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Good Morning LalaSmitty and ILoveCupcakes
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<blockquote data-quote="HMBgal" data-source="post: 687148" data-attributes="member: 13260"><p>Oh wow! It was so wonderful to read about your experiences with adapted PE! I come home exhausted sometimes and I wonder if I did any good at all that day. I give my heart, soul, and a lot of my paycheck to try to help every student. Our district has special day classes for mild/moderate, and the more challenged students are in moderate/severe. Our district is huge on inclusion, but then it gets into the thing about least restrictive environment, etc. That's a sticky wicket and I'm glad I don't have to make the big decisions about where to place kids. I'm always being asked to go back and get my administrative credential and become a program specialist. No thanks. Just let my play with the kids and give them a great 45 minutes a week. And I totally believe in the power of music. I use music in every single class I teach. Always. That and bubbles at the end of every class. I have a bubble machine that would knock your socks off.</p><p></p><p>The normal model is for a child to placed on a caseload because they fall below a certain amount of the mean. But, these darn kids just don't seem to fit into statistical data all the time, right? So, rather than worrying about that, the district gave me permission to just take all the kids in every moderate/severe classroom and make adapted PE part of their weekly curriculum. So, instead of seeing a caseload of maybe 60 kids a week (because that's all that's humanly possible), I get to work with a couple hundred a week in a more appropriate and natural way than pulling them out by themselves and working on specific goals. It has really worked well, although it is a lot more work for me. </p><p></p><p>If there is child with more severe challenges and is placed in a class that is way above them (happens a lot where I work, because the parents demand it and then we get into that least restrictive environment again where this poor kid is floundering, needs an army of specialists in the classroom all day, etc.) I will do PE for their whole class too. That's fun because the mild/moderate kids can really help with the child that is having difficulty by being great learning models for them. And the mild/moderate kids aren't usually very successful in those huge PE classes, either. </p><p></p><p>So thanks for the props, guys. It means a lot to me.</p></blockquote><p></p>
[QUOTE="HMBgal, post: 687148, member: 13260"] Oh wow! It was so wonderful to read about your experiences with adapted PE! I come home exhausted sometimes and I wonder if I did any good at all that day. I give my heart, soul, and a lot of my paycheck to try to help every student. Our district has special day classes for mild/moderate, and the more challenged students are in moderate/severe. Our district is huge on inclusion, but then it gets into the thing about least restrictive environment, etc. That's a sticky wicket and I'm glad I don't have to make the big decisions about where to place kids. I'm always being asked to go back and get my administrative credential and become a program specialist. No thanks. Just let my play with the kids and give them a great 45 minutes a week. And I totally believe in the power of music. I use music in every single class I teach. Always. That and bubbles at the end of every class. I have a bubble machine that would knock your socks off. The normal model is for a child to placed on a caseload because they fall below a certain amount of the mean. But, these darn kids just don't seem to fit into statistical data all the time, right? So, rather than worrying about that, the district gave me permission to just take all the kids in every moderate/severe classroom and make adapted PE part of their weekly curriculum. So, instead of seeing a caseload of maybe 60 kids a week (because that's all that's humanly possible), I get to work with a couple hundred a week in a more appropriate and natural way than pulling them out by themselves and working on specific goals. It has really worked well, although it is a lot more work for me. If there is child with more severe challenges and is placed in a class that is way above them (happens a lot where I work, because the parents demand it and then we get into that least restrictive environment again where this poor kid is floundering, needs an army of specialists in the classroom all day, etc.) I will do PE for their whole class too. That's fun because the mild/moderate kids can really help with the child that is having difficulty by being great learning models for them. And the mild/moderate kids aren't usually very successful in those huge PE classes, either. So thanks for the props, guys. It means a lot to me. [/QUOTE]
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