WASHINGTON — Schools struggle to meet the physical education needs of students with disabilities, according to a recent congressional investigation conducted in Maryland and six other states.
Released in June, the report from the Government Accountability Office, which is Congress’ investigative agency, shows schools offer opportunities for PE participation to students with disabilities that are similar to those of other students, but a lack of funding and teacher training hamper those efforts in general PE classes. In addition, students with cognitive and physical disabilities are less likely to participate in extracurricular athletics.
The report praised Maryland’s Fitness and Athletics Equity for Students with Disabilities Act passed in May 2008 for its detailed attention to providing students with disabilities equal access to general athletic activities. It also noted that some Maryland schools use community partnerships to expand athletic opportunities for students with disabilities.
Pam Pencola, director of special education in Frederick County Public Schools, said the school system has the resources to serve students with disabilities.
“Because of the stimulus funds, this year we are able to designate some of those funds to where we are purchasing new equipment and doing some additional training with staff,” Pencola said.
State law requires that all Maryland students participate in physical education. To meet the needs of students with disabilities, all certified PE teachers complete training in adaptive physical education.
Pencola said 11.5 percent of students in the Frederick County system are identified as having disabilities. Depending on the severity of the disability, students may take general PE classes in which teachers modify activities to individual needs or more specialized adaptive PE classes.
To help engage students with significant disabilities, Pencola said the school system recently received a grant to partner with the Special Olympics and offer more athletic extracurricular opportunities, including bowling and track. While initial participation was low, she said she hopes the program will catch on next year.
Prompted by observations from school officials, the GAO said Secretary of Education Arne Duncan should improve communication among schools and states so that they can exchange ideas about effective practices. It also recommended Duncan clarify what is expected of schools under federal law so that they can comply.
“I agree that sharing best practices is always critical to doing what you do,” Pencola said.
She said the Frederick County system holds summer workshops with curriculum specialists and has a teacher who consults the schools on adaptive programs for students with disabilities.
The GAO began its study in June 2009 at the request of four Democratic members of Congress, including Rep. Chris Van Hollen of Maryland’s 8th Congressional District. In a letter, the representatives called on Duncan and the Department of Education to heed the GAO’s recommendations.
“We intend to reach out to the parties interviewed in the study, consult with our grantees in adaptive PE and assemble a body of knowledge that will be useful to the field,” Alexa Posny, who is assistant secretary of the Office of Special Education and Rehabilitative Services at the Department of Education, wrote in an e-mail.
• “What is known about the PE opportunities that schools provide, and how do schools provide these;”
• “What is known about the extracurricular athletic opportunities that schools provide, and how do schools provide these;”
• “How the Department of Education assists states and schools in these areas.”
At the conclusion of its study, the GAO made the following recommendations:
• The secretary of education should “facilitate information sharing among states and schools on ways to provide opportunities;”
• The secretary of education should “clarify schools’ responsibilities under federal law.”
Source: Government Accountability Office