How I Write an Adapted P.E. Assessment: Part 2

By RonUsher | Uncategorized

Nov 29
Picture of doctor performing an assessment

I like to consider myself a surgeon when applying a program for kids

After taking care of the all the little details (name, DOB, school) and doing an informal assessment, I then plan to spend about 30 minutes with the student. I try to do the assessment once, but typically I have to come back. There are usually things I forget to evaluate or after writing it up and thinking about it, something else I want to investigate.

It’s interesting that after working with special needs kids for over 9 years, I still learn and encounter unique situations. I’ve worked twice a week with some kids for years and then all of a sudden inspiration hits me and the student will make huge strides.

When I do the assessment, I look at certain domains. These usually are:

  • Locomotion: Walking, running, jumping
  • Object Control: Catching, throwing, hitting, kicking
  • Visual Tracking: Up, down, across
  • Balance: One leg, beam, stairs
  • Strength/Endurance: Upper/lower body, grip
  • Affective: Play, interaction, performance in PE class if applicable

I don’t usually do a sports skills evaluation, though I’ve had non-county APE reports that included this. Sports skills have even been included in goals, though I’m not a fan of them.

There is no set criteria for who does and does not get Adapted Physical Education services. If it was below a certain level on the state tests, a lot of kids would qualify.

When I watch the mainstream PE classes, I see at least 3 to 5 kids in each class that could use individual attention or remedial help. This is typically because of weight or coordination issues.

After doing the assessment, I write it up. This takes about an hour to two hours and is usually under one page long.

Then we have an IEP meeting to discuss my findings and the child is either on my case load or not.


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