Yes. We will send an electronic copy or hard copy.
Assistive Technology enables children and youth with disabilities to participate more fully in all aspects of life and helps them to access their right to a "free, appropriate public education" (FAPE) in the "least restrictive environment" (LRE). Augmentative and Alternative Communication includes various communication methods that enhance or replace verbal speech or writing for individuals with communication disabilities. Check our team resource folders for additional Assistive Technology & Augmentative and Alternative Communication information for IEP teams to consider and utilize.
The Grant Wood AEA Mentoring and Induction Program is designed to provide professional development and support to district mentors and administrators assisting beginning teachers during their first two years in the profession. The program consists of several modules that provide the mentor with the knowledge and skills to help accelerate the learning of new teachers.
Focused on the Iowa Teaching Standards and utilizing evidence and research based professional development, the sessions are highly interactive with opportunities for learning and practice. Contact firstname.lastname@example.org for more information.
Grant Wood AEA houses the computer system that arranges substitutes for teachers. To sign up as a substitute teacher or substitute paraprofessional/associate go to subcentral.gwaea.org.For assistance the SubCentral Help Desk is staffed between 7-11 a.m. on school days and can be reached at 319-399-6761 or email@example.com.
There are a variety of assessment tools to determine needs and strengths of individuals with ASD, as well as assessment tools for teachers/staff to self-evaluate to determine if environments and materials match student profiles. These assessment tools below touch on the 6 core elements of quality programming in the area of ASD for Writing Plans.
GWAEA has a specialized team trained to assist districts with challenging student behavior. This team can be requested through your district's regional administrator.
Grant Wood AEA's resource team of educators and AEA support staff provides consultation, information and coordination of plans for persons with autism and related disorders and for their families.Check our web page for research-based resources for educators.
The GWAEA Communications Office offers support for the development of news releases, public service announcements, and other news media relations activities.
All children with disabilities are required to have instruction in physical education, specially designed if necessary.
SHAPE America Guidance Document, "Answering Frequently Asked Questions About Adapted Physical Education"
The Alternate Assessment is a part of the Elementary and Secondary Education Act and the Individuals with Disabilities Education Act. Every student is to be tested, even those who receive homebound services or attend a shortened school day.
Area Education Agency (AEA) and Urban Education Network (UEN) Significant Disabilities Coordinators provide technical assistance and support in implementation of the Iowa Core Essential Elements and Iowa’s Alternate Assessments. In the Grant Wood AEA service area, contact Tina Hoffman, firstname.lastname@example.org.
All GWAEA special education consultants are trained to provide transition support services for students, parents, teachers and school districts as they plan for students’ transitions for living, learning, and working. Planning will include movement from home to school, school to school, and to their post-school employment, education and living settings. Some helpful resources include:
Research, evidence, data, and guidelines regarding adapted physical education, physical education and physical activity.
Healthy kids learn better. Physical activity can help students be healthier but more and more research is showing that physical activity may also impact academic achievement. Physical activity wakes up the brain, improves behavior and increases concentration. This page highlights resources that support the link between physical activity and academic success.
"Preschool Kids Starved for Exercise," USA Today, May 18, 2015
Move for Thought - Integrated Physical Activities for Learning in the Elementary School Classroom
The "Move for Thought" Kit was developed by Spyridoula Vazou, Ph.D. (Department of Kinesiology, Iowa State University). Dr. Vazou teaches Elementary Physical Education and her research focus is on motivating children to be physically active inside and outside the classroom.
To collect qualitative data about the use of the kit, volunteer classrooms are needed. Observations will occur in classrooms about the feasibility of the activities, as well as some interviews with teachers and students. To volunteer, contact Spryidoula Vazou.
"Educating the Student Body: Taking Physical Activity and Physical Education to School"
Report from the Institutes of Medicine, May 2013. The committee’s recommendations for strengthening and improving programs and policies for physical activity and physical education in the school.
"Decreasing Opportunities for Movement, Research Says Counter Productive"
International Journal of Behavioral Nutrition and Physical Activity 2008, 5:10 doi:10.1186/1479-5868-5-10
Physical education, school physical activity, school sports and academic performance.
Given competent providers, physical activity can be added to the school curriculum by taking time from other subjects without risk of hindering student academic achievement. On the other hand, adding time to "academic" or "curricular" subjects by taking time from physical education programs does not enhance grades in these subjects and may be detrimental to health.
