Back to Main Page

3.06.01 Developmental Adapted Physical Education: Special Education
DAPE.

Definition

"Developmental adapted physical education: special education" means specially designed physical education instruction and services for pupils with disabilities who have a substantial delay or disorder in physical development. Developmental adapted physical education: special education instruction for pupils age three through 21 may include development of physical fitness, motor fitness, fundamental motor skills and patterns, skills in aquatics, dance, individual and group games, and sports.
Students with conditions such as obesity, temporary injuries, and short-term or temporary illnesses or disabilities are termed special needs students. Special needs students are not eligible for developmental adapted physical education: special education. Provisions for these students must be made within regular physical education as described in Minnesota Statutes, section 126.02. (M.R.3525.1352, subp 1)


Criteria

A pupil is eligible for developmental adapted physical education: special education when the team determines the pupil has met the criteria in items 1 and 2.

1. The pupil has one of the following disabilities autism (see 3.04.01) blind or deaf/blind (see 3.04.02), emotional or behavioral disorders (see 3.04.03), deaf and hard of hearing (see 3.04.04), specific learning disabilities (see 3.04.10), developmental cognitive delay (see 3.04.6), severely multiply impaired (see 3.04.09), other health disabilities (see 3.04.07), physically impaired (see 3.04.08), visually impaired (see 3.04.13), traumatic brain injury (see 3.04.12)or part 3525.1350, subpart 3 (see 3.06.2) .

2. The pupil is determined by the team to need specially designed physical education instruction because:

• The pupil's performance on an appropriately selected, technically adequate, norm referenced psychomotor or physical fitness instrument is 1.5 standard deviations or more below the mean. The instrument must be individually administered by appropriately licensed teacher; or

• The pupil's development or achievement and independence in school, home, and community settings is inadequate to allow the pupil to succeed in the regular physical education program as supported by written documentation from two or more of the following: motor and skill checklists; informal tests; criterion referenced measures; deficits in achievement related to the defined curriculum; medical history or reports; parent and staff interview; systematic observation; and social, emotional, and behavioral assessments.

What is DAPE?

DAPE is a branch of special education that shares common beliefs, knowledge, and goals with physical education. Its focus is primarily on the psychomotor domain, but it also includes the cognitive and affective domain. DAPE involves itself with specifically designed physical education for learners with categorical handicaps that demonstrate a need for this service.

Role of the DAPE Teacher

The role of the DAPE teacher is to individualize instruction, facilities and equipment; to assess, interpret test results and needs; as well as write goals and objectives based on the students needs. The DAPE teacher will also become involved in participation in the team conference's and team decision making; modify or adapt facilities, activities, and equipment for the student; provide direct or indirect instruction to the student; and consult, if necessary, with the classroom or regular P.E. teacher. Licensed DAPE teachers may not be available in all ASEC districts. If a child within those districts is identified as in need of DAPE services please contact the Director of Special Education for that district for a name of a licensed teacher who may be available to consult.

Philosophy

Physical education is an essential and basic component of a comprehensive education program. Physical education contributes to the total development of every child through natural medium of human movement and physical activity. It is through the synthesis of human movement and physical activity that unique relationships develop between the physical, social, emotional and intellectual needs of each child.

Physical education promotes a healthy body; develops coordination and motor skills; fosters creativity; enhances peer interaction and socialization.

Developmental, Adapted Physical Education is a service area defined by two areas of instructional support. The term Developmental focuses on the outcomes to be achieved, by the student, as a result of participation in the physical education program. Each student's unique physical, social, emotional and intellectual development is considered when determining how the outcomes are to be achieved. Through an individualized approach which recognizes personal interest and abilities, appropriate expectations are determined. Expectations relate to rules for participation and evaluation are defined for each activity.

The term Adapted focuses on individualizing the instruction process. Instructional adaptations include selecting the setting and environment; determining the pace of instruction; providing appropriate independent and guided practice; and modifying equipment.

It is through a carefully planned, diversified program of developmental activities; games; sports and rhythms suited to the interest, limitations and capabilities of each child that the outcomes could be realized. Through an integrated and child centered approach, children develop a positive self-image and learn to feel good about themselves. Children discover that learning through moving is not only fun but also helps improve the quality of their life.

Service Delivery

There are two types of service options for providing DAPE services:

  1. Indirect Service
    PE using the regular channels, physical education with peers and hands off support from DAPE by consultation, assessment parent communication, and observation only. Primary teaching responsibility is the mainstream physical education teacher. with possibly para support.
  2. Direct Service
    Teaching responsibility: DAPE and possibly regular P.E. teacher (often the same person in many ASEC districts). It involves hands on service by the DAPE instructor.

Placement Options

Placement is based on the least restrictive environment which means the student is to be educated with peers and still be needs effective.

  1. In regular PE class with direction from either regular PE teacher or the DAPE teacher, or both, such as team teaching.
  2. Specifically designed placement. Based on least restrictive environment which may be one of the following:

Revised 02/04/2008