COMPETENCES
Performance requirements
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SKILLS
The skills the individual needs to learn to do this
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KNOWLEDGE
The knowledge the individual needs to learn to do this
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Assess the needs (current level of performance) of students with special educational needs (SEN)
Range (School age children, Various SEN)
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- Select appropriate assessments fitting the students profile
- Administer assessment
- Write the report
- Special education needs (different functional abilities, motor, cognitive, social, behavioural, communication)
- Variety of assessments approaches (holistic, norm reference, criterion based etc)
- Variety of assessments (Movement ABC etc)
- Relevant regulations on report writing and dissemination
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Adapt school curriculum in physical education (PE) to meet the individual needs of all students with SEN
Range (School age children, Various SEN)
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- Analyse current PE curriculum in relation to students needs
- Adapt curriculum
- Current curriculum (school district/national)
- Curriculum development principles
- Curriculum adaptation principles and strategies
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Plan developmentally appropriate learning experiences in adapted physical education (APE)[i]
Range (School age children, Various SEN)
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- Ability to develop Individual education plan (IEP)[ii] in PE
- Ability to plan inclusive PE lesson to ensure appropriate and safe learning for all students
- Ability to plan appropriate behavioural management strategies
- Ability to plan motivation strategies for students to participate
- Plan appropriate communication strategies
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- Relevant regulations on IEP development
- Philosophy, purpose and aims of IEP
- Strategies for development of an IEP (e.g. multidisciplinary team)
- Concept of the least restrictive environment and continuum of support in physical education
- Health and safety issues in relation to inclusive PE (e.g. contraindications)
- Causes and consequences of behavioural problems
- Behaviour management and modification techniques
- Motivation strategies
- Communication strategies (interpreter, communication boards etc)
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Prepare teaching environment before arrival of student with SEN
Range (School age children, Various SEN)
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- Ability to prepare human environments (assistant personnel e.g., teacher assistants, peer tutor, students without disabilities and school staff)
- Ability to prepare the physical environment (facilities, equipment, temporal)
- Knowledge of peer tutor/para-educator programmes
- School structures and functions
- Attitudinal theories and disability awareness
- Adaptation theory and practical application in relation to equipment etc.
- Physical access issues
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Adapt teaching in order to meet the needs of ALL students in PE
Range (School age children, Various SEN)
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- Ability to use appropriate instructional strategies (e.g., physical/verbal cues, prompts, feedback, einforcement).
Ability to adapt the following:
- the rules of games
- physical setting
- equipment
- Ability to use task analysis for desirable skill
- Instructional strategies
- Adaptation strategies
- Adapted games, rules, teaching styles
- Task analysis
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Manage students’ behaviour to assure the most appropriate and safe learning for ALL students in PE.
Range (School age children, Various SEN)
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- Ability to provide positive/negative reinforcement of desirable/undesirable students’ behaviours where appropriate
- Ability to observe and keep records related to behavioural management plan.
- Ability to counsel/ guide students towards adopting more appropriate behaviours – choice
- Identify and understand the causes of behavioural problems
- Appropriate behavioural management strategies and theories (e.g., positive and negative reinforcement, self -actualisation, self- empowerment, Hellison model etc.)
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Communicate with students with SEN to ensure their understanding and maximum participation. Range (School age children, Various SEN)
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- Ability to use appropriate alternative and augmentative communication tools
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- Appropriate communication strategies for students with SEN (e.g. Braille, sign language, augmentative and other communication tools)
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Evaluate learning progress of student with SEN in relation to his/her IEP goals.
Range (School age children, Various SEN)
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- Ability to use appropriate assessment methods to measure students’ progress
- Ability to grade the student according to his/her potential and progress.
- Differing methods of assessment
- Individualised holistic approach for evaluating student’s progress
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Evaluate the suitability of the curriculum adaptations to students with SEN. Range (School age children, Various SEN)
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- Ability to assess appropriateness of curriculum to individual needs and abilities
- National PE standards
- Curriculum adaptation strategies
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Evaluate the effectiveness of applied teaching strategies
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- Ability to evaluate effectiveness of applied teaching and support strategies.
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- Methods and tools to assess teaching and support strategies (e.g., peer tutor programme, use of behaviour plan, adaptations to environment, rules, task etc.)
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Collaborate with various relevant professionals. Paraprofessionals[iii], APE specialists, coaches, sport instructors, administration of sport organisations for persons with disabilities.
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- Ability to collaborate with other specialists providing PE/APE
- Ability to collaborate with health and rehabilitation professionals (e.g., physiotherapist, occupational therapist, speech therapist, psychologists)
- Ability to collaborate with sport organisations, relevant professional organisations for persons with disabilities
- The role of relevant professionals and their approaches in relation to APE
- Nature of cooperation and communication with support staff
- Team working
- Disability sport organisations for potential cooperation (e.g., local sports clubs)
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Collaborate with other advocates of students with SEN. Parents/ guardians (legally responsible), government and non-governmental organisations
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- Ability to collaborate with parents/guardians of students with SEN
- Ability to collaborate with Non-
Governmental and governmental organisations (e.g., in children rights)
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- Roles and rights of parents guardians (legally responsible)
- Nature of cooperation and communication with support parents guardians (legally responsible)
- Team working
- Rules and roles of relevant organisations
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Improve professional skills and knowledge. APE/PE teachers
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- Ability to identify needs for professional development in the area of APE
- Ability to engage in continuing professional development activities (e.g. reading professional publications; attending conferences (workshops, seminars) to learn about new trends in APE
- Ability to share your experiences with other APE teachers (e.g. learn about the examples of best practices)
- Ability to self-evaluate
- Appropriate professional development opportunities
- Sources of information (e.g. in-service training, associations, organisations etc.)
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- Tools for self evaluation in relation to the ability to implement PE/APE (e.g. video recording and analysis of sessions, written reports etc.)
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Advocate for the needs and rights of students with special educational needs.
APE/PE teachers
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- Ability to advocate for equal provision of PE for all students
- Ability to advocate for the rights of students with SEN for participation in PE/APE (e.g., support services, adapted equipment)
- Legislation and relevant national and international policies
- Disability services, APA and disability sports structures
- Educational structures and services
- Advocacy approaches (leverage, literature etc)
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