Specially Designed Physical Education   (#7915010)

Version Description

A. Major Concepts/Content. The purpose of this course is to provide experience and opportunities for students with disabilities to develop motor skills and to participate in various physical activities that may be modified to meet individual needs.



The content should include, but not be limited to, the following:



- team sports

- independent sports

- recreational sports

- motor development

- physical fitness



This course shall integrate the Sunshine State Standards and Goal 3 Student Performance Standards of the Florida System of School Improvement and Accountability as appropriate to the individual student and to the content and processes of the subject matter. Students with disabilities shall:



CL.A.1.In.1 complete specified Sunshine State Standards with modifications as appropriate for the individual student.

CL.A.1.Su.1 complete specified Sunshine State Standards with modifications and guidance and support as appropriate for the individual student.

CL.A.1.Pa.1 participate in activities of peers’ addressing Sunshine State Standards with assistance as appropriate for the individual student.



B. Special Note. This entire course may not be mastered in one year. A student may earn multiple credits in this course. The particular course requirements that the student should master to earn each credit must be specified on an individual basis. Multiple credits may be earned sequentially or simultaneously.



This course is designed to reflect the wide range of abilities within the population of students with disabilities. The particular benchmark for a course requirement should be selected for individual students based on their levels of functioning and their desired postschool outcomes for adult living and employment specified in the Transition Individual Educational Plan.



Three levels of functioning, independent, supported, and participatory, have been designated to provide a way to differentiate benchmarks and course requirements for students with diverse abilities. Individual students may function at one level across all areas, or at several different levels, depending on the requirements of the situation. Students functioning at independent levels are generally capable of working and living independently. Students functioning at supported levels are generally capable of living and working with ongoing supervision and support. Students functioning at participatory levels are generally capable of participating in major life activities and require extensive support systems.



Instructional activities involving practical applications of course requirements may occur in naturalistic settings in home, school, and community for the purposes of practice, generalization, and maintenance of skills. These applications may require that the student acquire the knowledge and skills involved with the use of related technology, tools, and equipment.

General Notes

English Language Development (ELD) Standards Special Notes Section:

Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting.   For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf.

Version Requirements

C. Course Requirements. These requirements include, but are not limited to, the benchmarks from the State Standards for Special Diploma that are most relevant to this course. Benchmarks correlated with a specific course requirement may also be addressed by other course requirements as appropriate. Some requirements in this course are not fully addressed in the State Standards for Special Diploma.

After successfully completing this course, the student will:

1. Perform physical movement skills at levels consistent with own capabilities.

2. Perform skills in individual and team activities at levels consistent with own capabilities.

3. Perform recreational skills involved in selected activities at levels consistent with own capabilities.

IF.A.1.In.1 complete productive and leisure activities used in the home and community.
IF.A.1.Su.1 complete productive and leisure activities used in the home and community–with guidance and support.
IF.A.1.Pa.1 participate in routines of productive and leisure activities used in the home and community–with assistance.

4. Demonstrate understanding of the importance of regular participation in physical activities, fitness activities, and recreation for maintenance of physical well-being.

IF.A.1.In.2 complete personal care, health, and fitness activities.
IF.A.1.Su.2 complete personal care, health, and fitness activities–with guidance and support.
IF.A.1.Pa.2 participate in personal care, health, and safety routines–with assistance.

5. Use responsible personal and social behaviors when participating in physical activities.

IF.B.2.In.1 identify patterns of conduct that comply with social and environmental expectations in specified situations.
IF.B.2.In.2 demonstrate patterns of conduct that comply with social and environmental expectations in specified situations.
IF.B.2.In.3 respond effectively to unexpected events and potentially harmful situations.
IF.B.2.Su.1 identify patterns of conduct that comply with social and environmental expectations in specified situations–with guidance and support.
IF.B.2.Su.2 demonstrate patterns of conduct that comply with social and environmental expectations in specified situations–with guidance and support.
IF.B.2.Su.3 respond effectively to unexpected events and potentially harmful situations–with guidance and support.
IF.B.2.Pa.1 participate in using patterns of conduct that comply with social and environmental expectations in specified situations–with assistance.
IF.B.2.Pa.2 participate in responding appropriately to unexpected events and potentially harmful situations–with assistance.

6. Use technology to participate in and gain knowledge about own individual fitness and recreation activities.

7. Select and participate regularly in physical activities based on availability in the community and personal choice at levels consistent with own capabilities.