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entitled 'Students With Disabilities: More Information and Guidance
Could Improve Opportunities in Physical Education and Athletics' which
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Report to Congressional Requesters:
United States Government Accountability Office:
GAO:
June 2010:
Students With Disabilities:
More Information and Guidance Could Improve Opportunities in Physical
Education and Athletics:
GAO-10-519:
GAO Highlights:
Highlights of GAO-10-519, a report to congressional requesters.
Why GAO Did This Study:
Research has established that physical activity and participation in
athletics provides important health and social benefits for children.
Certain federal laws help ensure that kindergarten-12th grade schools
provide students with disabilities opportunities to participate in
physical education (PE) and extracurricular athletics equal to those
of their peers. However, national associations have questioned whether
students with disabilities receive opportunities similar to their
peers.
Regarding students with disabilities, GAO was asked to examine (1)
what is known about the PE opportunities that schools provide, and how
do schools provide these; (2) what is known about the extracurricular
athletic opportunities that schools provide, and how do schools
provide these; and (3) how the Department of Education (Education)
assists states and schools in these areas. GAO analyzed federal survey
data; reviewed relevant federal laws and regulations; and interviewed
state, district, and school officials in selected states, as well as
parents and disability association officials.
What GAO Found:
Schools provide students with and without disabilities similar
opportunities to participate in PE but face challenges when serving
students with disabilities. Students with disabilities spend similar
amounts of time in PE class and exercising in class as students
without disabilities, according to national data and GAO site visits.
Most students with disabilities take PE with other students in general
PE classes. To facilitate their participation, teachers may make
accommodations for some students, such as providing additional
modeling or repetition. Many state, district, and school officials GAO
interviewed cited teacher preparation and budget constraints as key
challenges to serving students with disabilities in general PE
classes. For example, they said general PE teachers need more training
opportunities on working specifically with students with disabilities,
yet resources for training are not always available.
Limited national data suggest that students with disabilities
participate in extracurricular athletics, but do not distinguish
whether these opportunities are offered through schools or community
programs. Among the schools GAO visited, students with disabilities
participated in athletics at varying rates, but at consistently lower
rates than students without disabilities. Several factors, such as a
student’s disability type or outreach to students, may affect
participation. Some schools or districts GAO interviewed provided
opportunities by partnering with community programs or offering
athletics designed specifically for students with disabilities, such
as wheelchair basketball. District and school officials GAO
interviewed cited a lack of information on ways to expand athletic
opportunities, lack of clarity regarding schools’ responsibilities,
and budget constraints as key challenges.
Education has provided little information or guidance on PE or
extracurricular athletics for students with disabilities, and some
states and districts GAO interviewed said more would be useful.
According to agency officials, Education has not provided much
information or guidance because it has targeted its limited resources
on other areas, such as monitoring priorities specified in federal
law. Officials from several states and many districts said they could
benefit from Education helping states and schools to share information
on practices or resources regarding PE and athletics for students with
disabilities. Officials from districts and disability groups also said
more clarification from Education on schools’ responsibilities under
federal law on extracurricular athletics for students with
disabilities would be useful.
Figure: Adapted Athletics:
{Refer to PDF for image: photograph]
Source: MnPrepPhoto.com © (2008).
[End of figure]
What GAO Recommends:
To improve the opportunities for students with disabilities in PE and
athletics, GAO recommends that the Secretary of Education facilitate
information sharing among states and schools on ways to provide
opportunities and clarify schools’ responsibilities under federal law.
Education agreed with both of our recommendations.
View [hyperlink, http://www.gao.gov/products/GAO-10-519] or key
components. For more information, contact Cornelia Ashby at (202) 512-
7215 or ashbyc@gao.gov.
[End of section]
Contents:
Letter:
Background:
Schools Provide Students with and without Disabilities Similar
Opportunities in PE, but Face Challenges Serving Students in General
PE Classes:
Some Students with Disabilities Participate in Extracurricular
Athletics through Different Types of School Teams, but Schools Face
Challenges Expanding These Opportunities:
Education Has Provided States and Schools Little Support Regarding PE
or Athletics for Students with Disabilities, and Many Districts We
Visited Said More Would Be Useful:
Conclusions:
Recommendations for Executive Action:
Agency Comments and Our Evaluation:
Appendix I: Scope and Methodology:
Appendix II: Student Participation in Physical Education and
Extracurricular Athletics in District and Schools We Visited:
Appendix III: National Data on Student Participation in Physical
Education and Extracurricular Athletics:
Appendix IV: Comments from the Department of Education:
Appendix V: GAO Contact and Staff Acknowledgments:
Tables:
Table 1: Relevant Federal Laws and Requirements Regarding Students
with Disabilities:
Table 2: National Studies We Examined That Contain Data about Students
with Disabilities in PE and Extracurricular Athletics:
Table 3: IDEA Student Participation in PE among Schools and Districts
Visited:
Table 4: IDEA and Non-IDEA Student Participation in School-Based
Traditional Extracurricular Athletics among Districts and Schools
Visited:
Table 5: Population Estimates: Number of Days per Week Students with
and without Disabilities Attend PE Class:
Table 6: Population Estimates: Number of Days per Week Girls and Boys
with Disabilities Attend PE Class:
Table 7: Population Estimates: Number of Days per Week Girls with and
without Disabilities Attend PE Class:
Table 8: Population Estimates: Number of Days per Week Boys with and
without Disabilities Attend PE Class:
Table 9: Population Estimates: Percentage of Students who Actually
Played Sports or Exercised in a Typical PE Class:
Table10: Population Estimates: Percentage of Girls and Boys with
Disabilities who Actually Played Sports or Exercised in a Typical PE
Class:
Table 11: Population Estimates: Percentage of Girls with and without
Disabilities who Actually Played Sports or Exercised in a Typical PE
Class:
Table 12: Population Estimates: Percentage of Boys with and without
Disabilities who Actually Played Sports or Exercised in a Typical PE
Class:
Table 13: Population Estimates: Instructional Settings for Physical
Education, Students with Disabilities in Grades 1 through 7 (Ages 6 to
12 at Outset of Study):
Table 14: Population Estimates: Instructional Settings for Physical
Education, Students with Disabilities in Grades 7 through 12 (Ages 13
to16 at Outset of Study):
Table 15: Population Estimates: Participated in a Sports Team,
Students with Disabilities in Grades 1 through 7 (Ages 6 to12 at
Outset of Study):
Table 16: Population Estimates: Participated in a Sports Team,
Students With Disabilities in Grades 7 through 12 (Ages 13 to 16 at
Outset of Study):
Table 17: Population Estimates: Participated in a Sports Team,
Students with Disabilities in Grades 1 through 7 (Ages 6 to 12 at
Outset of Study), By Gender:
Table 18: Population Estimates: Participated In a Sports Team,
Students With Disabilities in Grades 7 through 12 (Ages 13 to 16 at
Outset of Study), by Gender:
Table 19: Population Estimates: Participated in a Sports Team,
Students with Disabilities in Grades 7 through 12 (Ages 13 to 16 at
Outset of Study), by Disability Type:
Figures:
Figure 1: IDEA Students Ages 6-21 by Disability Category in 2007: 50
States and District of Columbia:
Figure 2: Number of Days per Week Students with and without
Disabilities Attend PE Class and Minutes Spent Exercising or Playing
Sports in an Average PE Class:
Figure 3: Strategies Used by PE Teachers to Accommodate Students with
Disabilities in Required PE Classes:
Figure 4: Percentage of IDEA and Non-IDEA Students Participating in
Traditional Extracurricular Athletics in the Schools We Visited:
Abbreviations:
ADA: Americans with Disabilities Act of 1990, as amended:
Education: Department of Education:
IDEA: Individuals with Disabilities Education Act:
IEP: Individualized Education Program:
NFHS: National Federation of State High School Associations:
NLTS2: National Longitudinal Transition Study-2:
OCR: Office for Civil Rights:
OSDFS: Office of Safe and Drug-Free Schools:
OSEP: Office of Special Education Programs:
PE: physical education:
SEELS: Special Education Elementary Longitudinal Study:
SHPPS: School Health Policies and Programs Study:
YRBS: Youth Risk Behavior Survey:
[End of section]
United States Government Accountability Office:
Washington, DC 20548:
June 23, 2010:
The Honorable Tom Harkin:
United States Senate:
The Honorable George Miller:
Chairman:
Committee on Education and Labor:
House of Representatives:
The Honorable Carolyn McCarthy:
Chairwoman:
Subcommittee on Healthy Families and Communities:
Committee on Education and Labor:
House of Representatives:
The Honorable Chris Van Hollen:
House of Representatives:
The health and social benefits of physical activity and athletic
participation for children are well established. These benefits may be
even more important for children with disabilities, including those
with cognitive and physical disabilities who have a greater risk of
being sedentary and having associated health conditions, such as
obesity and reduced cardiovascular fitness.[Footnote 1] Studies have
shown that for students with disabilities, regular physical activity
may help control or slow the progression of chronic disease, improve
muscular strength, control body weight, and enhance students'
psychological well-being through additional social ties and improved
self-confidence and self-esteem.[Footnote 2]
Certain federal laws and regulations help ensure that children with
disabilities are provided opportunities to participate in physical
education (PE) and extracurricular athletics that are equal to those
of other children.[Footnote 3] The Individuals with Disabilities
Education Act (IDEA)[Footnote 4] mandates that states receiving
federal grants under the act generally ensure that eligible elementary
and secondary school students with disabilities receive a free
appropriate public education which is defined as certain special
education and related services. Students with a range of disabilities
are protected under IDEA, including those with cognitive or emotional
disabilities and those with visual, hearing, or orthopedic
impairments. Another key federal law protecting students with
disabilities is Section 504 of the Rehabilitation Act of 1973 (Section
504),[Footnote 5] which prohibits entities that receive federal funds,
such as elementary and secondary schools, from discriminating against
otherwise qualified individuals with disabilities.[Footnote 6] Under
the implementing regulations for both IDEA and Section 504, schools
are required to provide students with disabilities equal opportunity
for participation in extracurricular activities, which often include
athletics.[Footnote 7] In its administration of these federal laws,
the Department of Education (Education) provides oversight and
assistance to states and local education agencies, including
administering federal funds, monitoring IDEA and Section 504
compliance, and providing guidance and technical assistance.
Despite the health and social benefits of physical activity and the
existence of these federal laws, national associations have raised
questions about whether elementary and secondary schools are providing
students with disabilities similar opportunities in PE and
extracurricular athletics as compared to the opportunities of their
peers without disabilities. In light of these concerns, you asked us
to address the following:
1. what is known about the PE opportunities that schools provide to
students with disabilities, and how do schools provide these
opportunities;
2. what is known about the extracurricular athletic opportunities that
schools provide to students with disabilities, and how do schools
provide these opportunities; and:
3. how Education assists states and schools to provide opportunities
in PE and extracurricular athletics to students with disabilities.
To address these issues, we examined pertinent data from four
nationally representative studies that provided the most current
national survey data available for our purposes: the 2006 School
Health Policies and Programs Study (SHPPS), the 2005 Youth Risk
Behavior Survey (YRBS), 2001 data from the National Longitudinal
Transition Study-2 (NLTS2), and 2000 data from the Special Education
Elementary Longitudinal Study (SEELS)[Footnote 8]. We reviewed the
methods and survey design used in these studies and, through
interviews with knowledgeable agency officials and our own analyses,
determined that the data we used were sufficiently reliable for our
purposes. While more recent data are available from NLTS2 and SEELS,
we determined that the data collected during the first wave of these
two longitudinal studies were more reliable for the purposes of
generating estimates of student participation in PE and
extracurricular athletics. In addition, we conducted site visits in
five states (California, Florida, Maryland, Minnesota, and New Jersey)
and interviewed officials from state departments of education and
state athletic associations, school districts, and schools. We also
interviewed teachers, coaches, parents, and students. In each state,
we visited two school districts and four schools. In addition, we
conducted phone interviews with officials from state agencies and
district offices selected in Georgia and Texas. We chose these seven
states because they had relatively higher numbers of students with
disabilities nationwide and varied in whether they had policies
requiring elementary, middle, and secondary schools to teach PE, and
geographic location.[Footnote 9] We chose school districts that varied
in their percentages of students with disabilities, socio-economic
status, and classification as urban, rural, or suburban. In deciding
between multiple states or districts that met our selection criteria,
we purposely chose some that external stakeholders recommended as
having innovative or promising practices. To obtain information from
parents, we set up informal meetings with assistance from staff in
Parent Training and Information Centers in each state we visited. The
information and data we gathered from these site visits are not
generalizable to all states and districts. In addition to our site
visits, we interviewed representatives from 21 national associations,
community organizations, and experts in the areas of disability,
health, PE, special education, and athletics. We also interviewed
Education officials about Education's relevant oversight and
assistance efforts and reviewed relevant federal laws, regulations,
guidance, and other agency documentation and data. See appendix I for
additional information on our methodology.
We conducted this performance audit from June 2009 through June 2010
in accordance with generally accepted government auditing standards.
Those standards require that we plan and perform the audit to obtain
sufficient, appropriate evidence to provide a reasonable basis for our
findings and conclusions based on our audit objectives. We believe
that the evidence obtained provides a reasonable basis for our
findings and conclusions based on our audit objectives.
Background:
IDEA and Section 504:
IDEA authorizes federal funding for the needs of school-age children
with a range of disabilities, such as specific learning disabilities,
speech and language impairments, or mental retardation, who need
special education services (see figure 1). In 2007-2008, students
covered under IDEA made up about 13 percent of the nation's public
prekindergarten through 12th grade school enrollment and, in fiscal
year 2007, states received $10.8 billion in federal funds to provide
services to school-age students.[Footnote 10] To receive federal
funds, states and local educational agencies must identify and
evaluate children who have a disability and provide special education
and related services, as well as supplementary aids and services when
necessary, to those who are eligible. Such services and supports are
formulated in an individualized education program (IEP), which is
developed, discussed, and documented by a student's IEP team. An IEP
team must generally include, among others, the parents of the child, a
general education teacher, a special education teacher, and the child
when appropriate. IDEA also requires the placement of students in the
least restrictive environment--in which students with disabilities are
educated with students without disabilities--to the maximum extent
appropriate. Regarding PE, IDEA regulations specify that schools must
generally provide opportunities for students to participate in regular
or general PE classes or, in some cases, specially designed PE if
determined by the IEP team. Regarding extracurricular athletics,
districts and schools must take steps to provide services to give
students with disabilities an opportunity to participate in
extracurricular activities, which may include athletics, equal to that
of other students.
Figure 1: IDEA Students Ages 6-21 by Disability Category in 2007: 50
States and District of Columbia:
[Refer to PDF for image: pie-chart]
Specific learning disability[a]: 43%;
Speech or language impairments: 19%;
Other health impairments[b]: 11%;
Mental retardation: 8%;
Emotional disturbance: 7%;
Autism: 4%;
Other IDEA disability categories[c]: 7%.
Source: GAO analysis of Fall 2007 Education data from states found on
www.ideadata.org.
Note: Vermont data was not available this year and is not included in
calculations for the chart. Numbers do not add to 100 percent due to
rounding.
[A] According to IDEA regulations, a "specific learning disability" is
a disorder in one or more of the basic psychological processes
involved in understanding or in using language, spoken or written,
that may affect the ability to listen, think, speak, read, write,
spell, or to do mathematical calculations (e.g., dyslexia).
[B] According to IDEA regulations, "other health impairment" is
considered as having limited strength, vitality, or alertness due to
chronic or acute health problems (e.g., a heart condition or diabetes)
that result in limited alertness to the educational environment and
adversely affect a child's educational performance.
[C] Other IDEA disability categories include multiple disabilities (2
percent), developmental delays (2 percent), hearing impairments (1
percent), orthopedic impairments (1 percent), visual impairments (0.4
percent), traumatic brain injury (0.4 percent), and deaf-blindness
(less than 0.1 percent).