Exercise makes us neurologically ready to learn
Exercise is the single most powerful tool you have to optimize your brain function. Exercise:
John Ratey - Supporting research available.
Active Kids do better in school
Message for Superintendents
American Association of School Administrators (AASA)’s Beltway Bulletin hosted by Executive Director Daniel A. Domenech
Active Kids do better in school
“Something to Believe In: Physical Activity as a Springboard for Student Success,” written by SHAPE America President Dolly Lambdin, University of Texas at Austin
"Naperville’s IL: Physical Education fitness model sparks academic success"
“ The correlation between Naperville’s unusual brand of physical education and its test scores is simply too intriguing to dismiss,” Dr. John Ratey noted in his book SPARK. “Fitness plays a pivotal role in Naperville’s students’ academic achievements.”
Naperville, IL: Impressive results
Of particular significance, in 1999, Naperville’s eighth graders finished first in the world in science, just ahead of Singapore on the international standards test called TIMSS (Trends in International Mathematics and Science Study), which included students from 38 countries. In math, they placed sixth – behind only Singapore, Korea, Taiwan, Hong Kong, and Japan.
Active Kids do Better in School: Students with Disabilities
- The Surgeon General reports that students with disabilities are in comparatively poorer physical health, and are at greater risk of health-related disease, than the general population (U.S. Department of Health and Human Services, 2007). In Successful Inclusion in the Regular Physical Education Setting , Wilsey and Forrester (2009) provide persuasive data documenting, “that children with disabilities tend to have lower levels of physical fitness, higher levels of obesity, and participate less in extracurricular school-based or after-school physical activity programs than their peers without disabilities.”
- The trend of childhood obesity and inactivity is increasing the focus on physical activity among children (e.g. Michelle Obama's Let’s Move! campaign.) Not only are inactivity and obesity even more prevalent among children with disabilities (Rimmer, 2008), inactivity and obesity can be more problematic for children and youth with disabilities because they can lead to and exacerbate secondary conditions associated with certain disabilities (Rimmer, Wang, Yamaki, & Davis, 2010).
Mounting Evidence…Healthy, Active Kids Learn Better
Schools can transform into active environments by providing students with quality physical education and opportunities to stay active each day. Two new resources from CDC, 2012 Physical Education Profiles Fact Sheet, examine the policies and practices of select secondary schools and identify best practices and areas for improvement. National Center for the Chronic Disease Prevention, CDC
Physical Education and Physical Activity in Iowa
The Iowa Action Guide accompanies the State Indicator Report on Physical Activity, 2014.
The report provides state specific data and recommendations for enhancing physical activity in the state.
"Aerobic Exercise Significantly Alleviates Symptoms of Anxiety and Depression"
“If everyone knew that exercise worked as well as Zoloft, I think we could put a real dent in the disease.” Dr. John Ratey, a practicing psychiatrist, clinical associate professor of psychiatry at Harvard Medical School, and author of seven books on brain functioning
In Britain, doctors now use exercise as a first-line treatment for depression, but it’s vastly underutilized in the United States…a fact that Dr. Ratey says is a shame given the supporting studies.
Resources to Get Students Moving
Iowa Department of Education resources - Physical Activity
GoNoodle: Free brain breaks for your classroom
Keep kids focused and motivated. No special equipment or setup. All you need is a computer and a screen the whole class can see. You don't even have to upload.
A multi-disciplinary GWAEA team can provide consultation and information to other AEA staff and local school teams who are working with students with traumatic brain injuries and head injuries. To learn more about the Brain Injury Resource Team visit our webpage. There you can also find our referral form, brochure, and many other informational resources.
The GWAEA Online Assessment System is an Internet tool, which facilitates the district's collection, analysis, interpretation and reporting of student assessment data. The assessment system may be used to generate a number of reports, including some required in the Annual Progress Report (APR).
It’s important to understand that the State of Iowa sees a distinction between the medical and educational definitions of autism. The Iowa educational definition identifies Autism and Autism Spectrum Disorders as a lifelong, developmental disability which typically appears in early childhood years. Students with Autism may exhibit varying degrees of atypical behavior that significantly interferes with the learning process in the following areas:
Hot Tips is a publication of the Grant Wood Area Education Agency Adapted Physical Education Department. Past issues are included in the index to assist the reader in locating topics of interest.
Please note that previous issues may have information or language which may not be in accordance with current convention or practice.
