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Adapted physical education is the art and science of developing, implementing, and monitoring a carefully designed physical education. Instructional program for a learner with a disability, based on a comprehensive assessment, to give the learner the skills necessary for a lifetime of rich leisure, recreation, and sport experiences to enhance physical fitness and wellness.
On the other hand, the common definition of adaptation is a central concept in evolution: a trait that was functional to the reproductive success of the organism and that is thus now present due to being selected for; that is, function and evolution are inseparable.
In the United States, Canada, and the UK, educational professionals use a student's Individualized Education Program (IEP). Another name for a student's Individualized Education Plan is a student's Individual Learning Plan (ILP). "The IEP is meant to address each child's unique learning issues and include specific educational goals.
An Individualized Education Program (IEP) is a legal document under United States law that is developed for each public school child in the U.S. who needs special education. [1] IEPs must be reviewed every year to keep track of the child's educational progress. [2] Similar legal documents exist in other countries. [3]
The main goal of an IFSP is to help the family as a whole, not just the child. A re-evaluation is usually done in six-month intervals but can be done more often if necessary. [3] Once a child turns three years old, a child is eligible to transition to an Individualized Education Plan (IEP).
Adaptationism is an approach to studying the evolution of form and function. It attempts to frame the existence and persistence of traits, assuming that each of them arose independently and improved the reproductive success of the organism's ancestors.
Because the law does not clearly state to what degree the least restrictive environment is, courts have had to interpret the LRE principle. In a landmark case interpreting IDEA's predecessor statute (EHA), Daniel R.R. v. State Board of Education (1989), it was determined that students with disabilities have a right to be included in both academic and extracurricular programs of general education.
Early childhood intervention came about as a natural progression from special education for children with disabilities (Guralnick, 1997). Many early childhood intervention support services began as research units in universities (for example, Syracuse University in the United States and Macquarie University in Australia) while others were developed out of organizations helping older children.