[End of figure]
Section 504 prohibits entities that receive federal financial
assistance, including elementary and secondary (K-12) schools, from
discriminating against otherwise qualified individuals with
disabilities. The Americans with Disabilities Act of 1990, as amended
(ADA) is also a broad antidiscriminatory law protecting individuals
with disabilities. Education interprets the ADA and Section 504 in a
similar manner. While IDEA students are covered under Section 504,
other students who are not covered under IDEA may still have a
disability as defined under Section 504. Several of the most common
disabilities of students included under Section 504, but not always
covered under IDEA, are attention deficit hyperactivity disorder,
diabetes, and asthma.[Footnote 11] In 2006, about 444,000 students
with disabilities were covered under 504, and not IDEA, based on the
most recent estimates from Education. These students may have an
education plan developed under Section 504 that sets forth their
needed regular or special education and related aids and services, but
the federal requirements for such a plan are much less detailed than
for an IEP. Similar to IDEA, Education's Section 504 regulations
require that students with disabilities be provided a free appropriate
public education and learn alongside students without disabilities to
the maximum extent appropriate. These Section 504 regulations also
require that students with disabilities must be provided equal
opportunities to participate in PE courses and extracurricular
athletics. Unlike IDEA, however, Section 504 does not authorize any
federal funding to schools to provide services to students. (See table
1 for more information on IDEA and Section 504.)
Table 1: Relevant Federal Laws and Requirements Regarding Students
with Disabilities:
General purpose:
Individuals with Disabilities Education Act (IDEA): Provides federal
funds to state and local educational agencies to guarantee special
education and related services to eligible children with disabilities;
Section 504 of the Rehabilitation Act of 1973: Prohibits
discrimination on the basis of disability in programs or activities
that receive federal financial assistance.
General coverage:
Individuals with Disabilities Education Act (IDEA): Children,
generally ages 3 through 21, with a disability who need special
education and related services;
Section 504 of the Rehabilitation Act of 1973: Individuals of all ages
who have a disability as defined in the act.
Disability definition:
Individuals with Disabilities Education Act (IDEA): A child with a
disability in one of many specific categories, such as speech or
language impairment, emotional disturbance, or mental retardation, who
needs special education and related services;
Section 504 of the Rehabilitation Act of 1973: A person who has a
physical or mental impairment that substantially limits one or more
major life activities.[A] Major life activities include walking,
communicating, working, reading, learning, concentrating, and thinking.
Approximate numbers of K-12 students:
Individuals with Disabilities Education Act (IDEA): About 5.9 million
children ages 6-21 in Fall 2007 for the 50 states and the District of
Columbia;
Section 504 of the Rehabilitation Act of 1973: IDEA students are
generally protected under Section 504. In addition, according to its
most recent available data, Education estimated that about 444,000 K-
12 students were covered under Section 504, but not IDEA, in 2006.
Provides federal funding:
Individuals with Disabilities Education Act (IDEA): Yes;
Section 504 of the Rehabilitation Act of 1973: No.
Physical education requirements:
Individuals with Disabilities Education Act (IDEA): Public education
agencies must make PE available to children with disabilities unless
the school does not offer it to nondisabled students in the same
grades. Public education agencies must also provide a child with a
disability the opportunity to participate in the regular PE program
that is available to nondisabled children unless (1) the child is
enrolled full-time in a separate facility or (2) the child needs
specially designed PE as prescribed in the child's IEP; Section 504 of
the Rehabilitation Act of 1973: Entities that provide extracurricular
services and activities, which may include physical recreational
athletics, must afford students with disabilities an opportunity for
participation in such services and activities equal to that of other
students; In providing PE courses and athletics to any of its
students, entities may not discriminate on the basis of a student's
disability and must provide qualified students an equal opportunity to
participate;
Separate or different PE and athletic activities may be offered.
However, qualified students must continue to have the opportunity to
compete for teams or to participate in courses that are not separate
or different.
Extracurricular athletics requirements:
Individuals with Disabilities Education Act (IDEA): Each public agency
must take steps, including the provision of supplementary aids and
services determined appropriate and necessary, to provide nonacademic
and extracurricular services and activities, which may include
athletics. These must be provided in the manner necessary to afford
children with disabilities an opportunity for participation in those
services and activities equal to that of other students;
Section 504 of the Rehabilitation Act of 1973: [Empty].
Administering office:
Individuals with Disabilities Education Act (IDEA): Office of Special
Education Programs makes formula grants to states and oversees
implementation of IDEA, and it makes discretionary grants in special
education program areas;
Section 504 of the Rehabilitation Act of 1973: Office for Civil Rights
with 12 regional enforcement offices.
Source: GAO analysis of relevant federal laws and regulations, and
other agency documents.
[A] The definition of an individual with a disability also includes
someone who has a record of such impairment or is regarded as having
such an impairment.
[End of table]
Federal and State Responsibilities:
At the federal level, Education is responsible for administering IDEA,
as well as Section 504, as it applies to many educational
institutions. The Office of Special Education Programs (OSEP)
allocates federal funds to states for their implementation of IDEA
programs and monitors states' ability to provide a free, appropriate
public education. For example, states must report to OSEP the amount
of time that students who are covered under IDEA spend in their
state's general education classes, including PE. The Office for Civil
Rights (OCR), through its headquarters and 12 regional offices,
carries out enforcement activities related to Section 504, the ADA,
and other antidiscrimination laws.[Footnote 12] These activities
include investigating complaints of discrimination on the basis of
race, color, national origin, sex, disability, or age. OSEP and OCR
also help states and schools meet their federal requirements and
improve the quality of education by issuing policy guidance,
disseminating information, and providing technical assistance to
individual institutions. Education funds and oversees numerous
national and regional research and technical assistance providers,
such as regional educational laboratories and national clearinghouses
that disseminate information, research, and other support to
policymakers and educators at the state and local levels. For example,
the Office of Special Education and Rehabilitative Services, which
includes OSEP, supports a network of more than 40 national technical
assistance centers, each with a focus on some aspect of special
education.
At state and district levels, various parties may be involved in
providing students with opportunities in PE and extracurricular
athletics. For instance, many states have requirements regarding their
districts' provision of PE, according to data from the Centers for
Disease Control and Prevention and the National Association of State
Boards of Education. However, policies may vary by state or district,
such as the required grades in which PE should be offered, the number
of minutes students should be in class, or the specific content and
curriculum areas that should be taught. For extracurricular athletics,
the National Federation of State High School Associations (NFHS) is
the national body that writes the rules of competition for most high
school interscholastic sports--the main form of extracurricular
athletic competition in schools, which includes varsity and junior-
varsity level teams. In turn, each state has its own state high school
athletic association which is a voluntary member of the NFHS.
According to an NFHS official, NFHS does not establish standards or
policies specifically regarding students with disabilities and each
state athletic association develops its own standards and policies. In
addition, most state high school athletic associations are not part of
state departments of education, but are private organizations,
according to NFHS officials.
Schools Provide Students with and without Disabilities Similar
Opportunities in PE, but Face Challenges Serving Students in General
PE Classes:
Schools Provide Similar Opportunities in PE to Students with and
without Disabilities:
Students with disabilities generally attend PE class about the same
amount of time as students without disabilities, according to national
data and our site visits. Estimates from YRBS 2005 on high school
students indicate that students with physical disabilities or long-
term health problems attend PE classes for approximately the same
amount of time as those without disabilities. For example, 29 percent
of students with physical disabilities or long-term health problems
attend PE class 5 days a week compared to 34 percent of students
without disabilities (see figure 2).[Footnote 13] In 12 schools and
seven districts we visited, officials also told us that most students
with disabilities are in PE class the same amount of time as students
without disabilities. Officials from a few schools said that they
actually provide a greater amount of instruction time in PE for some
students with disabilities who have specific needs and take both
general PE classes and specialized PE classes. National data show that
among districts that require PE, many have policies allowing student
to be exempt from PE due to long-term physical, medical, or cognitive
disabilities. However, exemptions for students with disabilities were
very rare according to officials in the 20 schools we visited.
[Footnote 14] Rather than exempting students with disabilities from PE
class entirely, a few schools we visited excuse some students from
certain activities. For example, officials from one high school in New
Jersey we visited told us that a few students with medical conditions,
such as asthma, may be exempt from particular activities but that they
are given alternative activities.
Figure 2: Number of Days per Week Students with and without
Disabilities Attend PE Class and Minutes Spent Exercising or Playing
Sports in an Average PE Class:
[Refer to PDF for image: 3 horizontal bar graphs]
Percentage of students who attend at least one PE class each week:
Students Without Physical Disabilities or Long-Term Health Problems:
53%;
Students With Physical Disabilities or Long-Term Health Problems: 52%.
Percentage of students who attend PE class 1 day per week:
Students Without Physical Disabilities or Long-Term Health Problems:
2%;
Students With Physical Disabilities or Long-Term Health Problems: 2%.
Percentage of students who attend PE class 2 days per week:
Students Without Physical Disabilities or Long-Term Health Problems:
3%;
Students With Physical Disabilities or Long-Term Health Problems: 5%.
Percentage of students who attend PE class 3 days per week:
Students Without Physical Disabilities or Long-Term Health Problems:
12%;
Students With Physical Disabilities or Long-Term Health Problems: 12%.
Percentage of students who attend PE class 4 days per week:
Students Without Physical Disabilities or Long-Term Health Problems:
3%;
Students With Physical Disabilities or Long-Term Health Problems: 3%.
Percentage of students who attend PE class 5 days per week:
Students Without Physical Disabilities or Long-Term Health Problems:
34%;
Students With Physical Disabilities or Long-Term Health Problems: 29%.
In a typical PE class, percentage of students who actually played
sports or exercised for less than 10 minutes:
Students Without Physical Disabilities or Long-Term Health Problems:
3%;
Students With Physical Disabilities or Long-Term Health Problems: 3%.
In a typical PE class, percentage of students who actually played
sports or exercised for 10 to 20 minutes:
Students Without Physical Disabilities or Long-Term Health Problems:
5%;
Students With Physical Disabilities or Long-Term Health Problems: 5%.
In a typical PE class, percentage of students who actually played
sports or exercised for 21 to 30 minutes:
Students Without Physical Disabilities or Long-Term Health Problems:
8%;
Students With Physical Disabilities or Long-Term Health Problems: 10%.
In a typical PE class, percentage of students who actually played
sports or exercised for 31 to 40 minutes:
Students Without Physical Disabilities or Long-Term Health Problems:
11%;
Students With Physical Disabilities or Long-Term Health Problems: 10%.
In a typical PE class, percentage of students who actually played
sports or exercised for 41 to 50 minutes:
Students Without Physical Disabilities or Long-Term Health Problems:
9%;
Students With Physical Disabilities or Long-Term Health Problems: 8%.
In a typical PE class, percentage of students who actually played
sports or exercised for 51 to 60 minutes:
Students Without Physical Disabilities or Long-Term Health Problems:
6%;
Students With Physical Disabilities or Long-Term Health Problems: 6%.
In a typical PE class, percentage of students who actually played
sports or exercised for more than 60 minutes:
Students Without Physical Disabilities or Long-Term Health Problems:
12%;
Students With Physical Disabilities or Long-Term Health Problems: 10%.
Source: GAO analysis of YRBS, 2005
Note: Differences in estimates of the number of days attending PE and
in time spent exercising are not statistically significant at the 95
percent confidence level among students with and without physical
disabilities or long-term health problems. YRBS estimates have 95
percent confidence intervals within plus or minus 7 percentage points
unless otherwise noted.
[End of figure]
Schools generally provided students with and without disabilities
comparable opportunities to participate in PE, according to national
data and our site visits. According to 2005 YRBS estimates, students
with and without physical disabilities or long-term health problems
spend similar amounts of time actually engaged in physical activity
per class. For instance, 8 percent of students with physical
disabilities or long-term health problems spend 41 to 50 minutes in a
typical PE class exercising or playing sports compared to 9 percent of
students without these disabilities.[Footnote 15] Many district and
schools officials, as well as some students we spoke with, said that
students with disabilities often participate in PE to the same extent
as their peers without disabilities. In addition, almost all state,
district, and school officials we spoke with reported they rarely
received complaints about PE from parents of students with
disabilities. Several state and district officials said that while
they hear complaints from parents in other areas, PE is generally an
area in which parents seem satisfied.
Various factors may affect students' experience in PE, such as their
school level (e.g., elementary or middle) or their type of disability.
For instance, some parents and school officials said that PE teachers
in elementary school may be able to more easily integrate students
with disabilities in their classes than those in secondary schools
because peers in elementary school are more accepting, the equipment
is more varied, and there is less focus on competitive games than in
secondary school, which may be harder for students with disabilities
to participate. Some district and school officials also said that
middle school can be particularly difficult for some students with
disabilities who may have more difficulty changing into PE uniforms or
opening combination locks on their PE lockers. However, some schools
overcame these challenges by waiving their PE uniform policy or
providing key locks to accommodate students with disabilities. In
addition, some parents and school officials noted that whether a
student has a physical or cognitive disability may affect their
experience. For example, officials in one school said that while
students with physical impairments required more accommodations, they
also may have an easier time expressing their needs than students with
cognitive disabilities. On the other hand, many district and school
officials told us that students with emotional or behavioral
disabilities usually participated in the same activities as other
students and often excelled physically. Some noted that PE class can
provide them a physical outlet that helps them focus their energy.
Schools Use Various Approaches to Provide PE to Students with
Disabilities, but Most Included Students in the General PE Class:
[Side bar]
State Guidance on PE Classroom Adaptations:
{Photograph]
Source: New Jersey State Department of Education.
A section of New Jersey’s Comprehensive Health Education and Physical
Education Curriculum Framework outlines instructional adaptations
teachers and others may need to consider for students with
disabilities in PE and health. The guidance outlines different types
of adaptations and provides examples of these, such as:
* instructional presentation (e.g., using visuals);
* classroom organization (e.g., regulating noise or lighting);
* student response (e.g., giving credit for improvement); and;
* safety (e.g. establishing activity boundaries).
[End of side bar]
National data indicate that most students with disabilities who took
PE did so in general education classes with students who do not have
disabilities. Specifically, 92 percent of students with disabilities
in grades 1 through 7 took PE in general education classes, according
to SEELS estimates. In grades 7 through 12, 88 percent of students
with disabilities took PE in general education classes, according to
NLTS2 estimates.[Footnote 16] Similarly, in most of the schools we
visited, the majority of IDEA students received PE in a general
classroom without any accommodations or modifications. Officials from
a number of schools we visited told us that for some students with
disabilities who are in special education classes, PE is the one
general education class that they attend on a regular basis. School
and district officials also noted that the emphasis on educating
students with disabilities in an inclusive environment with their
peers without disabilities in all subjects also contributes to the
high numbers of students in general PE classes.
To facilitate participation for students with disabilities in general
PE classes, teachers may make accommodations or modifications for
students, which are often informal. According to 2006 SHPPS data and
many teachers we interviewed, common informal adjustments that
teachers use for students with disabilities in PE class include
simplifying the instructional content, providing additional skill
modeling or repetition, and having peers without disabilities assist
in teaching or coaching (see figure 3). School officials said that
these types of informal accommodations or modifications are generally
not determined through the IEP process. In contrast, schools we
visited said that more formal accommodations or modifications are
usually determined through the IEP process and noted on a student's
IEP. These may include modifying assessments (e.g., allowing students
to have more time to take tests); using specialized equipment; or
having individual aides or assistants work with students during class.
For example, officials from a middle school in California told us that
some students with disabilities receive accommodations when taking
tests for all their classes, including PE, and this is written on
students' IEPs. Similarly, officials from schools we visited who had
individual aides help some students with disabilities in PE class said
the use of these aides was also determined on a case-by-case basis
through the IEP process.
Figure 3: Strategies Used by PE Teachers to Accommodate Students with
Disabilities in Required PE Classes:
[Refer to PDF for image: horizontal bar graph]
Simplified instructional content or varied the difficulty of the
material being taught: 84%;
Additional skill modeling, practice, or repetition: 77%;
Assessment modification: 73%;
Peer teaching or coaching: 69%;
Equipment or facilities modification: 57%;
Teacher or aide assisted students: 53%;
Coordinated activities with a special education teacher: 39%;
A physical or occupational specialist assisted students: 32%;
An adapted physical education teacher or specialist who teaches
students with disabilities assisted students: 29%.
Source: SHPPS, 2006.
