Assessment tools used by elementary level adapted physical educators in Wisconsin

Physical education for children with disabilities - Wisconsin

Steinbrunner, Pamela J.DiRocco, P. ;

University of Wisconsin

关键词: Physical education for children with disabilities - Wisconsin;   

Others  :  https://minds.wisconsin.edu/bitstream/handle/1793/48969/Osteinbrunnerpj1995.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: University of Wisconsin

【 摘 要 】

School districts (N = 417) in Wisconsin were surveyed at the elementary level to determine what assessments tools werebeing used. A total of 131 surveys with responses werereturned. These 131 surveys accounted for 175 districts anda 42% return rate. Of the 131 teachers responding 84% hadthe state of Wisconsin 860 add-on certification in AdaptedPhysical Education. Data were analyzed by grade level(early childhood, K-3 & 4-6). Results showed that the threemost frequently used tools were Bruininks-Oseretsky Test ofMotor Proficiency, Test of Gross Motor Development, and thePeabody Developmental Motor Scales. No single test was foundto be used for any specific disability. Early childhoodstudents were assessed most frequently with the PeabodyDevelopmental Motor Scales for IEP objectives, programmingservices, or both. Kindergarten through 6th grade studentswere assessed with the Bruininks-Oseretsky Test of MotorProficiency most often for IEP objectives, programmingservices, or both. There appeared to be a different varietyof assessment tools used for early childhood than for theelementary students. However, at each level, three toolswere predominantly used. Given the number of variables thatshould be attended to (e.g., age level, disability, andcurriculum needs) there appeared to be a lack of welldefined criteria used by districts to determine appropriateassessment tools for each student.