Portable document format (PDF) files on this site require Adobe Acrobat Reader to view and print them.
Hot Tips Index
Hot Tips #1
The Physical Educators Challenge: The Physically Challenged
Feature Activity #1: "Ultimate" Ping-Pong
Hot Tips #2
Physical Education for All Students: It's the Law - What's the Law?
Feature Activities: Wart Ball & Target Badminton
Hot Tips #3
integration - Mainstreaming...or Guess Who's Coming to Gym!
Feature Activities: Awareness Simulations
Hot Tips #4
Feature Activities: Adventure Without Ropes
Hot Tips #5
Putting the Individual in Instruction
Feature Activities: Line Tag, Team Handball, Fish Iowa
Hot Tips #6
Inspirational, Thought-Provoking, Pearls of Wisdom
Feature Activity: Concentration
Hot Tips #7
Ideas and Resources
Feature Activity: Water Olympics, Indoor Track Meet
Hot Tips #8
Students with Head Injury
Feature Activities: Heart Attack and Hoover Ball
Hot Tips #9
Physical Education for Preschoolers
Feature Activities: Plastic Bag Sled and
Balloon Hacky Sack
Hot Tips #10
Feature Activities: Winter Olympics and
Hot Tips #11
Acquired Immuno-Deficiency Syndrome (AIDS)
Feature Activity #1: Adaptations for Basketball
Feature Activity #2: Teach Them All
Hot Tips #12
Facts About Autism
Feature Activity #1: Hoops
Feature Activity #2: : Single Image Random-Dot Stereograms (SIRDS)
Hot Tips #13
Solutions to Inclusion
Feature Activity: Heart Chart
Hot Tips #14
Focus on Prevention and Protection
Feature Activity #1: Games Kids Play
Feature Activity #2: Dead Ant Tag
Hot Tips #15
Visual Impairments: Implications for Physical Education
Feature Activity #1: Tanks, Tanks, Tanks
Feature Activity #2: Asian Rules Ping-Pong
Hot Tips #16
Students with Mental Disabilities: Implications for Physical Education
Feature Activity #1: A Little Lillehammer
Feature Activity #2: Western Line Dancing
Hot Tips #17
Students with Attention Deficit Disorder
Feature Activity #1: Over, Under, Etc.
Feature Activity #2: Agility Dot Drill
Hot Tips #18
Students with Severe Disabilities
Feature Activity #1: Walk Tag
Feature Activity #2: Collective Hoops
Hot Tips #19
Developmentally Appropriate Games
Feature Activity #1: Spaghetti
Feature Activity #2: Indoor Miniature Golf
Feature Activity #3: Step-Box Aerobics
Hot Tips #20
New Teaching Techniques - Cooperative Games
Feature Activity: Disc Golf
Hot Tips #21
Feature Activity: Evolution
Hot Tips #22
Feature Activity: The SpinJammer
Hot Tips #23
Feature Activity: Half Tennis Ball Activities
Hot Tips #23-R
Hot Tips #24
Feature Activities: Quick Starts
Hot Tips #25
Fetal Alcohol Syndrome
Feature Activity: Inclusion Woes
Hot Tips #26
Physical Education, The Brain and Learning
Feature Activity: Brain Games
Occupational therapy (OT) services are provided for individuals if the Individualized Family Service Plan (IFSP) or Individual Education Program (IEP) team determines that these services are needed for the child or student to meet educational or functional goals. The focus of OT services includes self-care skills, fine and visual motor skills, behavior, accessibility, positioning, play and leisure skills, work and vocational skills, and social skills. OTs may also work with teachers and other members of the educational team to develop strategies, accommodations, and modifications for students receiving general education and special education services.
Universal Design looks at the goals of any lesson to provide all students with tools, techniques and the means to achieve these goals. Your GWAEA Assistive Technology team member can assist you in this area.
The Grant Wood AEA Business Office can provide assistance with school finance issues, the Certified Annual Report (CAR) and with preparation of school budgets. Questions about school budgets and finance. Please contact Bharms@gwaea.org for assistance.
Grant Wood AEA houses the computer system that arranges substitutes for teachers. To sign up as a substitute teacher or substitute paraprofessional/associate go to subcentral.gwaea.org.
For assistance the SubCentral Help Desk is staffed between 7-11 a.m. on school days and can be reached at 319-399-6761 or email@example.com.