Note: According to SHPPS, these percentages pertain to teachers who
taught required PE classes or courses in the 23 percent of these
classes that had students with long-term physical, medical, or
cognitive disabilities. Estimates have 95 percent confidence intervals
within plus or minus 5.5 percentage points unless otherwise noted.
[End of figure]
[Side bar]
Minnesota Adapted PE Teacher Certification:
[Photograph]
Source: Center on Disability Health and Adapted Physical Activity,
University of Wisconsin-La Crosse.
* Under Minnesota state policies, adapted PE must be taught by a PE
teacher with an additional adapted PE license based on our review of
state documents and interviews with state officials.
* According to state officials, teacher training programs encourage
prospective PE teachers to obtain this license to be more marketable,
and thus, there are many more certified adapted PE teachers in the
state than actual positions.
[End of side bar]
Some schools accommodate students with more severe motor development
delays by providing specialized or "adapted" PE instruction, using
various approaches. Nationally, less than 11 percent of students with
disabilities under IDEA received adapted PE in 2000 and 2001,
according to SEELS and NLTS2 estimates.[Footnote 17] Among the schools
and districts we visited, the provision of adapted PE varied.
Officials from 8 of the 20 schools we visited reported that no
students received adapted PE services at the time we visited. The
remaining schools reported that between 2 and 29 percent of IDEA
students--who represent most students with disabilities--received
adapted PE. Many districts we visited told us that the provision of
adapted PE for individual students was always determined through the
IEP process. Districts in Minnesota also relied on standard statewide
criteria to provide adapted PE, such as formal tests evaluating motor
skills or fitness levels.
Schools we visited provide adapted PE using different approaches.
Students may receive direct instruction from an adapted PE teacher,
the adapted PE teacher may consult with the general PE teacher who
actually provides the specific modifications or accommodations to the
student, or schools may use a combination of both approaches. Some
states require that adapted PE be taught by a PE teacher with a
supplemental license, including California and Minnesota, based on
state documents we reviewed and state officials we interviewed.
Nationwide, 12 states offer or require a supplemental adapted PE
license to teach adapted PE, according to the Center on Disability
Health and Adapted Physical Activity.[Footnote 18] Some adapted PE
teachers travel to several schools to provide services in the
districts we visited. In one district we visited in Florida, the sole
adapted PE teacher overcame challenges in scheduling her time by
having students who took adapted PE bussed to a central school so she
could provide them with services. Some parents we spoke with were
pleased with their children's adapted PE experiences, while others
said that their experiences varied and depended on factors such as
individual teaching styles and the extent to which students who
received adapted PE were integrated into the general PE class.
[Side bar]
Strategies Used by Miami-Dade County Public Schools:
[Illustration: Presidential Active Lifestyle Award]
Source: National Institutes of Health, Department of Health and Human
Services.
* The district promotes the “I Can Do It, You Can Do It” program,
sponsored by the National Institutes of Health in the Department of
Health and Human Services. Students with physical or cognitive
disabilities earn a Presidential Active Lifestyle Award if they
participate in 30 minutes of activity 5 days a week for 6 weeks.
* The district also has a hybrid PE and sports program for students
with disabilities. During the school day, students participate in
activities such as wheelchair basketball or adapted sailing. The
district has obtained specialized equipment and facility space through
community partnerships, such as with the local sailing club and county
golf course.
[End of side bar]
Fewer students receive PE only in separate or self-contained classes
as opposed to receiving PE in general classes with other students,
according to national data and our site visits. Our estimates from
SEELS indicate that 7 percent were in a self-contained special
education classroom for PE in 2000.[Footnote 19] Among eight districts
we visited that could provide estimates, the percentage of students
with disabilities who received all of their PE in a self-contained,
adapted PE class ranged from 0 percent to 6 percent.[Footnote 20]
However, some self-contained PE classes may follow the same curriculum
as general PE classes. Officials in two schools we visited told us
that students with severe disabilities were in self-contained special
education classes and took general PE together as a class.
Schools Cited Teacher Preparation and Budget Constraints as Key
Challenges to Serving Students with Disabilities in General PE Classes:
Some Students with Disabilities Participate in Extracurricular
Athletics through Different Types of School Teams, but Schools Face
Challenges Expanding These Opportunities:
A notable challenge to serving students with disabilities in general
PE classes is the lack of sufficient training or experience among PE
or classroom teachers, according to our interviews and other research.
[Footnote 21] Many state, district, and school officials we
interviewed said that PE teachers typically take one course on working
with students with disabilities in their undergraduate training. This
coursework may not always include practical experience working with
students with disabilities, and several studies found that PE teachers
reported feeling insufficiently prepared to teach students with
disabilities.[Footnote 22] According to SHPPS, only 32 percent of
teachers surveyed who taught required PE classes reported having
received training on how to work with students with long-term
physical, medical, or cognitive disabilities in the 2 years preceding
the 2006 study.[Footnote 23] Officials from several disability,
health, or PE associations said that general PE or classroom teachers
who lack training or experience teaching students with disabilities
may not know what to do or how to provide the appropriate level of
accommodations or effectively adapt their instruction. Their lack of
training and experience may result in their excusing some students
with disabilities from portions of the class, according to two
associations we interviewed. Some parents we spoke with described
instances in which their children sat on the side during certain
activities or were not encouraged to be as active as their classmates.
Several parents noted that while PE teachers may not intend to be
exclusionary, they were not sufficiently trained on how to include
students with disabilities in their classes.
Some state, district, and school officials we interviewed said
teachers who teach general PE need more training opportunities
regarding students with disabilities, yet resources for training are
not always available. Some officials from states and districts said
they provide professional development opportunities to teachers
through online training, workshops, or conferences. However, budget
shortfalls limited their ability to offer additional training
opportunities for PE teachers. Some district officials told us that
they would like to receive more information on meeting the needs of
students with disabilities in general PE settings. For instance,
officials from a rural district in Georgia said that they did not have
any teachers who specifically taught adapted PE and all students were
taught by a general PE or special education teacher. Officials from
this district acknowledged that their teachers would benefit from
additional training in adapted PE, but told us that they could only
provide training if it were available at a low cost or if they had
additional resources.
Officials in many of the districts and schools we visited reported
that budget constraints created a challenge to providing PE to
students with disabilities, particularly in the general PE classroom.
For example, many district and school officials, including PE
teachers, told us that budget constraints in their schools have
resulted in large general PE classes and have hindered teachers'
ability to provide students with disabilities the individual attention
they may need. In both of the districts in California that we visited,
teachers and school officials said that PE classes can include over 45
students, often with only one teacher. Several teachers noted that
they would like to provide more individual attention to students with
disabilities in their classes but cannot do so while managing the rest
of the class. Another PE teacher in Minnesota said that large classes
in a spacious and noisy environment can be particularly hard for
students with emotional or behavioral disabilities who are very
sensitive to such stimuli. District and school officials said that
additional staff, such as paraprofessional aides who could work one-on-
one with students with disabilities, would help address the challenge
of large classes. However, officials said that budget constraints
limit the use of aides. Finally, teachers or district officials in
several states told us that limited resources for equipment, including
special adapted equipment or facility renovations for outdated
gymnasiums, hindered their ability to effectively provide
opportunities to students with disabilities.
A few state, district, school, and disability association officials we
spoke with cited a lack of importance placed on PE as a school subject
compared with academic subjects. Some state, district, and school
officials noted that the greater emphasis on assessments for reading
and math as required by federal law[Footnote 24] has led them to
reduce the number of PE classes that their students are required to
take or PE elective courses that they can offer. However, other
district officials said their PE offerings have not changed because
state laws dictate PE requirements for students, among other
reasons.[Footnote 25] Officials from some districts, schools,
disability associations, and parent groups also said that parents of
children with disabilities may view PE as a relatively low priority
and, subsequently, have low expectations with respect to their
children's participation or performance.
Limited Data Suggest That Some Students with Disabilities Participate
in School Extracurricular Athletics, but Various Factors May Affect
Their Participation:
National data show that students with disabilities participate in
extracurricular athletics but do not fully distinguish whether these
athletic opportunities are offered through schools or out-of-school
(i.e., through community-based) programs. According to SEELS
estimates, 41 percent of students with disabilities in grades 1
through 7 participated in school or community-based extracurricular
athletics in 2000. Additionally, according to NLTS2 estimates, 33
percent of students with disabilities in grades 7 through 12
participated in school or community-based extracurricular athletics in
2001.[Footnote 26] In these studies, more students with disabilities
reported participating in school or community-based sports teams than
in other extracurricular activities surveyed, such as performance
groups (e.g., band or choir), scouting, or special interest groups
(e.g., chess or other hobby clubs).[Footnote 27] However, sports
participation was consistently higher for boys with disabilities than
for girls with disabilities across age groups.[Footnote 28] In
addition, according to our interviews with Education officials and
researchers, we found no national data that was reliable for our
purpose of comparing the participation of students with disabilities
to students without disabilities in extracurricular athletics.
Among the schools we visited, we found that IDEA students participated
in school-based extracurricular athletics at varying rates, but at a
lower rate than their peers without disabilities. The percentage of
IDEA students who participated in "traditional" school-based
extracurricular athletics (that is, athletics not specially designed
for students with disabilities) ranged from 6 to 25 percent among the
11 schools we visited that could provide estimates.[Footnote 29] In
contrast, the percent of non-IDEA students who participated in
traditional extracurricular athletics ranged from 18 to 73 percent in
these schools (see figure 4). In all cases, the participation rates
for IDEA students were lower than for non-IDEA students, ranging from
10 to 56 percentage points lower.
Figure 4: Percentage of IDEA and Non-IDEA Students Participating in
Traditional Extracurricular Athletics in the Schools We Visited:
[Refer to PDF for image: horizontal bar graph]
School A:
Non-IDEA students: 838 (60%);
IDEA Students: 30 (25%).
School B:
Non-IDEA students: 588 (50%);
IDEA Students: 36 (19%).
School C:
Non-IDEA students: 285 (43%);
IDEA Students: 18 (19%).
School D:
Non-IDEA students: 317 (73%);
IDEA Students: 7 (17%).
School E:
Non-IDEA students: 230 (38%);
IDEA Students: 15 (16%).
School F:
Non-IDEA students: 175 (25%);
IDEA Students: 25 15%).
School G:
Non-IDEA students: 397 (22%);
IDEA Students: 26 (10%).
School H:
Non-IDEA students: 144 (29%);
IDEA Students: 6 (7%).
School I:
Non-IDEA students: 482 (27%);
IDEA Students: 15 (7%).
School J:
Non-IDEA students: 177 (22%);
IDEA Students: 7 (6%).
School K:
Non-IDEA students: 66 (18%).
IDEA Students: 2 (6)%.
Source: GAO analysis of participation estimates provided by district
and school officials.
Notes: Among schools we interviewed, six elementary schools which did
not offer formal extracurricular athletic programs and three high
schools which could not provide us with data are not included in the
figure. Data for each school we visited can be found in table 3 of
appendix II.
[End of figure]
A number of factors may contribute to these differences among schools,
such as outreach to students with disabilities, priorities of school
officials, and the level of competitiveness among athletic teams. Some
schools we visited in Florida and California actively reached out to
some students with disabilities in an effort to recruit them for
extracurricular athletics. Several of the special education teachers
in a California school we visited also coached different sports teams;
this dual role enabled them to encourage students with disabilities to
participate, according to one official. Additionally, the leadership
of school officials may affect students' participation in
extracurricular athletics, according to some parents, school
officials, and officials from disability groups. One parent of a child
with a learning disability in California told us that administrators
at her daughter's school recognized that extracurricular athletics was
an area where she excelled and wrote into her IEP that she could
participate even if her grades did not qualify her. In contrast, the
competitiveness of some athletic teams can negatively affect
participation among students with disabilities. A district official we
spoke with in Texas told us that extracurricular athletics in his
district were very competitive and that it was unlikely that many
students with disabilities would make these teams. Additionally, one
parent told us that she took her daughter who has a neurological
disorder out of the school volleyball team because of competitive
pressures from other parents and students. Perceptions among students,
parents, and schools can also affect student participation in
extracurricular athletics, according to a number of officials from
schools and disability organizations we interviewed. Specifically,
students with disabilities may not perceive themselves as athletic and
therefore are reluctant to try out for teams, while parents or schools
may resist the idea of students participating due to safety concerns.
Student participation on sports teams varies by disability. In most of
the schools we visited, officials told us that students with
disabilities who participated in extracurricular athletics often had
mild cognitive disabilities or learning disabilities. Additionally,
national data from NLTS2 indicates that students with hearing
impairments, speech impairments, learning disabilities, or other
health impairments reported participating on sports teams at a higher
rate compared to students with orthopedic impairments, mental
retardation, visual impairments, autism, or multiple disabilities.
[Footnote 30] Many officials from schools and disability associations
we interviewed said that students with physical disabilities have
fewer opportunities in extracurricular athletics compared to students
with cognitive disabilities because fewer programs were designed for
them. For example, officials said that while students with learning or
cognitive disabilities could participate in traditional sports teams
with little to no modifications, students with physical disabilities
may not be able to do so. Officials from several schools and
disability groups also noted that Special Olympics has had a strong
influence nationally in providing opportunities for students with
intellectual disabilities but that there is not a similar organization
for students with physical disabilities.[Footnote 31]
Schools Took Various Steps to Provide Extracurricular Athletic
Opportunities to Students with Disabilities:
Officials from all 15 districts we spoke with told us that all
students in their districts, including those with disabilities, are
allowed to try out for their school's interscholastic athletics teams.
In addition, many schools we visited said they have at least some
teams that accept all students who try out. These teams were usually
those based on individual performance, such as track or swimming,
according to school officials. In contrast, other teams, such as
soccer or basketball, were very competitive and had a limited number
of positions available. Many school officials told us that if a
student did not get selected to play on a competitive team, they were
encouraged by coaches to play on a team that accepted all students.
[Side bar]
American Association of Adapted Sports Programs (AAASP):
[Photograph]
Source: AAASP, Inc.
Georgia’s Department of Education and its state athletic association
have a partnership with AAASP to offer adapted sports, such as
wheelchair basketball and football. Since 1997, AAASP has helped start
programs and train coaches in 24 districts in Georgia. Teams are
formed based on student ability, and include students across schools
and grades within a district.
[End of sidebar]
School officials reported that they provide varying levels of
accommodations for students with disabilities on traditional teams,
usually depending on the student's disability. For example, a high
school we visited in New Jersey provided an interpreter for a deaf
student on the baseball team, and a middle school we visited in
California modified rules for deaf and blind students on their
wrestling team. State athletic associations in Texas and Minnesota
sometimes granted exceptions to their policy on student age limits for
students with disabilities.[Footnote 32] Other methods to aid students
with disabilities in extracurricular athletics were less formal.
Coaches told us that they may vary their style to meet individual
student needs as a practice of good coaching but did not provide any
specific accommodations for students with disabilities. For example,
coaches in schools that we visited in New Jersey and Florida told us
that they repeat rules or give instructions by modeling an activity
for students with cognitive or learning disabilities in order to help
them better understand game rules.
A few schools provided extracurricular athletic opportunities to
students with disabilities through formal partnerships with community
programs, most commonly Special Olympics. While many schools provided
referrals to Special Olympics but did not otherwise facilitate
participation, a few schools we visited provided transportation,
coaching, or funds to enable students with intellectual disabilities
to participate in Special Olympics. Some of these schools also
incorporated Special Olympics coaching and activities into class time
for students. In addition, a few schools and districts we visited
partnered with other community organizations to provide
extracurricular athletic opportunities. In Maryland, one high school
we visited collaborated with a local golf club to provide
extracurricular golf to students with disabilities and an elementary
school partnered with the city's parks and recreation program to
provide a sports program for these students.
[Side bar]
Minnesota Adapted Athletics:
[Photograph]
Source: MnPrepPhoto.com © (2008).
* Since 1992, the Minnesota State High School League has sponsored
adapted soccer, floor hockey, and softball.
* More recently, it introduced adapted bowling to address challenges
that districts faced regarding the lack of sufficient numbers of
students to form a team or great distances between districts that made
regular competition difficult. Students go to their local bowling
alley to compete “virtually” against students from other schools.
* Across all sports, students with physical impairments and cognitive
impairments play on separate teams. Participating students may earn
varsity letters.
