexibility while learning how to focus on controlling their body}

# data[].attributes.body
{Students will learn the basics of self defense and how to correctly defend themselves against a varying amount of enemies and weapons}

# data[].attributes.body
{Students will begin to understand rhythm and how to ambulate correctly to the music. Student will have the opportunity to choose their favorite dances to learn}

# data[].attributes.body
{Students will understand how to enter the canoe, how to move the canoe, and how to operate the canoe safely}

# data[].attributes.body
{Students will understand proper safety and begin to balance and mobilize themselves on the skates}

# data[].attributes.body
{Students will learn the foundation of rock climbing safety, rope execution and the necessary upper body strength to complete the task}

# data[].attributes.body
{Students will have the opportunity to enjoy the outdoors and identify different fish to catch with various baits. Students will also understand fishing safety techniques}

# data[].attributes.body
{Students will participate in individual and team competitions where they will focus on control of the ball, spin and consistent accuracy)

# data[].attributes.body
(Students will explore the outdoors through a structured excursion)

# data[].attributes.headline
Recreation and Leisure Skills Breakdowns.

# data[].attributes.subject
Recreation and Leisure Skills Breakdowns.

# data[].attributes.headline
Alternatives in case they do not make the team

# data[].attributes.subject
Alternatives in case they do not make the team

# data[].attributes.headline
Be selected or cut from the team based solely on ability level and not disability.

# data[].attributes.subject
Be selected or cut from the team based solely on ability level and not disability.

# data[].attributes.headline
Students with Disabilities have the Right to

# data[].attributes.subject
Students with Disabilities have the Right to

# data[].attributes.headline
Making reasonable modifications, unless modifications constitute a fundamental alteration of the nature of the activity.

# data[].attributes.subject
Making reasonable modifications, unless modifications constitute a fundamental alteration of the nature of the activity.

# data[].attributes.headline
A School District must Provide Equal Opportunities for Participation by

# data[].attributes.subject
A School District must Provide Equal Opportunities for Participation by

# data[].attributes.headline
Make individualized inquiries to determine whether there are reasonable modifications or necessary aids and services that would allow students with disabilities to take part in activities.

# data[].attributes.subject
Make individualized inquiries to determine whether there are reasonable modifications or necessary aids and services that would allow students with disabilities to take part in activities.

# data[].attributes.headline
Provide students with disabilities  with equal opportunities to participate in its existing extracurricular athletic programs.

# data[].attributes.subject
Provide students with disabilities  with equal opportunities to participate in its existing extracurricular athletic programs.

# data[].attributes.headline
Schools' Obligations to Provide Extracurricular Athletic Opportunities

# data[].attributes.subject
Schools' Obligations to Provide Extracurricular Athletic Opportunities

# data[].attributes.body
Analyze the steps needed to successfully participate in a game or activity. For students who are visual learners, it can be helpful to create an inventory that incorporates pictures.

# data[].attributes.headline
Through the assessment process, you can measure students' present levels of performance and the progress they are making to achieve their long-term goals.

# data[].attributes.subject
Through the assessment process, you can measure students' present levels of performance and the progress they are making to achieve their long-term goals.

# data[].attributes.headline
U.S. Department of Education Office for Civil Rights (2013) wrote a letter that clarifies schools' obligations to provide extracurricular athletic opportunities for students with disabilities. The letter also defines equal treatment of student athletes with disabilities and provides guidance on how schools can create APE programs for students with disabilities.

# data[].attributes.subject
U.S. Department of Education Office for Civil Rights (2013) wrote a letter that clarifies schools' obligations to provide extracurricular athletic opportunities for students with disabilities. The letter also defines equal treatment of student athletes with disabilities and provides guidance on how schools can create APE programs for students with disabilities.

# data[].attributes.headline
School districts have a legal obligation to provide after-school sport programs for students with disabilities.

# data[].attributes.subject
School districts have a legal obligation to provide after-school sport programs for students with disabilities.

