Assessing Motor Performance of Children with Disabilities

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.

Apply an understanding of health-related aspects of physical and motor fitness in PreK-12 program planning.

Design individualized program plans that integrate evaluation results, student and family priorities, and concerns that incorporate academic and nonacademic goals in physical education.

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.

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.

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.

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.

Identify and summarize current federal laws that effect individuals with disabilities in the areas of assessment, IEP, and transition services.

Discuss the sensory input systems and brain processing paradigm.

Define the purposes of assessment.

Evaluate assessment tools with reference to reliability, validity, objectivity, and administrative feasibility.

Describe assessment practices for areas of physical fitness, motor fitness, motor patterns and skills, skill in aquatics, dance, and individual and group games.

Discuss legal and procedural aspects of assessment for individuals with disabilities.

Describe differences between norm-referenced and criterion-referenced tests.

Discuss principles for selecting an assessment instrument.

Describe administrative considerations needed before, during, and after testing.

Administer and score physical fitness and motor performance tests.

Accurately interpret student assessment results.

Write a thorough assessment report and make instructional and placement recommendations based on assessment data.

Develop an IEP with goals and short term objectives based on assessment data.