* About a quarter of the districts in the state offer at least one
adapted sports program, according to officials.
[End of side bar]
Although less common, a few schools we visited offered athletic
opportunities to students with disabilities through adapted teams that
were overseen by the state athletics association. While students can
choose to try out for traditional athletic teams, adapted teams
generally target students--such as those with physical or severe
cognitive impairments--who may have difficulty participating in
traditional teams. Nationally, four states (Georgia, Minnesota, Ohio,
and Vermont) offered adapted athletics through their state high school
associations in the 2007-2008 school year, according to the NFHS. In
addition, state athletic association officials in Maryland, New
Jersey, and Florida planned to offer new adapted athletics for
students with disabilities in the coming year. Maryland and New Jersey
planned to implement these as a result of recent state legislation,
[Footnote 33] as follows:
* Maryland passed the Fitness and Athletics Equity for Students with
Disabilities Act in May 2008. Under this new law, the state board and
county school systems generally must (1) ensure that students with
disabilities have equal opportunity to participate in general
("mainstream") PE and to try out for traditional ("mainstream")
athletic programs; (2) provide the reasonable accommodations necessary
to allow students with disabilities an opportunity to participate to
the fullest extent possible in mainstream PE and athletic programs;
and (3) ensure that alternative PE and athletic programs are
available, such as adapted sports (only students with disabilities) or
unified sports (includes students with and without disabilities).
County school systems must develop policies and procedures to promote
and protect the inclusion of students with disabilities into
mainstream PE and athletic programs and report annually to the State
Department of Education. The State Board of Education must adopt a
model policy to assist with implementation, while the State Department
of Education must monitor compliance and provide technical assistance
to county school systems.
* New Jersey passed a much less detailed law in August 2009 that
directs the New Jersey State Interscholastic Athletic Association to
establish interscholastic adapted athletics for students with visual
impairments or physical disabilities who are participating in an
adapted athletic program developed by a school district. The New
Jersey State Interscholastic Athletic Association must require coaches
of adapted athletics to receive training specific to that program but
the law does not outline other requirements.
Lack of Information and Budget Constraints May Prevent Schools from
Providing More Athletic Opportunities to Students with Disabilities:
Officials from several districts and state athletic associations said
they generally lacked information that would help them provide
extracurricular athletic opportunities for students with disabilities.
For instance, a number of district officials said coaches do not
receive training specifically on how to work with students with
disabilities. Some parents we spoke with said that coaches who do not
have such training can be overly focused on winning and fail to fully
include students with disabilities on their teams. Other parents noted
that coaches are rarely at IEP meetings, and one parent in Minnesota
told us that a coach improperly removed her child from a team for
being academically ineligible without considering the student's IEP.
Additionally, some states and districts lacked information on how to
implement new adapted athletic programs for students with
disabilities. For example, while the Florida High School Athletic
Association planned to initiate a wheelchair track event in the coming
year, state and district officials we spoke with said they had
questions about how eligibility would be determined and how to provide
the equipment needed for these students to participate. Other state
athletic associations we interviewed were hesitant to consider
offering adapted athletic programs because they did not know how
competitive events would be held or how teams would be formed.
Further, some districts lacked information and clarity regarding their
responsibilities to provide opportunities under Section 504 for
students with disabilities who want to participate in extracurricular
athletics equal to those provided to other students. Officials in two
districts and several disability associations told us that Education's
Section 504 regulations regarding schools' responsibilities to provide
extracurricular opportunities are ambiguous. For example, a few
disability associations noted that there is lack of clarity regarding
how "equal opportunity" should be defined. Officials from another
district questioned whether their responsibilities included providing
specifically designed programs for students with disabilities, such as
separate adapted athletics, particularly within a school environment
focused on greater inclusion for students with disabilities.
State, district, and school officials often cited budget constraints
as another key challenge to expanding athletic opportunities to all
students, including those with disabilities. Officials from seven of
the 10 districts we visited said that overall budget constraints have
affected funding for their entire athletics program, including funds
for personnel and equipment. For example, a rural district we visited
in Florida told us that they do not have the resources to fund many
personnel positions or buy equipment and that they had to eliminate
their athletic director position this year. Another district in
California told us that the state's budget situation has negatively
impacted all extracurricular athletics and the district is considering
dropping their sports teams in the near future. In addition, district
officials cited as a concern the high cost of transporting students
with disabilities. Officials in one district in Florida noted that
transporting students with disabilities was the largest cost in the
district's extracurricular athletic program. Some school and district
officials we spoke with had concerns about the facilities used for
competitions. A district official in Florida noted that many
facilities are old and the costs associated with making these fields
accessible for students with disabilities would be challenging.
Finally, some school officials said that budget limitations for their
athletic programs limit their ability to create new adapted teams, due
to costs associated with training and maintaining coaches and aides to
work with students.
Education Has Provided States and Schools Little Support Regarding PE
or Athletics for Students with Disabilities, and Many Districts We
Visited Said More Would Be Useful:
Education Has Provided Little Information or Guidance:
While OSEP monitors states' implementation of IDEA and provides
information, resources, and technical assistance to states and schools
on teaching students with disabilities, very little of it is related
to PE or extracurricular athletics, according to OSEP officials and
our review of Education Web sites. Beyond technical assistance to
current or prospective grantees for special education grants, OSEP has
not provided any other relevant information or support. OSEP officials
said that OSEP has not used its limited resources to provide such
information or support because IDEA's monitoring priorities are
focused on other areas and the office has not received relevant
concerns or complaints from states, schools, or parents.[Footnote 34]
Similarly, OCR has not widely disseminated any detailed guidance or
information on schools' responsibilities to provide opportunities in
PE or extracurricular athletics for students with disabilities under
Section 504, according to agency officials and our review of OCR's Web
site. Based on data from OCR officials, 12,543 complaints were made to
its office, from fiscal year 2005 to fiscal year 2009, regarding
elementary and secondary school students with disabilities. Of these,
108 of the complaints filed between fiscal year 2005 and fiscal year
2009 (less than 1 percent) pertained to discrimination regarding
student participation in PE or extracurricular athletics. From these
108 complaints, we reviewed a subset of 20 and found that 16 alleged
that a student was denied equal opportunity to participate in
extracurricular athletics.[Footnote 35] When resolving a Section 504
complaint investigation, OCR may provide detailed guidance or training
to help individual districts or schools meet their responsibilities
regarding PE or athletics. However, according to OCR officials, such
guidance is tailored to the needs of the district or school based on
facts obtained through an OCR investigation, and OCR has not yet
issued guidance specifically on Section 504's requirements concerning
PE or athletics. Our review of OCR guidance found several documents
that state that students with disabilities may not be excluded on the
basis of a disability from an extracurricular activity, which may
include athletics, and that students must be provided opportunities to
participate in these activities equal to those of other students.
However, with regard to PE and extracurricular athletics, these
documents do not provide information beyond what is stated in the
Section 504 regulations. In contrast, OCR has provided more detailed
guidance in other civil rights areas, such as letters, pamphlets, and
question and answer sheets.[Footnote 36] OCR officials said they have
not yet issued additional guidance on extracurricular athletic
opportunities for students with disabilities in part due to resource
constraints and their focus on other areas of civil rights, such as
gender discrimination in athletics or harassment based on race, sex,
and disability. They also noted that these areas have received more
official complaints and persistent concerns from constituents such as
parents and community groups.
Through several grant programs, Education has administered a
relatively small amount of funds specifically to support PE or
extracurricular athletic opportunities for students with disabilities.
For example, OSEP administers a grant program that provides funding to
institutes of higher education for the development of special
education personnel. In fiscal year 2009, of the $91 million
administered for these grants, about 2 percent was used to support
programs intended to provide undergraduate or graduate training in the
area of adapted PE. In the same fiscal year, OSEP also administered
about $8 million, as specifically directed by Congress, to support
Special Olympics programs. These federal funds are administered under
the Special Olympics Sport and Empowerment Act of 2004 and are
intended to increase the participation of individuals with
intellectual disabilities in sports and competitive activities. They
are also used to design and implement Special Olympics education
programs that can be integrated into classroom instruction. In
addition, the Office of Safe and Drug-Free Schools (OSDFS) administers
the Carol M. White Physical Education Program--the only dedicated PE
program sponsored by Education. However, according to OSDFS officials,
less than 1 percent of the program's overall funding of $77 million in
fiscal year 2009 was used to serve the specific needs of students with
disabilities.[Footnote 37] To serve these needs, grantees used funds
to purchase specialized equipment or provide training to teachers and
staff on how to adapt their general PE programming and activities for
students with disabilities.[Footnote 38]
Some State and District Officials We Interviewed Said More Information
and Guidance Would Be Useful:
Officials from several states and many districts we interviewed said
that they could benefit from Education helping states and schools
share relevant information, such as practices or resources regarding
PE and extracurricular athletics for students with disabilities. For
example, officials from one state told us that when they recently
developed new guidance for schools in PE and extracurricular athletics
for students with disabilities, they could have benefited from
information on what other states were doing in these areas. Officials
from another state noted that Education could collect information on
promising practices and share these with institutes of higher
education that offer PE teacher training programs. Additionally,
officials from 14 out of 15 districts we interviewed indicated that
additional information or resources from Education on how to offer PE
or extracurricular athletic opportunities to students with
disabilities would be useful. For example, an adapted PE coordinator
in a California district said that while he draws on existing
informational resources, such as private sector Web sites[Footnote 39]
and state or local conferences, he is constantly looking for
additional information from others in his field on good practices and
policies. Similarly, a PE and health director in a Florida district
noted that as more states implement new wheelchair track and field
activities in the general high school athletic program, supporting
information and procedural practices would be helpful.
Further, a number of officials from various associations we
interviewed, including those representing special education, PE, and
adapted sports, said that Education should share information on
successful practices or provide informational resources such as
factsheets or toolkits. Some association officials also said that
Education could give additional attention to PE or extracurricular
athletics, by providing information online or promoting greater
awareness through media campaigns. This attention would increase
awareness among schools about the types of opportunities that could be
provided, promote interest among students with disabilities to
participate in such activities, and address concerns and questions
among parents.
Officials from many districts and several disability groups also said
that additional guidance from Education, specifically on
extracurricular athletics, would be useful. Officials in 12 of 15
districts we spoke with told us that additional clarification and
communication from Education regarding schools' responsibilities under
Section 504 in providing extracurricular athletics to students with
disabilities would be useful. Specifically, one district official
noted that the lack of clarity in federal requirements regarding how
schools should define and provide equal opportunities serves as a
disincentive for schools to take proactive steps to provide additional
opportunities for students with disabilities. Another said that while
most districts give a "good faith effort" to provide equal
opportunities in extracurricular activities, including athletics,
district officials probably do not fully understand what it means to
provide equal opportunities until a problem arises, such as parent
concerns or complaints. According to this official, districts would
benefit from additional information on the legal issues or processes
involved in allowing students with disabilities to participate in
extracurricular athletics, as well as how to document instances in
which a student is or is not allowed to participate. Officials from
another district noted that school responsibilities related to special
education services or supports for activities that occurred after
school, such as extracurricular athletics, as opposed to those during
the school day, were not entirely clear. Similarly, officials from
several disability groups noted that OCR could do more to ensure that
schools provide equal opportunities in extracurricular athletics, such
as by reminding schools of their responsibilities and what they entail
(e.g., through informational factsheets). Officials from one
disability association also said that they do not believe parents and
students with disabilities know where to turn for help with respect to
problems regarding extracurricular athletics and that OCR could help
inform parents and schools by issuing a letter reminding them that OCR
is a resource.
Conclusions:
All students, including those with disabilities, benefit from the
positive effects that physical activity and school athletics have on
an individual's health, social well-being, and self-esteem. While
available data show that students with disabilities generally are
participating in physical education classes to a similar extent as
students without disabilities and that some also are involved in
school sports, we found that many districts and schools we visited are
interested in improving how they provide physical education and
athletic opportunities to these students. Garnering additional
resources to provide such opportunities is difficult at a time when
states and districts are operating under severe fiscal constraints.
However, certain districts and schools may have developed approaches
or activities to engage students with disabilities more fully in the
PE classroom or in extracurricular athletics, and leveraging their
expertise could be helpful to other schools that face challenges in
these areas. Some schools may also be uncertain about their exact
responsibilities to provide opportunities to students with
disabilities equal to those of other students, particularly regarding
extracurricular athletics. Without additional clarification from
Education, schools may not be providing some students full access to
these opportunities. While Education has not addressed these issues
because it has targeted its limited resources to other areas, focusing
some of its existing resources on helping schools provide
opportunities in PE and extracurricular athletics could yield
important benefits and enable students with disabilities to more fully
experience the rewards of physical activity.
Recommendations for Executive Action:
To help states and schools access existing knowledge and resources, we
recommend that the Secretary of Education facilitate information
sharing among states and schools on ways to provide opportunities in
PE and extracurricular athletics to students with disabilities. For
instance, Education could provide Web site links to resources or
practices used by states, districts, schools, or organizations in PE
or extracurricular athletics for students with disabilities. Such
information could be posted on its Web site or discussed at
conferences or Webinars.
To ensure that schools are aware of their responsibilities and that
students with disabilities consistently have opportunities to
participate in extracurricular athletics equal to those of other
students, we recommend that Education clarify and communicate schools'
responsibilities under Section 504 of the Rehabilitation Act regarding
the provision of extracurricular athletics. For example, Education
could provide clarifying guidance to schools through its Web site or
at conferences.
Agency Comments and Our Evaluation:
We provided a draft of the report to the Department of Education for
review and comment. Education's written comments are presented in
appendix IV. Education agreed with our two recommendations to provide
more information and guidance. Specifically, Education concurred that
further information sharing on providing opportunities in PE and
extracurricular athletics to students with disabilities would be
helpful to states, schools, and students. It plans to identify useful
information on this subject and share such information by posting it
on its Web site, [hyperlink, http://www.ed.gov]. Education also agreed
that it is important for schools to be aware of their responsibilities
under Section 504 to provide opportunities in extracurricular
athletics equal to those of other students and plans to issue
additional guidance addressing this in fiscal year 2011. It also
provided technical comments, which we incorporated throughout the
draft as appropriate.
We are sending copies to appropriate congressional committees, the
Secretary of Education, and other interested parties. The report also
will be available at no charge on the GAO Web site at [hyperlink,
http://www.gao.gov].
If you or your staff have any questions about this report, please
contact me at (202) 512-7215 or ashbyc@gao.gov. Contact points for our
Offices of Congressional Relations and Public Affairs may be found on
the last page of this report. Key contributors to this report are
listed in appendix V.
Signed by:
Cornelia M. Ashby:
Director, Education, Workforce, and Income Security Issues:
[End of section]
Appendix I: Scope and Methodology:
To address the objectives of this study, we used a variety of methods.
Specifically, we:
* examined pertinent data from four nationally representative studies;
* conducted site visits in five states and phone interviews with two
additional states;
* conducted 21 interviews with representatives from national
associations, community organizations, parent advocacy centers, or
researchers in the areas of disability, health, physical education
(PE), special education, and athletics; and:
* interviewed officials from the Department of Education (Education)
about Education's oversight and technical assistance efforts, and
reviewed relevant federal laws, regulations, guidance, and other
agency documentation and data pertaining to PE and extracurricular
athletics for students with disabilities.[Footnote 40]
National Datasets:
To obtain national information on the extent to which schools provide
students with disabilities opportunities in PE and extracurricular
athletics, we identified four nationally representative studies with
the most recent data available for our purposes. Specifically, we
examined pertinent data from the 2005 Youth Risk Behavior Survey
(YRBS) and cited published data from the 2006 School Health Policies
and Programs Study (SHPPS).[Footnote 41] Both studies are administered
by the Department of Health and Human Services' Centers for Disease
Control and Prevention. YRBS surveys students in grades 9 through 12
on health-risk behaviors, and SHPPS collects survey information on
school health programs and practices from state, district, and school
officials, as well as teachers and parents. We also examined 2001 data
from Education's National Longitudinal Transition Study-2 (NLTS2) and
2000 data from Education's Special Education Elementary Longitudinal
Study (SEELS). To calculate the percentage of students with
disabilities in these studies who did not participate in sports, we
included students who reported not participating in any
extracurricular activities, as well as students who reported
participating in some extracurricular activities but not sports. SEELS
and NLTS2 consist of nationally representative samples of students who
received special education services. Students in SEELS were 6 to 12
years old and in at least the first grade in 1999, and students in
NLTS2 were 13 to 16 years old and in at least the seventh grade in
2000 (see table 2).
