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Example of Potential Modifications and Adaptations for Backpacking & Hiking

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Example of Potential Modifications and Adaptations for Backpacking & Hiking

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-Equipment: small packs, walking sticks
-Rules: stay on path, modified paths
-Environment: trails, small hills, fields
-Instruction: verbal cues, task analysis, pictures, demonstrations

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Example of Recreational activity Scale and Task components: Backpacking & Hiking

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Example of Recreational activity Scale and Task components: Backpacking & Hiking

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Task: Student hikes with or without a pack.
Scale components  (a) Distance, (b) terrain, (c) weight of and distance with a pack (optional)
-Rubric Levels and colors and Rubric descriptors

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Assessment options for Recreational activites

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Assessment options for Recreational activites

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-Each unit includes at least one rubric for evaluating the process or product of movements
-You can create checklists and rating scales and have students keep journals.
-All of these can be included in students’ portfolios

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-using teachers assistance
-modify for children's specific needs
-using teaching cues to work through slow, small steps and become proficient enough to be independent at the party

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Ideas for modifications to teach various Recreational activities

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Ideas for modifications to teach various Recreational activities

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-For each activity, addressing equipment that can be used, rule modifications, environ-mental alterations, and instructional variations.

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-One of the most useful is to create an ecological inventory. The best way to create an ecological inventory is to analyze the steps needed to successfully participate in a game or activity.

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Functional approach to Transition planning Steps:

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Functional approach to Transition planning Steps:

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1. Assess student interest.
2. Establish long-term transition goals.
3. Determine present level of performance.
4. Create short-term objectives to meet long-term goals.
5. Evaluate student progress and modify as needed.
6. Reassess and determine continuing or future goals.

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-Swimming at a YMCA or community pool
-Hiking
-Ice skating
-Bowling
-Biking
-Using a fitness center
-Participating in a sport (softball, basketball, etc.)
-Participating in other activities such as yoga.

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-The student’s needs, interests, and preferences
-How achievement will be measured
-Coordinated activities that can be included
-How the goals promote movement from school to community

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-In transitional planning it is used to create appropriate goals in physical education.

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-Helps students with disabilities make positive health-enhancing choices
-Supports appropriate social interactions with others in their community
-By providing age appropriate activities that can enhance personal goals and outcomes

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-Transition activities should address: instruction to support goals, related services, community experiences, development of employment and other adult-living objectives, acquisition of daily living skills, and functional vocational assessment.

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-The ability to participate in enjoyable recreational activities is crucial to enjoying a high quality of life in school and beyond.

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-These services must be provided in school settings and are identified on the IEP through an individual transition plan (ITP).

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-Transition services prepare students with disabilities to become independent and active individuals in the community.