Over time, I have been in a constant process of learning about the field of physical education. I've been exposed to various areas in the field, however I feel that I'm lacking in knowledge of Adapted Physical education.

In researching this topic, I came across a quote from the Federal Register (1977) that I feel encapsulates the need for changes in the physical education environment, "…although these services (physical education courses) are available to, and required of all children in our schools, they are often viewed as a luxury for handicapped children."

After reading the quote, I thought about what it would be like for students with disabilities if there was no Adapted PE. Because of this realization I've gained an even greater appreciation for physical educators that actively seek out information in order to include these students in their classes.

The numbers of students with disabilities is growing in physical education classes, which demands that general physical educators gain additional skills and knowledge in order to meet the needs of their students. Some schools have adapted physical educator (APE) consultants to aid general physical educators in addressing questions, and who acquire information about the disabilities that their students may be faced with. APE consultants also provide other services such as implementing lesson plans, demonstration, and observation.

In the next section, I have reviewed several articles that talk about the role of a APE consultant, and ways to maximize time spent with them.

Dawn Sakaguchi
Adapted Section Editor

The Multiple Roles of Consultants
Lytle, R., Hutchinson, G. (2004). Adapted Educators: The multiple roles of consultants. Adapted Physical Activity Quarterly, 21 (1)

Abstract: Full article must be ordered.

Inevitably this has changed the responsibilities of general physical educators, as well as APE specialists. General physical educators are now in need of additional support to meet the needs of students with disabilities, thus APE specialists are now fulfilling this need by becoming consultants to general physical educators.

Consulting is such a broad term it incorporates a number of roles that APE consultants possess. These roles, as described by Block & Conatser (1999), include advocate, trainer/educator, fact finder, and process specialist. Each of these roles act in the best interest of, and meet the needs of all students, especially students with disabilities.

For example, advocate, as defined by Merriam-Webster online means "to plead in favor of ." Sherrill (as cited in Block & Conatser, 1999) indicated that APE consultants often advocate against barriers that inhibit the field of physical education and opportunities for participation by students with disabilities.

As a trainer/educator, consultants provide general physical educators with information that is specific to a disability, student, or to the situation. The role of a fact finder also includes providing information, however, it is more general. APE consultants may for example, provide information in the form of a quarterly newsletter.

continued top of next column

continued from previous column

Lastly as a process specialist, APE consultants look at how services are being delivered to students with disabilities; this task may turn out to be difficult, especially if the consultant finds that a general physical educator is not meeting the needs of those with disabilities (Block & Conatser, 1999).

How to make time spent with APE Consultants effective - In their article, Huettig and Roth (2002) talk about maximizing time with APE consultants, but they also list strategies in creating an effective relationship. In choosing to talk about this subject I took for granted the importance of creating a quality alliance with a consultant.

The authors make suggestions such as welcoming the consultant into the classroom or gym. APE consultants have hefty case loads and are often on the road a lot of the time, as indicated by Grugulis, Dundon & Wilkinson (as cited in Huettig & Roth, 2002). Each class setting the atmosphere is different, in other words, each classroom has a type of "culture" that is implicit to their environment. Thus, welcoming a consultant, and creating a sense of belonging, can strengthen the relationship as well as have a positive impact on the benefits for students.

Another suggestion is acknowledging the consultant through thank you letters, written by the general physical educator or even the students. If the consultant visits on a regular basis, a general physical educator could include him/her on the class schedule.

In strengthening a relationship with a general physical educator, the consultant can invite him/her to events such as the Special Olympics. Another suggestion is bringing lunch to the educator. The authors point out that physical educators do not have much time to leave the school campus, and so having lunch come to them is a real treat. Lastly, a consultant can acknowledge the efforts put forth by the physical educator through a thank you letter or through conversation (Huettig & Roth 2002).

In creating a consulting plan, a good idea is to document the development, as well as the process of the plan. The purpose is to have all the details laid out to avoid confusion. The very first step is to specifically write down the who, when, and where. Who is directly involved with the plan, where and when will the consultation take place. Roles of the general physical educator and consultant should be explicitly discussed. It is also important to write out a detailed and specific outline of the plan indicating necessary information, such as implementation and steps discussed that should be taken in cases where problems may occur (Block, Brodeur & Brady, 2001).

Listed below are some of the things that can be done at the first meeting of the general physical educator and APE consultant (Huettig & Roth 2002):

	Contact information
	Screening data
	Information on behavior (strengths and weaknesses)
	Any events or curricular themes

	Contact information
	Schedule of when in the area
	Fact sheet of general information of student's disability

I believe these articles have laid out a pretty good way to start off with a consultant, and also how to strengthen the bond between a general physical educator and consultant. They do go in further detail about assessment, and to find further information I have the list of references below.

References

Block , M.E., Brodeur, S., Brady, W. (2001). Planning and documenting consultation in adapted physical education. Journal of Physical Education, Recreation & Dance. 72, (8), 49-52.

Block, M.E., Conatster, P. (1999). Consulting in adapted physical education. Adapted Physical Activity Quarterly, 16, 9-26.

Hettig, C., Roth, K. (2002). Maximizing the use of APE consultants: what the general physical educator has the right to expect. Journal of Physical Education, Recreation & Dance. 73, (1), 32-35.

Merriam Webster online: www.webster.com

Adapted Physical Education for Parents
This is a link to Dr. Horton's web page on physical education for students with disabilities. The site was designed for parents, and is helpful in planning appropriate physical education experiences for students with disabilities. Of real interest is the page "How do you know if your child with a disability is receiving appropriate physical education?"

Family Village Recreation and Leisure Center - This is a site well worth checking out. The site description is "A Global Community of Disability - Related Resources." The site includes information on specific diagnoses, adaptive products and technology, health issues, disability-related media and literature, adaptive recreational activities, and much more!

Inclusive Physical Activity - A Lifetime of Opportunities - Book from Human Kinetics