Table 2: National Studies We Examined That Contain Data about Students
with Disabilities in PE and Extracurricular Athletics:
Study: Department of Education:
Study: Special Education Elementary Longitudinal Study (SEELS);
Funding agency: Office of Special Education Programs;
Year: 2000[A];
Focus: Experience of students with disabilities transitioning from
elementary and middle school to middle and high school;
Groups surveyed: Students with disabilities, parents, teachers, and
school administrators;
Definition of disability: Student is receiving special education
services (has a disability covered by IDEA);
Web site as of 4/7/2010: [hyperlink,
http://www.seels.net/grindex.html].
Study: National Longitudinal Transition Study-2 (NLTS2);
Funding agency: National Center for Special Education Research;
Year: 2001[B];
Focus: Experience of students with disabilities transitioning from
secondary school into early adulthood;
Groups surveyed: Students with disabilities, parents, teachers, and
school administrators;
Definition of disability: Student is receiving special education
services (has a disability covered by IDEA);
Web site as of 4/7/2010: [hyperlink, http://www.nlts2.org/index.html].
Study: Centers for Disease Control and Prevention:
Study: School Health Policies and Programs Study (SHPPS);
Funding agency: Division of Adolescent and School Health, National;
Center for Chronic Disease Prevention and Health Promotion;
Year: 2006;
Focus: Components of school health policies and programs, including
physical education and activity;
Groups surveyed: State, district, and school officials, and health and
physical education teachers;
Definition of disability: Survey asks about policies and practices
related to students with long-term physical, medical, or cognitive
disabilities;
Web site as of 4/7/2010: [hyperlink,
http://www.cdc.gov/HealthyYouth/SHPPS/].
Study: Youth Risk Behavior Survey (YRBS);
Funding agency: Division of Adolescent and School Health, National
Center for Chronic Disease Prevention and Health Promotion;
Year: 2005[C];
Focus: Health-risk behaviors and prevalence of obesity and asthma
among youth and young adults;
Groups surveyed: Students in grades 9-12 with and without disabilities;
Definition of disability: Survey asks students if they have any
physical disabilities or long-term health problems;
Web site as of 4/7/2010: [hyperlink,
http://www.cdc.gov/HealthyYouth/yrbs/index.htm].
Source: GAO.
[A] SEELS data were collected between 1999 and 2004. This report uses
the first wave of data, which were collected in 2000.
[B] NLTS2 data were collected between 2000 and 2009. This report uses
the first wave of data, which were collected in 2001.
[C] YRBS is conducted every 2 years. YRBS was conducted in 2007 and
2009, but 2005 is the only year that student respondents were asked
whether they had a disability.
[End of table]
We selected these sources, in consultation with GAO methodologists,
because they contained nationally representative information about the
participation of students with disabilities in PE and extracurricular
athletics and were determined to be sufficiently reliable for the
purposes of our report. We examined the studies' technical
documentation to determine their purpose, the population described,
the sample surveyed, data collection methods, and the focus of
questions and variables related to students with disabilities and PE
and extracurricular athletics. Using this documentation, and through
interviews with knowledgeable agency officials, we evaluated the
reliability and quality of these data, as well as the extent to which
they could be used to answer our questions. Additionally, while more
recent data are available from NLTS2 and SEELS, we determined, through
interviews with knowledgeable agency officials and our own analyses,
that the data collected during the first wave of these two
longitudinal studies were preferable, for substantive and technical
reasons, for the purposes of our report. Such substantive issues
included relevant student grade levels, and technical reasons included
high attrition rates in later waves. We used the same methodology as
Education to produce estimates on the participation in extracurricular
athletics among students with disabilities. We determined that the
data we analyzed were sufficiently reliable for our purposes.
We assessed the quality, reliability, and usability of the data for
reporting descriptive statistics on the demographic characteristics of
students with disabilities (e.g., grade level, gender, and type of
disability), and their participation in PE and extracurricular
athletics. Because each of the three surveys we provided estimates for
(SEELS, NLTS2, and YRBS) followed a selection procedure based on
random selections, each sample is only one of a number of samples that
might have been drawn.[Footnote 42] To assess the precision of
estimates from these three surveys, we calculated confidence intervals
at the 95 percent level for each measure. A confidence interval gives
an estimated range of values, calculated from sample data, which is
likely to include the true measure of the population.[Footnote 43] All
percentage estimates from SEELS and NLTS2 used in this report have 95
percent confidence intervals within plus or minus 4 percentage points,
unless otherwise noted. All percentage estimates from YRBS used in
this report have 95 percent confidence intervals within plus or minus
7 percentage points, unless otherwise noted. All SHPPS estimates have
95 percent confidence intervals within plus or minus 5.5 percentage
points of the estimates, unless otherwise noted. All comparisons made
between groups are significant, unless otherwise noted. We analyzed
data from YRBS, SEELS, and NLTS2 using SUDAAN (Survey Data Analysis)®,
[Footnote 44] a statistical analysis software package with
capabilities to analyze surveys with a stratified, multistaged cluster
sampling design, such as that found in YRBS, SEELS, and NLTS2.
Site Visits:
To address all three of our objectives, we conducted site visits in
five states (California, Florida, Maryland, Minnesota, and New Jersey)
and interviewed officials from state departments of education, state
athletic associations, school districts, and schools. We also
interviewed teachers, coaches, parents, and students. In each of these
states we visited two school districts and four schools. In addition,
we conducted phone interviews with officials from state agencies and
two to three school district offices in Georgia and Texas. We selected
these seven states because they were in the top half of states in
numbers of both IDEA students and Section 504 students and varied in
whether they had policies requiring elementary, middle, and secondary
schools to teach PE, and geographic location.[Footnote 45] We chose
school districts that provided variation in their percentages of
students with disabilities, socio-economic status,[Footnote 46] and
classification as urban, rural, or suburban. In deciding between
multiple states or districts that met our selection criteria, we
purposely chose some that external stakeholders recommended as having
innovative or promising practices. We spoke with parents by contacting
one to two Parent Training and Information Centers in each state we
visited.[Footnote 47] These parent centers are funded by Education and
provide information and support to families of children with
disabilities of all ages. For this study, staff from these centers
asked parent members to voluntarily meet with GAO to share their
children's experiences in PE and extracurricular athletics. At some
meetings, children also attended with their parents and shared their
views. We cannot generalize to all states, school districts, or
schools based on these site visits.
Through our site visits and phone interviews, we gathered information
on relevant state and district policies, available data or estimates
on students' participation in PE and extracurricular athletics, and
factors that may affect participation. We also inquired about the
approaches districts and schools use to provide opportunities in PE
and extracurricular athletics, key challenges to providing these
opportunities, and areas in which federal assistance has been or would
be useful. When possible, we reviewed written documentation and
policies from state agencies, districts, and schools. We also observed
some classrooms and athletic practices and spoke with groups of
students at schools we visited. To enhance the consistency of the
information we obtained from interviews, we used structured sets of
questions for officials from state agencies, district offices, and
schools, as well as parents. We analyzed interview information by
developing and testing a coding structure and coding the interviews
using NVivo, a qualitative analysis software. One team member coded
all the interviews, and another reviewed 100 percent of the coded
output for accuracy.
Appendix II: Student Participation in Physical Education and
Extracurricular Athletics in District and Schools We Visited:
Using a short questionnaire, we obtained estimates from officials in
the districts and schools we visited of the number of students with
disabilities in PE and extracurricular athletics. We inquired about
students covered under IDEA, as well as those covered under Section
504, but not IDEA. However, we did not include numbers of students
covered only under Section 504 in these tables due to the number of
missing responses and the few students in each district or school in
this group. We visited two schools in each district we visited.
Table 3: IDEA Student Participation in PE among Schools and Districts
Visited:
Districts:
District 1;
Total student enrollment: 82,260;
Total IDEA students: 13,908;
IDEA students in general PE with no accommodations or modifications:
Number: 7,674;
IDEA students in general PE with no accommodations or modifications:
Percent: 55%;
IDEA students in general PE with some accommodations or modifications:
Number: 13;
IDEA students in general PE with some accommodations or modifications:
Percent: 0%;
IDEA students who receive adapted PE: Number: 296;
IDEA students who receive adapted PE: Percent: 2%;
IDEA students exempt from PE: Number: 0;
IDEA students exempt from PE: Percent: 0%.
District 2;
Total student enrollment: 2,747;
Total IDEA students: 341;
IDEA students in general PE with no accommodations or modifications:
Number: 333;
IDEA students in general PE with no accommodations or modifications:
Percent: 98;
IDEA students in general PE with some accommodations or modifications:
Number: 0;
IDEA students in general PE with some accommodations or modifications:
Percent: 0;
IDEA students who receive adapted PE: Number: 8;
IDEA students who receive adapted PE: Percent: 2;
IDEA students exempt from PE: Number: 0;
IDEA students exempt from PE: Percent: 0.
District 3;
Total student enrollment: 14,381;
Total IDEA students: 1,626;
IDEA students in general PE with no accommodations or modifications:
Number: 1,391;
IDEA students in general PE with no accommodations or modifications:
Percent: 86;
IDEA students in general PE with some accommodations or modifications:
Number: 6;
IDEA students in general PE with some accommodations or modifications:
Percent: 0;
IDEA students who receive adapted PE: Number: 105;
IDEA students who receive adapted PE: Percent: 6;
IDEA students exempt from PE: Number: 0;
IDEA students exempt from PE: Percent: 0.
District 4;
Total student enrollment: 19,094;
Total IDEA students: 2,600;
IDEA students in general PE with no accommodations or modifications:
Number: 2,400;
IDEA students in general PE with no accommodations or modifications:
Percent: 92;
IDEA students in general PE with some accommodations or modifications:
Number: 200;
IDEA students in general PE with some accommodations or modifications:
Percent: 8;
IDEA students who receive adapted PE: Number: 58;
IDEA students who receive adapted PE: Percent: 2;
IDEA students exempt from PE: Number: x;
IDEA students exempt from PE: Percent: x.
District 5;
Total student enrollment: 6,458;
Total IDEA students: 856;
IDEA students in general PE with no accommodations or modifications:
Number: 598;
IDEA students in general PE with no accommodations or modifications:
Percent: 70;
IDEA students in general PE with some accommodations or modifications:
Number: 77;
IDEA students in general PE with some accommodations or modifications:
Percent: 9;
IDEA students who receive adapted PE: Number: 156;
IDEA students who receive adapted PE: Percent: 18;
IDEA students exempt from PE: Number: 1;
IDEA students exempt from PE: Percent: 0.1.
District 6;
Total student enrollment: 49,138;
Total IDEA students: 4,609;
IDEA students in general PE with no accommodations or modifications:
Number: x;
IDEA students in general PE with no accommodations or modifications:
Percent: x;
IDEA students in general PE with some accommodations or modifications:
Number: x;
IDEA students in general PE with some accommodations or modifications:
Percent: x;
IDEA students who receive adapted PE: Number: 422;
IDEA students who receive adapted PE: Percent: 9;
IDEA students exempt from PE: Number: 0;
IDEA students exempt from PE: Percent: 0.
District 7;
Total student enrollment: 345,458;
Total IDEA students: 38,339;
IDEA students in general PE with no accommodations or modifications:
Number: x;
IDEA students in general PE with no accommodations or modifications:
Percent: x;
IDEA students in general PE with some accommodations or modifications:
Number: x;
IDEA students in general PE with some accommodations or modifications:
Percent: x;
IDEA students who receive adapted PE: Number: x;
IDEA students who receive adapted PE: Percent: x;
IDEA students exempt from PE: Number: x;
IDEA students exempt from PE: Percent: x.
District 8;
Total student enrollment: 39,481;
Total IDEA students: 7,058;
IDEA students in general PE with no accommodations or modifications:
Number: 6,658;
IDEA students in general PE with no accommodations or modifications:
Percent: 94;
IDEA students in general PE with some accommodations or modifications:
Number: 400;
IDEA students in general PE with some accommodations or modifications:
Percent: 6;
IDEA students who receive adapted PE: Number: 0;
IDEA students who receive adapted PE: Percent: 0;
IDEA students exempt from PE: Number: 0;
IDEA students exempt from PE: Percent: 0.
District 9;
Total student enrollment: 4,320;
Total IDEA students: 569;
IDEA students in general PE with no accommodations or modifications:
Number: x;
IDEA students in general PE with no accommodations or modifications:
Percent: x;
IDEA students in general PE with some accommodations or modifications:
Number: x;
IDEA students in general PE with some accommodations or modifications:
Percent: x;
IDEA students who receive adapted PE: Number: 57;
IDEA students who receive adapted PE: Percent: 10;
IDEA students exempt from PE: Number: 0;
IDEA students exempt from PE: Percent: 0.
District 10;
Total student enrollment: 30,385;
Total IDEA students: 4,171;
IDEA students in general PE with no accommodations or modifications:
Number: x;
IDEA students in general PE with no accommodations or modifications:
Percent: x;
IDEA students in general PE with some accommodations or modifications:
Number: x;
IDEA students in general PE with some accommodations or modifications:
Percent: x;
IDEA students who receive adapted PE: Number: 91;
IDEA students who receive adapted PE: Percent: 2;
IDEA students exempt from PE: Number: 1;
IDEA students exempt from PE: Percent: 0.02.
Schools:
School A;
Total student enrollment: 1,506;
Total IDEA students: 120;
IDEA students in general PE with no accommodations or modifications:
Number: 103;
IDEA students in general PE with no accommodations or modifications:
Percent: 86;
IDEA students in general PE with some accommodations or modifications:
Number: 10;
IDEA students in general PE with some accommodations or modifications:
Percent: 8;
IDEA students who receive adapted PE: Number: 4;
IDEA students who receive adapted PE: Percent: 3;
IDEA students exempt from PE: Number: 0;
IDEA students exempt from PE: Percent: 0.
School B;
Total student enrollment: 1,368;
Total IDEA students: 188;
IDEA students in general PE with no accommodations or modifications:
Number: x;
IDEA students in general PE with no accommodations or modifications:
Percent: x;
IDEA students in general PE with some accommodations or modifications:
Number: x;
IDEA students in general PE with some accommodations or modifications:
Percent: x;
IDEA students who receive adapted PE: Number: 15;
IDEA students who receive adapted PE: Percent: 8;
IDEA students exempt from PE: Number: 0;
IDEA students exempt from PE: Percent: 0.
School C;
Total student enrollment: 765;
Total IDEA students: 97;
IDEA students in general PE with no accommodations or modifications:
Number: 94;
IDEA students in general PE with no accommodations or modifications:
Percent: 97;
IDEA students in general PE with some accommodations or modifications:
Number: 0;
IDEA students in general PE with some accommodations or modifications:
Percent: 0;
IDEA students who receive adapted PE: Number: 2;
IDEA students who receive adapted PE: Percent: 2;
IDEA students exempt from PE: Number: 0;
IDEA students exempt from PE: Percent: 0.
School D;
Total student enrollment: 474;
Total IDEA students: 41;
IDEA students in general PE with no accommodations or modifications:
Number: 13;
IDEA students in general PE with no accommodations or modifications:
Percent: 32;
IDEA students in general PE with some accommodations or modifications:
Number: 13;
IDEA students in general PE with some accommodations or modifications:
Percent: 32;
IDEA students who receive adapted PE: Number: 0;
IDEA students who receive adapted PE: Percent: 0;
IDEA students exempt from PE: Number: 1;
IDEA students exempt from PE: Percent: 2.
School E;
Total student enrollment: 694;
Total IDEA students: 92;
IDEA students in general PE with no accommodations or modifications:
Number: 90;
IDEA students in general PE with no accommodations or modifications:
Percent: 98;
IDEA students in general PE with some accommodations or modifications:
Number: 0;
IDEA students in general PE with some accommodations or modifications:
Percent: 0;
IDEA students who receive adapted PE: Number: 2;
IDEA students who receive adapted PE: Percent: 2;
IDEA students exempt from PE: Number: 0;
IDEA students exempt from PE: Percent: 0.
