University Catalog

Print Page

PESS 461. Assessing Motor Performance of Children with Disabilities

Credits: 3
Department: Physical Education and Sport Science
Description: Techniques and procedures for assessing motor performance of children with disabilities emphasizing available assessment, tools, interpretation of data, preparation of individualized Educational Programs. (IEPs), and due process.
Prerequisites: PESS 312
Semester Offered: Spring
Grading Method: ABCDF

Student Learning Outcomes

1. Explain the use, limitations, ethical concerns, administration, and interpretation of formal and informal assessments for students with identified disabilities that impact physical and motor fitness and how to communicate the results to the students, families, educators, and other professionals.
2. Apply an understanding of health-related aspects of physical and motor fitness in program planning.
3. Design individualized program plans that integrate evaluation results, student and family priorities, and concerns that incorporate academic and nonacademic goals in physical education.
4. Describe how to collaborate with children and youth and their families in making choices, given identified strengths and needs in physical and motor fitness, that impact academic, occupational, and other domains across the lifespan.
5. Describe how to collaborate with children and youth, families, and other service providers to locate community, regional, and state resources for further participation in leisure and recreational activities.
6. Discuss how to promote collaborative practices that respect the individual's and family's culture and values relative to access to physical education and recreation and leisure options across the lifespan.
7. Describe how to access and evaluate information, research, and emerging practices relevant to the field of developmental adapted physical education through consumer and professional organizations, peer-reviewed journals and other publications.
8. Identify & summarize the current federal laws that effect individuals with disabilities in the areas of assessment, IEP, and transition services.
9. Discuss the sensory input systems and brain processing paradigm.
10. Define the purposes of assessment.

The contents in this catalog and other university publications, policies, fees, bulletins or announcements are subject to change without notice and do not constitute an irrevocable contract between any student and St. Cloud State University.