# data[].attributes.headline
#4 Evaluate Progress and Make Adjustments as Needed

# data[].attributes.subject
#4 Evaluate Progress and Make Adjustments as Needed

# data[].attributes.body
Develop an assessment plan to determine progress and areas that need improvement. Adapt and modify the ITP goals to promote success. Work with community agencies to promote familiarity so the student can independently access and participate in activities after graduation.

# data[].attributes.headline
#3 Create an ITP Based on These Activities

# data[].attributes.subject
#3 Create an ITP Based on These Activities

# data[].attributes.body
Incorporate the activities into the student's ITP. Consider the prerequisite skills needed, and teach these skills to promote more student success.

# data[].attributes.body
Present various options to the student and his or her parents, and determine what activities are desirable and appropriate.

# data[].attributes.headline
#1 See What Programs are Available in the Community

# data[].attributes.subject
#1 See What Programs are Available in the Community

# data[].attributes.body
Connect with community recreation programs, the YMCA, or universities and colleges to determine what programs are available to students with and without disabilities. If no programs are available, determine whether modifications could be made to facilitate participation of students with disabilities in existing programs or if new programs could be created with the help of volunteers.

# data[].attributes.headline
4 Steps Can Assist in preparing youth with disabilities for transitions related to sport, recreation, and physical activities.

# data[].attributes.subject
4 Steps Can Assist in preparing youth with disabilities for transitions related to sport, recreation, and physical activities.

# data[].attributes.headline
Collaboration with parents to find appropriate activities that students with disabilities can participate in.

# data[].attributes.subject
Collaboration with parents to find appropriate activities that students with disabilities can participate in.

# data[].attributes.headline
Unfortunately, research has demonstrated that many youth with disabilities do not actively engage in after-school programs, intramural activities, community-based programs, or social events.

# data[].attributes.subject
Unfortunately, research has demonstrated that many youth with disabilities do not actively engage in after-school programs, intramural activities, community-based programs, or social events.

# data[].attributes.headline
Parents biggest concern is they don't know how to proceed once their children graduate.

# data[].attributes.subject
Parents biggest concern is they don't know how to proceed once their children graduate.

# data[].attributes.headline
Finding sport, recreation, and physical activities for students with disabilities can be a daunting process, and the number of choices does not reflect the range of opportunities afforded to typically developing students.

# data[].attributes.subject
Finding sport, recreation, and physical activities for students with disabilities can be a daunting process, and the number of choices does not reflect the range of opportunities afforded to typically developing students.

# data[].attributes.headline
Transition Activities for Effective Social Inclusion

# data[].attributes.subject
Transition Activities for Effective Social Inclusion

# data[].attributes.headline
Effective Social Inclusion to the Community in Recreation, Sport and Physical Activity!!

# data[].attributes.subject
Effective Social Inclusion to the Community in Recreation, Sport and Physical Activity!!

# data[].attributes.headline
Step 6 = Reassess and Determine Continuing or Future Goals

# data[].attributes.subject
Step 6 = Reassess and Determine Continuing or Future Goals

# data[].attributes.body
Reassess the student's performance at the end of the academic year and compare it to long-term goals. Identify areas that need further development. Identify future long-term goals if possible.

# data[].attributes.headline
Step 5 = Evaluate Student Progress and Modify as Needed

# data[].attributes.subject
Step 5 = Evaluate Student Progress and Modify as Needed

# data[].attributes.body
Assess the student's abilities. If student achievement is below the established goal, modify activities to promote opportunities for success.

# data[].attributes.headline
Step 4 = Create Short-Term Objectives to meet Long-Term Goals

# data[].attributes.subject
Step 4 = Create Short-Term Objectives to meet Long-Term Goals

# data[].attributes.body
Identify sequential steps needed to achieve long-term goals. Readjust as necessary along the way (Monitor if goals are too easy or too challenging).