School F;
Total student enrollment: 855;
Total IDEA students: 166;
IDEA students in general PE with no accommodations or modifications:
Number: 133;
IDEA students in general PE with no accommodations or modifications:
Percent: 80;
IDEA students in general PE with some accommodations or modifications:
Number: 33;
IDEA students in general PE with some accommodations or modifications:
Percent: 20;
IDEA students who receive adapted PE: Number: 22;
IDEA students who receive adapted PE: Percent: 13;
IDEA students exempt from PE: Number: 0;
IDEA students exempt from PE: Percent: 0.
School G;
Total student enrollment: 2,017;
Total IDEA students: 248;
IDEA students in general PE with no accommodations or modifications:
Number: 243;
IDEA students in general PE with no accommodations or modifications:
Percent: 98;
IDEA students in general PE with some accommodations or modifications:
Number: 0;
IDEA students in general PE with some accommodations or modifications:
Percent: 0;
IDEA students who receive adapted PE: Number: 5;
IDEA students who receive adapted PE: Percent: 2;
IDEA students exempt from PE: Number: 0;
IDEA students exempt from PE: Percent: 0.
School H;
Total student enrollment: 582;
Total IDEA students: 83;
IDEA students in general PE with no accommodations or modifications:
Number: 67;
IDEA students in general PE with no accommodations or modifications:
Percent: 81;
IDEA students in general PE with some accommodations or modifications:
Number: 16;
IDEA students in general PE with some accommodations or modifications:
Percent: 19;
IDEA students who receive adapted PE: Number: 16;
IDEA students who receive adapted PE: Percent: 19;
IDEA students exempt from PE: Number: 0;
IDEA students exempt from PE: Percent: 0.
School I;
Total student enrollment: 2,046;
Total IDEA students: 228;
IDEA students in general PE with no accommodations or modifications:
Number: 29;
IDEA students in general PE with no accommodations or modifications:
Percent: 13;
IDEA students in general PE with some accommodations or modifications:
Number: 0;
IDEA students in general PE with some accommodations or modifications:
Percent: 0;
IDEA students who receive adapted PE: Number: 28;
IDEA students who receive adapted PE: Percent: 12;
IDEA students exempt from PE: Number: x;
IDEA students exempt from PE: Percent: x.
School J;
Total student enrollment: 903;
Total IDEA students: 110;
IDEA students in general PE with no accommodations or modifications:
Number: 50;
IDEA students in general PE with no accommodations or modifications:
Percent: 45;
IDEA students in general PE with some accommodations or modifications:
Number: 1;
IDEA students in general PE with some accommodations or modifications:
Percent: 1;
IDEA students who receive adapted PE: Number: 32;
IDEA students who receive adapted PE: Percent: 29;
IDEA students exempt from PE: Number: 1;
IDEA students exempt from PE: Percent: 1.
School K;
Total student enrollment: 401;
Total IDEA students: 31;
IDEA students in general PE with no accommodations or modifications:
Number: 31;
IDEA students in general PE with no accommodations or modifications:
Percent: 100;
IDEA students in general PE with some accommodations or modifications:
Number: 0;
IDEA students in general PE with some accommodations or modifications:
Percent: 0;
IDEA students who receive adapted PE: Number: 0;
IDEA students who receive adapted PE: Percent: 0;
IDEA students exempt from PE: Number: 0;
IDEA students exempt from PE: Percent: 0.
School L;
Total student enrollment: 1,652;
Total IDEA students: 327;
IDEA students in general PE with no accommodations or modifications:
Number: 327;
IDEA students in general PE with no accommodations or modifications:
Percent: 100;
IDEA students in general PE with some accommodations or modifications:
Number: 0;
IDEA students in general PE with some accommodations or modifications:
Percent: 0;
IDEA students who receive adapted PE: Number: 0;
IDEA students who receive adapted PE: Percent: 0;
IDEA students exempt from PE: Number: 0;
IDEA students exempt from PE: Percent: 0.
School M;
Total student enrollment: 1,978;
Total IDEA students: 298;
IDEA students in general PE with no accommodations or modifications:
Number: 200;
IDEA students in general PE with no accommodations or modifications:
Percent: 67;
IDEA students in general PE with some accommodations or modifications:
Number: 10;
IDEA students in general PE with some accommodations or modifications:
Percent: 3;
IDEA students who receive adapted PE: Number: 20;
IDEA students who receive adapted PE: Percent: 7;
IDEA students exempt from PE: Number: x;
IDEA students exempt from PE: Percent: x.
School N;
Total student enrollment: 1,683;
Total IDEA students: 159;
IDEA students in general PE with no accommodations or modifications:
Number: 146;
IDEA students in general PE with no accommodations or modifications:
Percent: 92;
IDEA students in general PE with some accommodations or modifications:
Number: x;
IDEA students in general PE with some accommodations or modifications:
Percent: x;
IDEA students who receive adapted PE: Number: 13;
IDEA students who receive adapted PE: Percent: 8;
IDEA students exempt from PE: Number: x;
IDEA students exempt from PE: Percent: x.
School O;
Total student enrollment: 522;
Total IDEA students: 63;
IDEA students in general PE with no accommodations or modifications:
Number: 0;
IDEA students in general PE with no accommodations or modifications:
Percent: 0;
IDEA students in general PE with some accommodations or modifications:
Number: 63;
IDEA students in general PE with some accommodations or modifications:
Percent: 100;
IDEA students who receive adapted PE: Number: 0;
IDEA students who receive adapted PE: Percent: 0;
IDEA students exempt from PE: Number: 0;
IDEA students exempt from PE: Percent: 0.
School P;
Total student enrollment: 747;
Total IDEA students: 90;
IDEA students in general PE with no accommodations or modifications:
Number: 89;
IDEA students in general PE with no accommodations or modifications:
Percent: 99;
IDEA students in general PE with some accommodations or modifications:
Number: 1;
IDEA students in general PE with some accommodations or modifications:
Percent: 1;
IDEA students who receive adapted PE: Number: 0;
IDEA students who receive adapted PE: Percent: 0;
IDEA students exempt from PE: Number: 0;
IDEA students exempt from PE: Percent: 0.
School Q;
Total student enrollment: 735;
Total IDEA students: 72;
IDEA students in general PE with no accommodations or modifications:
Number: 65;
IDEA students in general PE with no accommodations or modifications:
Percent: 90;
IDEA students in general PE with some accommodations or modifications:
Number: 13;
IDEA students in general PE with some accommodations or modifications:
Percent: 18;
IDEA students who receive adapted PE: Number: 4;
IDEA students who receive adapted PE: Percent: 6;
IDEA students exempt from PE: Number: 0;
IDEA students exempt from PE: Percent: 0.
School R;
Total student enrollment: 474;
Total IDEA students: 69;
IDEA students in general PE with no accommodations or modifications:
Number: 68;
IDEA students in general PE with no accommodations or modifications:
Percent: 98;
IDEA students in general PE with some accommodations or modifications:
Number: 1;
IDEA students in general PE with some accommodations or modifications:
Percent: 2;
IDEA students who receive adapted PE: Number: 0;
IDEA students who receive adapted PE: Percent: 0;
IDEA students exempt from PE: Number: 0;
IDEA students exempt from PE: Percent: 0.
School S;
Total student enrollment: 461;
Total IDEA students: 79;
IDEA students in general PE with no accommodations or modifications:
Number: x;
IDEA students in general PE with no accommodations or modifications:
Percent: x;
IDEA students in general PE with some accommodations or modifications:
Number: x;
IDEA students in general PE with some accommodations or modifications:
Percent: x;
IDEA students who receive adapted PE: Number: 15;
IDEA students who receive adapted PE: Percent: 19;
IDEA students exempt from PE: Number: 0;
IDEA students exempt from PE: Percent: 0.
School T;
Total student enrollment: 478;
Total IDEA students: 54;
IDEA students in general PE with no accommodations or modifications:
Number: 54;
IDEA students in general PE with no accommodations or modifications:
Percent: 100;
IDEA students in general PE with some accommodations or modifications:
Number: 0;
IDEA students in general PE with some accommodations or modifications:
Percent: 0;
IDEA students who receive adapted PE: Number: 0;
IDEA students who receive adapted PE: Percent: 0;
IDEA students exempt from PE: Number: 0;
IDEA students exempt from PE: Percent: 0.
Source: Participation estimates provided by district and school
officials we interviewed.
Notes: Some students may not have been enrolled in PE in the semester
we visited, and the number of students in the individual categories
may not equal the total number of IDEA students.
x means "don't know" or no response was provided.
[End of table]
Table 4: IDEA and Non-IDEA Student Participation in School-Based
Traditional Extracurricular Athletics among Districts and Schools
Visited:
Districts:
District 1;
Students covered under IDEA: Total students: 13,908;
Students covered under IDEA: Number who participate in traditional
extracurricular athletics: x;
Students covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: x;
Students not covered under IDEA: Total students: 68,352;
Students not covered under IDEA: Number who participate in traditional
extracurricular athletics: x;
Students not covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: x.
District 2;
Students covered under IDEA: Total students: 341;
Students covered under IDEA: Number who participate in traditional
extracurricular athletics: 33;
Students covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: 10%;
Students not covered under IDEA: Total students: 2,406;
Students not covered under IDEA: Number who participate in traditional
extracurricular athletics: 515;
Students not covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: 21%.
District 3;
Students covered under IDEA: Total students: 1,626;
Students covered under IDEA: Number who participate in traditional
extracurricular athletics: 47;
Students covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: 3;
Students not covered under IDEA: Total students: 12,755;
Students not covered under IDEA: Number who participate in traditional
extracurricular athletics: 701;
Students not covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: 5.
District 4;
Students covered under IDEA: Total students: 2,600;
Students covered under IDEA: Number who participate in traditional
extracurricular athletics: x;
Students covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: x;
Students not covered under IDEA: Total students: 16,494;
Students not covered under IDEA: Number who participate in traditional
extracurricular athletics: x;
Students not covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: x.
District 5;
Students covered under IDEA: Total students: 856;
Students covered under IDEA: Number who participate in traditional
extracurricular athletics: 36;
Students covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: 4;
Students not covered under IDEA: Total students: 5,602;
Students not covered under IDEA: Number who participate in traditional
extracurricular athletics: 376;
Students not covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: 7.
District 6;
Students covered under IDEA: Total students: 4,609;
Students covered under IDEA: Number who participate in traditional
extracurricular athletics: 263;
Students covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: 6;
Students not covered under IDEA: Total students: 44,529;
Students not covered under IDEA: Number who participate in traditional
extracurricular athletics: 9,686;
Students not covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: 22.
District 7;
Students covered under IDEA: Total students: 38,339;
Students covered under IDEA: Number who participate in traditional
extracurricular athletics: x;
Students covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: x;
Students not covered under IDEA: Total students: 307,119;
Students not covered under IDEA: Number who participate in traditional
extracurricular athletics: x;
Students not covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: x.
District 8;
Students covered under IDEA: Total students: 7,058;
Students covered under IDEA: Number who participate in traditional
extracurricular athletics: x;
Students covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: x;
Students not covered under IDEA: Total students: 32,423;
Students not covered under IDEA: Number who participate in traditional
extracurricular athletics: x;
Students not covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: x.
District 9;
Students covered under IDEA: Total students: 569;
Students covered under IDEA: Number who participate in traditional
extracurricular athletics: 36;
Students covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: 6;
Students not covered under IDEA: Total students: 3,751;
Students not covered under IDEA: Number who participate in traditional
extracurricular athletics: 588;
Students not covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: 16.
District 10;
Students covered under IDEA: Total students: 4,171;
Students covered under IDEA: Number who participate in traditional
extracurricular athletics: x;
Students covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: x;
Students not covered under IDEA: Total students: 26,214;
Students not covered under IDEA: Number who participate in traditional
extracurricular athletics: x;
Students not covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: x.
Schools:
School A;
Students covered under IDEA: Total students: 120;
Students covered under IDEA: Number who participate in traditional
extracurricular athletics: 30;
Students covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: 25;
Students not covered under IDEA: Total students: 1,386;
Students not covered under IDEA: Number who participate in traditional
extracurricular athletics: 838;
Students not covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: 60.
School B;
Students covered under IDEA: Total students: 188;
Students covered under IDEA: Number who participate in traditional
extracurricular athletics: 36;
Students covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: 19;
Students not covered under IDEA: Total students: 1,180;
Students not covered under IDEA: Number who participate in traditional
extracurricular athletics: 588;
Students not covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: 50.
School C;
Students covered under IDEA: Total students: 97;
Students covered under IDEA: Number who participate in traditional
extracurricular athletics: 18;
Students covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: 19;
Students not covered under IDEA: Total students: 668;
Students not covered under IDEA: Number who participate in traditional
extracurricular athletics: 285;
Students not covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: 43.
School D;
Students covered under IDEA: Total students: 41;
Students covered under IDEA: Number who participate in traditional
extracurricular athletics: 7;
Students covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: 17;
Students not covered under IDEA: Total students: 433;
Students not covered under IDEA: Number who participate in traditional
extracurricular athletics: 317;
Students not covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: 73.
School E;
Students covered under IDEA: Total students: 92;
Students covered under IDEA: Number who participate in traditional
extracurricular athletics: 15;
Students covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: 16;
Students not covered under IDEA: Total students: 602;
Students not covered under IDEA: Number who participate in traditional
extracurricular athletics: 230;
Students not covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: 38.
School F;
Students covered under IDEA: Total students: 166;
Students covered under IDEA: Number who participate in traditional
extracurricular athletics: 25;
Students covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: 15;
Students not covered under IDEA: Total students: 689;
Students not covered under IDEA: Number who participate in traditional
extracurricular athletics: 175;
Students not covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: 25.
School G;
Students covered under IDEA: Total students: 248;
Students covered under IDEA: Number who participate in traditional
extracurricular athletics: 26;
Students covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: 10;
Students not covered under IDEA: Total students: 1,769;
Students not covered under IDEA: Number who participate in traditional
extracurricular athletics: 397;
Students not covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: 22.
School H;
Students covered under IDEA: Total students: 83;
Students covered under IDEA: Number who participate in traditional
extracurricular athletics: 6;
Students covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: 7;
Students not covered under IDEA: Total students: 499;
Students not covered under IDEA: Number who participate in traditional
extracurricular athletics: 144;
Students not covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: 29.
School I;
Students covered under IDEA: Total students: 228;
Students covered under IDEA: Number who participate in traditional
extracurricular athletics: 15;
Students covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: 7;
Students not covered under IDEA: Total students: 1,818;
Students not covered under IDEA: Number who participate in traditional
extracurricular athletics: 482;
Students not covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: 27.
School J;
Students covered under IDEA: Total students: 110;
Students covered under IDEA: Number who participate in traditional
extracurricular athletics: 7;
Students covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: 6;
Students not covered under IDEA: Total students: 793;
Students not covered under IDEA: Number who participate in traditional
extracurricular athletics: 177;
Students not covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: 22.
School K;
Students covered under IDEA: Total students: 31;
Students covered under IDEA: Number who participate in traditional
extracurricular athletics: 2;
Students covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: 6;
Students not covered under IDEA: Total students: 370;
Students not covered under IDEA: Number who participate in traditional
extracurricular athletics: 66;
Students not covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: 18.
School L;
Students covered under IDEA: Total students: 327;
Students covered under IDEA: Number who participate in traditional
extracurricular athletics: x;
Students covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: x;
Students not covered under IDEA: Total students: 1,325;
Students not covered under IDEA: Number who participate in traditional
extracurricular athletics: x;
Students not covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: x.
School M;
Students covered under IDEA: Total students: 298;
Students covered under IDEA: Number who participate in traditional
extracurricular athletics: 60;
Students covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: 20;
Students not covered under IDEA: Total students: 1,680;
Students not covered under IDEA: Number who participate in traditional
extracurricular athletics: x;
Students not covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: x.
