The Adapted Physical Education National Standards (APENS) project is a five-year (1992-1997) federally funded program designed to develop national standards for practicing adapted physical educators in our nation's schools, along with a national certification examination. During the first two years of the project, focus was on developing the national standards. These standards were derived from a national job analysis and were developed and evaluated by over 500 professionals in the field. Final standards were released in the summer of 1994 at the annual meeting of the National Consortium for Physical Education and Recreation for Individuals with Disabilities (NCPERID) in Washington, DC, in the form of a 219 page manual. The NCPERID is currently finalizing a contract with a publisher to produce and disseminate the APENS manual which contains a description of the content practicing adapted physical educators should know to do their jobs across 15 standard areas. Within each standard area, content is delineated across five levels. Content in the first three levels is that which all physical educators should know. Content in the fourth and fifth levels represents the unique content that adapted physical education specialist should know.
Sample delineation of APENScontent across the five levels:
Level 1-Standard 15: Communication.
Level 2-Parents and Families: Communication with parents and families.
Level 3-Understand importance of parent and family intervention.
Level 4-Understand importance of family support during the Individualized Education Program (IEP) and Individualized Family Service Plan (IFSP) and other parent/teacher conferences/meetings.
Level 5-Explain motor components of the IFSP to family members. Assist family members with the transition of the motor component from the IFSP to the IEP. Explain the physical education service plan of the IEP to family members.
Focus of the APENS project for the next two years is on developing and validating a national certification examination. This work is being performed by three committees composed entirely of volunteers. The lead committee in this process is the Steering Committee composed of John Dunn, Willie Gayle, Barry Lavay, Monica Lepore, Michael Loovis, and Jan Seaman. Each of the Steering Committee members chairs a Standard Committee composed of 10-15 members. The Steering and Standard Committees are currently in the process of developing draft test questions for the level four content within each standard area. …