# data[].attributes.headline
Step 3 = Determine Present Level of Performance

# data[].attributes.subject
Step 3 = Determine Present Level of Performance

# data[].attributes.body
Determine the student's current level of function related to the desired outcomes. Evaluate the skill set needed in relation to the environment, the task, and the unique attributes of the student.

# data[].attributes.headline
Step 2 = Establish Long-Term Transitional Goals

# data[].attributes.subject
Step 2 = Establish Long-Term Transitional Goals

# data[].attributes.body
Based on the information collected in step 1, develop long-term goals related to desired outcomes. Share the long-term goals with the student and family. If necessary, adjust goals based on student and family feedback.

# data[].attributes.body
Determine the availability of programs, services, and facilities related to sport, recreation, and physical activities in the community. Ask students about their interest in sport, recreation, and physical activities. Ask parents about the interest and goals they have for the child regarding sport, recreation, and physical activities.

# data[].attributes.headline
Participating in Other Alternative Activities (Martial Arts, Aerobics, Yoga)

# data[].attributes.subject
Participating in Other Alternative Activities (Martial Arts, Aerobics, Yoga)

# data[].attributes.body
Select the proper attire, Changing in a designated location and Following instructor guidance for routines and exercises.

# data[].attributes.body
Wearing proper protection (helmet, pads), Identifying the bike and checking that it is in working order (chains, brakes, tires), Riding in a designated area, Following proper biking rules for the road and Returning the bike to the assigned place for storage.

# data[].attributes.body
Swiping a membership card, Changing in a locker room, Identifying machines to use based on established routine, Establishing goals for each fitness activity and Cleaning equipment with a designated towel.

# data[].attributes.body
Learning how to follow the game schedule and calendar, Selecting proper sport clothing and equipment prior to the game, Changing in a locker room or designated area, Learning skills related to the sport, Identifying positions to play and Listening to the coach's instructions and following them.

# data[].attributes.body
Paying the entrance fee or swiping a membership card, Renting skates and helmet (know size), Taking shoes off and putting skates on, Skating with or without support and Turning in skates and helmet

# data[].attributes.headline
Swimming at a YMCA or University or Community Pool

# data[].attributes.subject
Swimming at a YMCA or University or Community Pool

# data[].attributes.body
Paying the entrance fee or swiping a membership card, Going through a turnstile, Changing clothes in a locker room, Showering in a locker room and Taking turns in a swim lane.

# data[].attributes.body
Prerequisite Skills: Putting on hiking boots, Map-Reading, Carrying a backpack or hip pouch with water and snacks.

# data[].attributes.headline
Example of a suggested Individualized Transition Plan (ITP) in adapted physical education. This includes the transition activity and the prerequisite skills.

# data[].attributes.subject
Example of a suggested Individualized Transition Plan (ITP) in adapted physical education. This includes the transition activity and the prerequisite skills.

# data[].attributes.headline
How the goals promote movement from school to community.

# data[].attributes.subject
How the goals promote movement from school to community.

# data[].attributes.headline
Coordinated activities that can be included.

# data[].attributes.subject
Coordinated activities that can be included.

# data[].attributes.headline
The student's needs, interests and preferences.

# data[].attributes.subject
The student's needs, interests and preferences.

# data[].attributes.headline
When creating transition goals, consider the following...

# data[].attributes.subject
When creating transition goals, consider the following...

# data[].attributes.headline
Functional Approach in Transition Planning

# data[].attributes.subject
Functional Approach in Transition Planning

# data[].attributes.body
Used to create appropriate goals in physical education. The model incorporates legal requirements and best practices in special education.

# data[].attributes.headline
Through physical education activities, you can help students with disabilities develop skills like following directions, turn-taking, and sportsmanship which can be generalized to situations when they are interacting in their community.

# data[].attributes.subject
Through physical education activities, you can help students with disabilities develop skills like following directions, turn-taking, and sportsmanship which can be generalized to situations when they are interacting in their community.