School N;
Students covered under IDEA: Total students: 159;
Students covered under IDEA: Number who participate in traditional
extracurricular athletics: x;
Students covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: x;
Students not covered under IDEA: Total students: 1,524;
Students not covered under IDEA: Number who participate in traditional
extracurricular athletics: x;
Students not covered under IDEA: Percent of total who participate in
traditional extracurricular athletics: x.
Source: Participation estimates provided by district and school
officials we interviewed.
Notes: Our questionnaire asked districts and schools specifically
about "regular extracurricular interscholastic sports" to distinguish
between sports that are designed specifically for students with
disabilities.
Six elementary schools we interviewed did not offer formal
extracurricular athletic programs and are not included in the table.
X means "don't know" or no response was provided.
[End of table]
[End of section]
Appendix III: National Data on Student Participation in Physical
Education and Extracurricular Athletics:
Unless otherwise noted, differences made between groups in these
tables are not statistically significant at p-value less than 0.05.
Table 5: Population Estimates: Number of Days per Week Students with
and without Disabilities Attend PE Class:
0 days;
Students with physical disabilities or long-term health problems: 48%;
Students without physical disabilities or long-term health problems:
47%.
1 day;
Students with physical disabilities or long-term health problems: 2%;
Students without physical disabilities or long-term health problems:
2%.
2 days;
Students with physical disabilities or long-term health problems: 5%;
Students without physical disabilities or long-term health problems:
3%.
3 days;
Students with physical disabilities or long-term health problems: 12%;
Students without physical disabilities or long-term health problems:
12%.
4 days;
Students with physical disabilities or long-term health problems: 3%;
Students without physical disabilities or long-term health problems:
3%.
5 days;
Students with physical disabilities or long-term health problems: 29%;
Students without physical disabilities or long-term health problems:
34%.
Source: GAO analysis of YRBS, 2005.
Note: Estimates may not add to 100 percent due to rounding.
[End of table]
Table 6: Population Estimates: Number of Days per Week Girls and Boys
with Disabilities Attend PE Class:
0 days;
Girls with physical disabilities or long-term health problems: 54%;
Boys with physical disabilities or long-term health problems: 39%.
1 day;
Girls with physical disabilities or long-term health problems: 1%;
Boys with physical disabilities or long-term health problems: 2%.
2 days;
Girls with physical disabilities or long-term health problems: 6%;
Boys with physical disabilities or long-term health problems: 4%.
3 days;
Girls with physical disabilities or long-term health problems: 12%;
Boys with physical disabilities or long-term health problems: 12%.
4 days;
Girls with physical disabilities or long-term health problems: 2%;
Boys with physical disabilities or long-term health problems: 5%.
5 days;
Girls with physical disabilities or long-term health problems: 24%;
Boys with physical disabilities or long-term health problems: 37%.
Source: GAO analysis of YRBS, 2005.
Note: Estimates may not add to 100 percent due to rounding.
[End of table]
Table 7: Population Estimates: Number of Days per Week Girls with and
without Disabilities Attend PE Class:
0 days;
Girls with physical disabilities or long-term health problems: 54%;
Girls without physical disabilities or long-term health problems: 53%.
1 day;
Girls with physical disabilities or long-term health problems: 1%;
Girls without physical disabilities or long-term health problems: 1%.
2 days;
Girls with physical disabilities or long-term health problems: 6%;
Girls without physical disabilities or long-term health problems: 3%.
3 days;
Girls with physical disabilities or long-term health problems: 12%;
Girls without physical disabilities or long-term health problems: 11%.
4 days;
Girls with physical disabilities or long-term health problems: 2%;
Girls without physical disabilities or long-term health problems: 2%.
5 days;
Girls with physical disabilities or long-term health problems: 24%;
Girls without physical disabilities or long-term health problems: 30%.
Source: GAO analysis of YRBS, 2005.
Note: Estimates may not add to 100 percent due to rounding.
[End of table]
Table 8: Population Estimates: Number of Days per Week Boys with and
without Disabilities Attend PE Class:
0 days;
Boys With Physical Disabilities or Long-Term Health Problems: 39%;
Boys Without Physical Disabilities or Long-Term Health Problems: 41%.
1 day;
Boys With Physical Disabilities or Long-Term Health Problems: 2%;
Boys Without Physical Disabilities or Long-Term Health Problems: 2%.
2 days;
Boys With Physical Disabilities or Long-Term Health Problems: 4%;
Boys Without Physical Disabilities or Long-Term Health Problems: 3%.
3 days;
Boys With Physical Disabilities or Long-Term Health Problems: 12%;
Boys Without Physical Disabilities or Long-Term Health Problems: 13%.
4 days;
Boys With Physical Disabilities or Long-Term Health Problems: 5%;
Boys Without Physical Disabilities or Long-Term Health Problems: 4%.
5 days;
Boys With Physical Disabilities or Long-Term Health Problems: 37%;
Boys Without Physical Disabilities or Long-Term Health Problems: 37%.
Source: GAO analysis of YRBS, 2005.
Note: Estimates may not add to 100 percent due to rounding.
[End of table]
Table 9: Population Estimates: Percentage of Students who Actually
Played Sports or Exercised in a Typical PE Class:
Less than 10 minutes;
Students with Physical Disabilities or Long-Term Health Problems: 3%;
Students without Physical Disabilities or Long-Term Health Problems:
3%.
10 to 20 minutes;
Students with Physical Disabilities or Long-Term Health Problems: 4%;
Students without Physical Disabilities or Long-Term Health Problems:
5%.
21 to 30 minutes;
Students with Physical Disabilities or Long-Term Health Problems: 10%;
Students without Physical Disabilities or Long-Term Health Problems:
8%.
31 to 40 minutes;
Students with Physical Disabilities or Long-Term Health Problems: 10%;
Students without Physical Disabilities or Long-Term Health Problems:
11%.
41 to 50 minutes;
Students with Physical Disabilities or Long-Term Health Problems: 8%;
Students without Physical Disabilities or Long-Term Health Problems:
9%.
51 to 60 minutes;
Students with Physical Disabilities or Long-Term Health Problems: 6%;
Students without Physical Disabilities or Long-Term Health Problems:
6%.
More than 60 minutes;
Students with Physical Disabilities or Long-Term Health Problems: 10%;
Students without Physical Disabilities or Long-Term Health Problems:
12%.
Source: GAO analysis of YRBS, 2005.
[End of table]
Table 10: Population Estimates: Percentage of Girls and Boys with
Disabilities who Actually Played Sports or Exercised in a Typical PE
Class:
Less than 10 minutes;
Girls with Physical Disabilities or Long-Term Health Problems: 3%;
Boys with Physical Disabilities or Long-Term Health Problems: 4%.
10 to 20 minutes;
Girls with Physical Disabilities or Long-Term Health Problems: 5%;
Boys with Physical Disabilities or Long-Term Health Problems: 4%.
21 to 30 minutes;
Girls with Physical Disabilities or Long-Term Health Problems: 10%;
Boys with Physical Disabilities or Long-Term Health Problems: 10%.
31 to 40 minutes[A];
Girls with Physical Disabilities or Long-Term Health Problems: 6%;
Boys with Physical Disabilities or Long-Term Health Problems: 16%.
41 to 50 minutes;
Girls with Physical Disabilities or Long-Term Health Problems: 7%;
Boys with Physical Disabilities or Long-Term Health Problems: 10%.
51 to 60 minutes;
Girls with Physical Disabilities or Long-Term Health Problems: 5%;
Boys with Physical Disabilities or Long-Term Health Problems: 7%.
More than 60 minutes;
Girls with Physical Disabilities or Long-Term Health Problems: 9%;
Boys with Physical Disabilities or Long-Term Health Problems: 12%.
Source: GAO analysis of YRBS, 2005.
[A] Differences between girls and boys with physical disabilities or
long-term health problems are statistically significant at p-value
less than 0.05.
[End of table]
Table 11: Population Estimates: Percentage of Girls with and without
Disabilities who Actually Played Sports or Exercised in a Typical PE
Class:
Less than 10 minutes;
Girls with physical disabilities or long-term health problems: 3%;
Girls without physical disabilities or long-term health problems: 3%.
10 to 20 minutes;
Girls with physical disabilities or long-term health problems: 5%;
Girls without physical disabilities or long-term health problems: 5%.
21 to 30 minutes;
Girls with physical disabilities or long-term health problems: 10%;
Girls without physical disabilities or long-term health problems: 9%.
31 to 40 minutes;
Girls with physical disabilities or long-term health problems: 6%;
Girls without physical disabilities or long-term health problems: 10%.
41 to 50 minutes;
Girls with physical disabilities or long-term health problems: 7%;
Girls without physical disabilities or long-term health problems: 8%.
51 to 60 minutes;
Girls with physical disabilities or long-term health problems: 5%;
Girls without physical disabilities or long-term health problems: 5%.
More than 60 minutes;
Girls with physical disabilities or long-term health problems: 9%;
Girls without physical disabilities or long-term health problems: 8%.
Source: GAO analysis of YRBS, 2005.
[End of table]
Table 12: Population Estimates: Percentage of Boys with and without
Disabilities who Actually Played Sports or Exercised in a Typical PE
Class:
Less than 10 minutes;
Boys with physical disabilities or long-term health problems: 4%;
Boys without physical disabilities or long-term health problems: 2%.
10 to 20 minutes;
Boys with physical disabilities or long-term health problems: 4%;
Boys without physical disabilities or long-term health problems: 5%.
21 to 30 minutes;
Boys with physical disabilities or long-term health problems: 10%;
Boys without physical disabilities or long-term health problems: 8%.
31 to 40 minutes;
Boys with physical disabilities or long-term health problems: 16%;
Boys without physical disabilities or long-term health problems: 11%.
41 to 50 minutes;
Boys with physical disabilities or long-term health problems: 10%;
Boys without physical disabilities or long-term health problems: 11%.
51 to 60 minutes;
Boys with physical disabilities or long-term health problems: 7%;
Boys without physical disabilities or long-term health problems: 8%.
More than 60 minutes;
Boys with physical disabilities or long-term health problems: 12%;
Boys without physical disabilities or long-term health problems: 15%.
Source: GAO analysis of YRBS, 2005.
[End of table]
Table 13: Population Estimates: Instructional Settings for Physical
Education, Students with Disabilities in Grades 1 through 7 (Ages 6 to
12 at Outset of Study):
General education classroom[A]:
Total students: 92%;
Grades 1-5: 89%;
Grades 6-7: 96%.
Resource room:
Total students: 4%;
Grades 1-5: 6%;
Grades 6-7: 1%.
Special education self-contained classroom:
Total students: 6%;
Grades 1-5: 6%;
Grades 6-7: 4%.
Source: GAO analysis of SEELS 2000, Wave 1.
Notes: Among students who received PE.
Estimates may add up to more than 100 percent because some students
may take PE in multiple settings.
[A] Differences between grades 1through 5 and 6 through 8 are
statistically significant at p-value less than 0.05.
[End of table]
Table 14: Population Estimates: Instructional Settings for Physical
Education, Students with Disabilities in Grades 7 through 12 (Ages 13
to16 at Outset of Study):
General education classroom;
Total students: 88%;
Grades 7-8: 92%;
Grades 9-12: 84%.
Special education self-contained classroom;
Total students: 13%;
Grades 7-8: 8%;
Grades 9-12: 16%.
Individual instruction;
Total students: 0;
Grades 7-8: 0;
Grades 9-12: 1%.
Community setting/different school;
Total students: 1%;
Grades 7-8: 0;
Grades 9-12: 1%.
Source: GAO analysis of NLTS2 2001, Wave 1.
Notes: Among students who received PE:
Estimates may add up to more than 100 percent because some students
may take PE in multiple settings.
[End of table]
Table 15: Population Estimates: Participated in a Sports Team,
Students with Disabilities in Grades 1 through 7 (Ages 6 to 12 at
Outset of Study):
Total[A];
Participated in a sports team: 41%;
Did not participate in a sports team: 59%[B].
Among Students who Participated in Extracurricular Activities[C]:
School activity only;
Participated in a sports team: 53%;
Did not participate in a sports team: 47%.
Out-of-school activity only;
Participated in a sports team: 53%;
Did not participate in a sports team: 47%.
Both school and out-of-school activity[A];
Participated in a sports team: 80%;
Did not participate in a sports team: 20%.
Source: GAO analysis of SEELS 2000, Wave 1.
Note: It is not possible to determine whether students who reported
participating in a sports team and participating in both in-school and
out-of-school extracurricular activities participated in a school-
based sports team or a community-based sports team.
[A] Differences between students who participated in a sports team and
did not participate in a sports team are statistically significant at
p-value less than 0.05.
[B] This includes students who reported participation in no
extracurricular activities, but were not asked the follow-up question
about sports participation.
[C] To calculate the percentage of students with disabilities in these
studies who did not participate in sports, we included students who
reported not participating in any extracurricular activity, as well as
students who reported participating in some extracurricular activity
but not sports.
[End of table]
Table 16: Population Estimates: Participated in a Sports Team,
Students With Disabilities in Grades 7 through 12 (Ages 13 to 16 at
Outset of Study):
Total[A];
Participated in a sports team: 33%;
Did not participate in a sports team: 67%[B].
Among Students who Participated in Extracurricular Activities[C]:
School activity only;
Participated in a sports team: 53%;
Did not participate in a sports team: 47%.
Out-of-school activity only[A];
Participated in a sports team: 31%;
Did not participate in a sports team: 69%.
Both school and out-of-school activity[A];
Participated in a sports team: 62v;
Did not participate in a sports team: 38%.
Source: GAO analysis of NLTS2 2001, Wave 1.
Notes: It is not possible to determine whether students who reported
participating in a sports team and participating in both in-school and
out-of-school extracurricular activities belonged to a school-based
sports team or a community-based sports team.
[A] Differences between students who participated in a sports team and
did not participate in a sports team are statistically significant at
p-value less than 0.05.
[B] This includes students who reported participation in no
extracurricular activities, but were not asked the follow-up question
about sports participation.
[C] To calculate the percentage of students with disabilities in these
studies who did not participate in sports, we included students who
reported not participating in any extracurricular activity, as well as
students who reported participating in some extracurricular activity
but not sports:
[End of table]
Table 17: Population Estimates: Participated in a Sports Team,
Students with Disabilities in Grades 1 through 7 (Ages 6 to 12 at
Outset of Study), By Gender:
Total[A];
Girls: 31%;
Boys: 45%[B].
Among Students who Participated in Extracurricular Activities[C]:
School activity only[A];
Girls: 40%;
Boys: 62%.
Out-of-school activity only[A];
Girls: 43%;
Boys: 58%.
Both School and out-of-school activity[A];
Girls: 67%;
Boys: 85%.
Source: GAO analysis of SEELS 2000, Wave 1.
Note: It is not possible to determine whether students who reported
participating in a sports team and participating in both in-school and
out-of-school extracurricular activities belonged to a school-based
sports team or a community-based sports team.
[A] Differences between students who participated in a sports team and
did not participate in a sports team are statistically significant at
p-value less than 0.05.
[B] This includes students who reported participation in no
extracurricular activities, but were not asked the follow-up question
about sports participation.
[C] To calculate the percentage of students with disabilities in these
studies who did not participate in sports, we included students who
reported not participating in any extracurricular activity, as well as
students who reported participating in some extracurricular activity
but not sports.
[End of table]
Table 18: Population Estimates: Participated In a Sports Team,
Students With Disabilities in Grades 7 through 12 (Ages 13 to 16 at
Outset of Study), by Gender:
Total[A];
Girls: 23%;
Boys: 37%[B].
Among Students who Participated in Extracurricular Activities[C]:
School activity only[A];
Girls: 38%;
Boys: 58%.
Out-of-school activity only[A];
Girls: 18%;
Boys: 38%.
Both School and out-of-school activity[A];
Girls: 47%;
Boys: 69%.
Source: GAO analysis of NLTS2 2001, Wave 1.
Note: It is not possible to determine whether students who reported
participating in a sports team and participating in both in-school and
out-of-school extracurricular activities belonged to a school-based
sports team or a community-based sports team.
[A] Differences between students who participated in a sports team and
did not participate in a sports team are statistically significant at
p-value less than 0.05.
[B] This includes students who reported participation in no
extracurricular activities, but were not asked the follow-up question
about sports participation.
