Testing and case management only need to be reported as separate assignments if minutes are dedicated to those functions.  Therefore, if testing or case management of IEPs is done during plan time, before/after school or on an as needed basis, no assignment is needed.

Report the special education teacher with the appropriate special education course code (begins with 19), delivery system of CO and a caseload number reflecting the number of students with disabilities in the co-taught classroom.  Report the general education teacher with the appropriate general education course code and student assignment listing which includes all students in the class.  The general education teacher should NOT use the CO delivery system.

Younger students are permitted to take higher level courses. When older students  take elementary classes, they may not earn credit for completing elementary classes.  However, if an IEP team determines that the child needs a certain level of course work that is offered by MoVIP  the IEP will be implemented as it is written.

It is shown as a special education service in the services summary section.

No. Many children do quite well in regular physical education with or without modifications/accommodations or support help, and they benefit from being with their non-disabled peers.

The individual providing the adapted physical education should collaborate with the occupational therapist, the physical therapist, the special education teacher and/or the physical education teacher to meet the child’s needs related to:

The adapted PE service may be provided by a physical education teacher or a special education teacher. This is one circumstance in which it is not necessary that the specialized instruction be provided by a teacher certificated in special education.

The IEP team determines whether a student requires adapted physical education or is able to participate in regular physical education. Federal Regulations under IDEA (300.108) states: “Physical education services, specially designed if necessary, must be made available to every child with a disability receiving FAPE, unless the public agency enrolls children without disabilities and does not provide physical education to children without disabilities in the same grades.

The primary goal of adapted physical education should be to ensure that the child is provided with physical education services that meet his/her unique needs. A consideration of the IEP team when determining if the child needs an adapted program would be the safety of the student. Another consideration would be the development of the student’s motor skills. Adapted physical education programs strive to ensure that each student actively participates in physical education programs at his or her own level and that the student is integrated into the regular education program whenever possible.

Adapted physical education is specially designed instruction provided to students who are unable to participate in a regular physical education class, even with modifications, accommodations or supplementary aids and services. Adapted P.E. includes special P.E., adapted P.E., movement education, and motor development. It is considered a special education service.