# data[].attributes.headline
The decisions students make regarding their use of leisure time can have a large effect on other aspects of their lives, such as the social groups they connect with.

# data[].attributes.subject
The decisions students make regarding their use of leisure time can have a large effect on other aspects of their lives, such as the social groups they connect with.

# data[].attributes.headline
Support appropriate social interaction with others in their community.

# data[].attributes.subject
Support appropriate social interaction with others in their community.

# data[].attributes.headline
Helps students with disabilities make positive health-enhancing choices.

# data[].attributes.subject
Helps students with disabilities make positive health-enhancing choices.

# data[].attributes.headline
Sport, Recreational Activities and Physical Activities 

# data[].attributes.subject
Sport, Recreational Activities and Physical Activities 

# data[].attributes.body
Find specific evaluations that are relative to the student's employment goals or desired certifications. Situational work and independent living assessment are good to consider due to the fact they are evidence-based practices. Assessments must be correlate to the student's career maturity and cognitive levels.

# data[].attributes.body
Find activities of daily living that support performance relative to post-school goals. Social skill development is a necessary living skill that helps create effective social inclusion and acceptance from others in society.

# data[].attributes.headline
#4 = Development of Employment and other Adult-Living Objectives

# data[].attributes.subject
#4 = Development of Employment and other Adult-Living Objectives

# data[].attributes.body
Provide career exploration activities or different post-secondary education options such as, college or tech school. May also need to provide guidance counseling, person-centered care, career planning, and or job shadowing.

# data[].attributes.headline
#3 = Community Experiences (Leisure and Recreation are included)

# data[].attributes.subject
#3 = Community Experiences (Leisure and Recreation are included)

# data[].attributes.body
Find experiences that will help the student explore or apply what is learned in class. Consider the need for work, college, and independent living experiences, including how to use recreational and physical activity facilities in the community.

# data[].attributes.body
Find professionals who can address the student's disability relative to post school goals. Examples include occupational therapists, physical therapists, or oriental and mobility expert. May also be necessary to find tutors, trainers, and aides to ensure an effective transition.

# data[].attributes.body
Recognize what instruction is needed to support post school goals. Consider if self-determination, social and study skills training are necessary. Additionally, consider occupational skills training.

# data[].attributes.body
The team that writes the transition goals must provide the support service personnel as well as any equipment that will assist the student in reaching transition goals. The transition activities should address 6 main topics.

# data[].attributes.headline
Transitional goals must be addressed on the IEP by the time the student is 16.

# data[].attributes.subject
Transitional goals must be addressed on the IEP by the time the student is 16.

# data[].attributes.body
Measurable post-secondary goals should be developed in three areas.
(1) Education and Training
(2) Employment
(3) Independent Living {If Necessary}

# data[].attributes.headline
IDEIA (2004) Illustrates the importance of recreation activities.

# data[].attributes.subject
IDEIA (2004) Illustrates the importance of recreation activities.

# data[].attributes.body
Can help the student's personal satisfaction, quality of lifestyle and success after graduation.

# data[].attributes.headline
IDEIA (2004) Transition Services Definition

# data[].attributes.subject
IDEIA (2004) Transition Services Definition

# data[].attributes.body
A coordinated set of activities for a student, with a disability, that: (A) is designed to promote movement from school to post-school activities (Post-secondary Education, Vocational training, Integrated employment, adult services, independent living and community participation).
(B) based on the student's need and factoring their interests and preferences.
(C) Instruction, community experiences, development of employable and other post-school objectives, and if appropriate, teaching daily life skills.

# data[].attributes.body
The ITP is identified in the student's IEP. This document is used as a education guide to help students with disabilities achieve their short- and long-term goals for life after high school, which generally concludes at age 21.

# data[].attributes.body
These are intended to prepare students with disabilities for their transition into the community and assist them in becoming independent, active, and healthy individuals.

# data[].attributes.body
This law requires that transitional services be provided to students with disabilities beginning at the age of 16.