[C] To calculate the percentage of students with disabilities in these
studies who did not participate in sports, we included students who
reported not participating in any extracurricular activity, as well as
students who reported participating in some extracurricular activity
but not sports.
[End of table]
Table 19: Population Estimates: Participated in a Sports Team,
Students with Disabilities in Grades 7 through 12 (Ages 13 to 16 at
Outset of Study), by Disability Type:
Hearing impairment;
Participated in a sports team: 47%.
Speech impairment;
Participated in a sports team: 41%.
Other health impairment[A];
Participated in a sports team: 36%.
Learning disability[A];
Participated in a sports team: 36%.
Deaf/blindness[A];
Participated in a sports team: 27v.
Traumatic brain injury[A];
Participated in a sports team: 27%.
Visual impairment[A];
Participated in a sports team: 25%.
Emotional disturbance[A];
Participated in a sports team: 24%.
Mental retardation[A];
Participated in a sports team: 22%.
Multiple disabilities[A];
Participated in a sports team: 21%.
Orthopedic impairment[A];
Participated in a sports team: 19%.
Autism[A];
Participated in a sports team: 16%.
Source: GAO analysis of NLTS2 2001, Wave 1.
Notes: These data do not fully distinguish if these athletic
opportunities are offered through schools or community programs. It is
not possible to determine whether students who reported participating
in a sports team and participating in both in-school and out-of-school
extracurricular activities belonged to a school-based sports team or a
community-based sports team.
[A] Students with hearing impairments participate in sports teams at
higher rates compared to students with these types of disabilities and
these differences are statistically significant at p-value less than
0.05.
[End of table]
[End of section]
Appendix IV: Comments from the Department of Education:
United States Department Of Education
Washington, Dc 20202:
June 4, 2010:
Ms. Cornelia M. Ashby:
Director:
Education, Workforce, and Income Security Issues:
U.S. Government Accountability Office:
441 G Street, N.W.
Washington, D.C. 20548:
Dear Ms. Ashby:
Thank you for the opportunity to review the draft Government
Accountability Office (GAO) report: Students with Disabilities: More
Information and Guidance Could Improve Opportunities in Physical
Education and Athletics (GAO-10-519), and respond on behalf of the
Department.
The draft report contains two recommendations for Executive Action,
and we outline each recommendation and our responses below.
Recommendation: To help states and schools access existing knowledge
and resources, we recommend that the Secretary of Education facilitate
information sharing among states and schools on ways to provide
opportunities in Physical Education (PE) and extracurricular athletics
to students with disabilities. For instance, Education could provide
website links to resources or practices used by states, districts,
schools, or organizations in PE or extracurricular athletics for
students with disabilities. Such information could be posted on its
website or discussed at conferences or webinars.
Response: The Department generally agrees with the recommendation, and
agrees that further information sharing on providing opportunities in
PE and extracurricular athletics to students with disabilities would
be helpful to states, schools, and the students. The Department's
Office of Special Education and Rehabilitative Services, through the
Office of Special Education Programs, working in conjunction with
other offices in the Department, will identify useful information on
this subject and share that information by posting it on the
Department's ed.gov Web site. This information may also be discussed
by Department personnel at conferences or in webinars.
Recommendation: To ensure that schools are aware of their
responsibilities and that students with disabilities consistently have
opportunities to participate in extracurricular athletics equal to
those of other students, we recommend that Education clarify and
communicate schools' responsibilities under Section 504 of the
Rehabilitation Act regarding the provision of extracurricular
athletics. For example, Education could provide clarifying guidance to
schools through its website or at conferences.
Response: The Department agrees that it is important for schools to be
aware of their responsibilities and that students with disabilities
have opportunities to participate in extracurricular athletics equal
to those of other students. In fiscal year 2011, the Department's
Office for Civil Rights intends to issue additional guidance on
Section 504 of the Rehabilitation Act and recipients' obligations to
provide students with disabilities equal access to extracurricular
athletics.
The Department will also provide some technical comments on the
report. We appreciate the opportunity to comment on these important
matters.
Sincerely,
Signed by:
Alexa Posny, Ph.D.
Assistant Secretary for the Office of Special Education and
Rehabilitative Services:
Signed by:
Russlynn Ali:
Assistant Secretary for Civil Rights:
[End of section]
Appendix V: GAO Contact and Staff Acknowledgments:
GAO Contact:
Cornelia Ashby, (202) 512-7215 or ashbyc@gao.gov:
Staff Acknowledgments:
In addition to the contact above, Elizabeth Morrison (Assistant
Director), Theresa Lo (analyst-in-charge), Hedieh Rahmanou Fusfield,
and Michael Pahr made significant contributions to this report. Steven
Putansu, Dae Park, and Shana Wallace assisted with the data analysis
and methodology. Alexander Galuten provided legal support. James
Bennett assisted with graphics. Susannah Compton and Jessica Orr
assisted in report development.
[End of section]
Footnotes:
[1] For example, see James H. Rimmer, Jennifer L. Rowland, and Kiyoshi
Yamaki, "Obesity and Secondary Conditions in Adolescents with
Disabilities: Addressing the Needs of an Underserved Population,"
Journal of Adolescent Health, vol. 41 (2007): 224-229.
[2] For example, see Nancy A. Murphy et al., "Promoting the
Participation of Children with Disabilities in Sports, Recreation, and
Physical Activities," Pediatrics, vol. 121 (2008): 1057-1061 and
Coreen M. Harada and Gary N. Siperstein, "The Sport Experience of
Athletes with Intellectual Disabilities: A National Survey of Special
Olympics Athletes and Their Families," Adapted Physical Activity
Quarterly, vol. 26 (2009): 68-85.
[3] In this report, we define extracurricular athletics as voluntary
sports activities that fall outside the required school curriculum.
Our focus is on extracurricular athletics that are school-based, such
as soccer or track teams which compete against other schools.
[4] 20 U.S.C. § 1400 et seq.
[5] 29 U.S.C. § 794.
[6] Individuals with disabilities are also protected under the
Americans with Disabilities Act of 1990 (ADA), Pub. L. No. 101-336
(1990); 42 U.S.C. § 12101 et seq. For the purposes of Section 504, the
Rehabilitation Act defines individuals with disabilities identically
to the ADA, and for students in elementary and secondary schools, the
U.S. Department of Education interprets the ADA and Section 504
similarly.
[7] Extracurricular activities may also include other recreational
activities or special interest groups or clubs.
[8] YRBS and SHPPS are national surveys conducted by the Department of
Health and Human Services' Centers for Disease Control and Prevention.
YRBS surveys students in grades 9-12 on health-risk behaviors, while
SHPPS collects survey information on school health programs and
practices from state, district, and school officials, as well as
teachers and parents. SEELS and NLTS2 are longitudinal studies funded
by Education and consist of nationally representative samples of
students who received special education services. Students in SEELS
were 6 to 12 years old in at least the first grade in 1999, and
students in NLTS2 were 13 to 16 years old and at least in the 7th
grade in 2000.
[9] We obtained information on states' PE requirements from SHPPS.
[10] For data on student enrollment, see Table 52 in Snyder, T.D., and
Dillow, S.A. (2010). Digest of Education Statistics 2009 (NCES 2010-
013). National Center for Education Statistics, Institute of Education
Sciences, U.S. Department of Education. Washington, D.C. For data on
the amount of federal funding, see Office of Special Education
Programs' fiscal year 2007 IDEA Part B State Allocation Table, Section
611.
[11] These conditions may be covered under IDEA in some circumstances
under the "other health impairment" category.
[12] The Department of Justice delegated to Education in 1991
responsibility for investigating complaints relating to public
elementary, secondary, and postsecondary schools under Title II of the
Americans with Disabilities Act.
[13] We also found no statistically significant difference between
girls and boys with physical disabilities or long-term health problems
in the number of days they attend PE class, according to YRBS 2005
estimates.
[14] According to 2006 SHPPS estimates, among schools that required
PE, the percentage of schools that have policies allowing students to
be exempt from a required PE class for a long-term physical, medical,
or cognitive disability increased from the last SHPPS survey in 2000.
It is unclear whether changes to exemption policies have impacted the
rates of actual exemptions. We found that while many of the districts
we visited technically have policies that allowed students with
disabilities to be exempted from PE, very few students in the schools
we visited were actually exempted.
[15] These estimates have 95 percent confidence intervals within plus
or minus 3 percentage points.
[16] SEELS estimates have 95 percent confidence intervals within plus
or minus 2 percentage points. NLTS2 estimates have 95 percent
confidence intervals within plus or minus 4 percentage points.
[17] Seven percent of students with disabilities between grades 1 and
7 were provided adapted PE services by their school in 2000, according
to our estimates of SEELS data; 9 percent of students with
disabilities between grades 7 and 12 were provided adapted PE services
by their school in 2001, according to our estimates of NLTS2 data.
Both of these estimates have 95 percent confidence intervals, within
plus or minus 2 percentage points.
[18] Information provided by researchers at Center on Disability
Health and Adapted Physical Activity, University of Wisconsin-LaCrosse.
[19] This estimate has a 95 percent confidence interval within plus or
minus 2 percentage points.
[20] Out of the 10 districts we visited, 8 could provide us with data
on students who take all of their PE in a self-contained, adapted PE
class. District officials we interviewed said that some of their
students spend part of their time in general PE and part of their time
in a separate PE class. Such instances are not included in these
percentages.
[21] In elementary school, PE may be taught by a general classroom
teacher, while in secondary school, PE may be taught by a PE teacher
(with a teacher's license in PE). According to the National
Association for Sport and Physical Education in their 2006 Shape of
the Nation report, most states require that secondary school teachers
who teach PE be certified or licensed by the state in PE (90 percent
for high school and 84 percent for middle school/junior high). In
contrast, 57 percent of states require this certification at the
elementary school level.
[22] This concern is not unique to physical education. Some officials
and parents we spoke with noted that teachers' ability to include
students with disabilities in the general education classroom is a
concern across all subjects. Prior GAO work has shown that teacher
preparation programs vary in the extent to which they provide training
on instructing students with disabilities in the general education
classroom, and programs face challenges to providing additional
training. GAO, Teacher Preparation: Multiple Federal Education Offices
Support Teacher Preparation for Instructing Students with Disabilities
and English Language Learners, but Systematic Departmentwide
Coordination Could Enhance This Assistance, [hyperlink,
http://www.gao.gov/products/GAO-09-573] (Washington, D.C.: July 20,
2009).
[23] This estimate has a 95 percent confidence interval within plus or
minus 5 percentage points.
[24] The Elementary and Secondary Education Act of 1965, as amended by
the No Child Left Behind Act of 2001. Pub. L. No. 107-110 (2002).
[25] Of the five states we visited, all had PE requirements for
students in elementary, middle, and high school, according to state
officials and our review of state documents, although specific PE
requirements varied.
[26] SEELS and NLTS-2 estimates have 95 percent confidence intervals,
within plus or minus three percentage points.
[27] Department of Education, Office of Special Education Programs,
SEELS: The Other 80% of Their Time: The Experiences of Elementary and
Middle School Students with Disabilities in Their Nonschool Hours
(Washington, D.C., October 2002) and Department of Education, Office
of Special Education Programs, Life Outside the Classroom for Youth
with Disabilities: A Report from the National Longitudinal Transition
Study-2 (NLST2) (Washington, D.C., April 2003)
[28] In grades 1 through 7, 45 percent of boys with disabilities
participated on a school or community-based sports team compared to 31
percent of girls, according to SEELS estimates. In grades 7 through
12, 37 percent of boys with disabilities participated on a school or
community-based sports team compared to 23 percent of girls, according
to NLTS2 estimates. Differences between genders are statistically
significant at the 95 percent confidence level, and estimates have
confidence intervals within plus or minus 5 percentage points.
[29] Most states and districts we visited did not regularly track
rates of participation in athletics for students with disabilities but
district officials were generally able to compile this information
based on our request.
[30] These sports teams could be either school-based or community-
based. Differences are statistically significant at the 95 percent
confidence level.
[31] Special Olympics provides year-round sports training and athletic
competition in a variety of Olympic-type sports for children ages 8
and older and adults who qualify. To be eligible, athletes must have
an intellectual disability, a cognitive delay, or a development
disability. (They may also have a physical disability.) Special
Olympics does not exclude any eligible athletes due to qualifying
scores. Like Special Olympics, the Paralympics is another
international sporting organization that is recognized by the
International Olympic Committee. Paralympic athletes are generally
those with amputations, cerebral palsy, intellectual disabilities,
visual impairments, and spinal injuries. Unlike Special Olympics, the
Paralympics is focused on elite performance sport and athletes must go
through stringent qualification processes to compete.
[32] Some states' athletic associations or districts have policies
that prohibit students older than a certain age (e.g., 19 years old)
from playing on school athletic teams.
[33] Florida state athletic officials said they decided to start their
adapted athletics program because they received a request from a
parent and student.
[34] IDEA specifies that Education's monitoring priorities are (1) the
provision of a free appropriate public education in the least
restrictive environment, (2) states' exercise of general supervisory
authority, and (3) disproportionate representation of racial and
ethnic groups in special education and related services. Monitoring of
states' exercise of general supervisory authority includes ensuring
that states have systems or procedures to identify and correct
noncompliance, resolve disputes in a timely manner, and improve
educational results and functional outcomes for children with
disabilities, according to Education officials and monitoring guidance.
[35] We reviewed additional information from OCR on all of the
relevant complaints from the 7 states we interviewed. Of 20
complaints, 14 were focused on extracurricular athletics, one was
focused on PE, and two were focused on both PE and extracurricular
athletics. The focus of three complaints was unclear based on the
information provided. Regarding the outcome of the 20 complaints we
reviewed: 11 were administratively closed (complainant withdrew the
complaint, no written consent was received, or complaint allegation
was currently being investigated elsewhere); 6 were closed due to
insufficient evidence of discrimination (including one case in which
one allegation was dismissed because it was no longer appropriate for
complaint resolution, and there was insufficient factual basis of
discrimination concerning the second allegation); and 3 were resolved
with a resolution agreement.
[36] For example, OCR issued "Dear Colleague" letters to remind
schools, districts, and others of their responsibilities under federal
laws and regulations, such as prohibiting the discrimination of
students with disabilities who are otherwise qualified to participate
in accelerated academic programs or prohibiting discrimination on the
basis of sex in education programs or activities. Such letters have
highlighted the requirements under federal law and implementing
regulations, provided examples of deficiencies or violations, and
reminded recipients that OCR enforcement offices are available to
answer questions or provide additional technical assistance.
[37] The amount and percentage of the Carol M. White Physical
Education Program grants used to serve the specific needs of students
with disabilities was provided by OSDFS program officials. Officials
said that they provided these by reviewing grant documents, such as
applications and annual reports, and grant files and by corresponding
directly with grantees. Officials said they did not include grants
that indicated that they were serving students with disabilities in
their regular PE programs but did not provide services or equipment
specifically for students with disabilities.
[38] OSDFS officials who manage the Carol M. White Physical Education
Program told us that while they do not currently coordinate with OSEP
officials on providing technical assistance to grantees to help them
better address the needs of students with disabilities, they plan to
do so with the fiscal year 2010 grantee cohort.
[39] Teachers mentioned www.PEcentral.com and www.PElinks4U.org as
examples of online resources they use.
[40] Specifically, we reviewed data provided by Education on relevant
grants, as well as complaints received by the Office for Civil Rights
regarding PE or athletic opportunities for elementary and secondary
school students with disabilities under Section 504. Based on
interviews with agency officials, we determined these data were
sufficiently reliable for the purposes of this report.
[41] See Centers for Disease Control and Prevention, Fact sheet: SHPPS
2006: Physical Education for Students with Disabilities; and Sarah M.
Lee, Charlene R Burgeson, Janet E. Fulton, and Christine G. Spain,
"Physical Education and Physical Activity: Results From the School
Health Policies and Programs Study 2006," The Journal of School
Health, vol. 77, no. 8 (October 2007): 435.
[42] SEELS and NLTS2 used a two-stage process to generate a stratified
cluster sample of students receiving special education in a nationally
representative sample of local education areas and a sample of state-
supported special schools. YRBS used a three-stage stratified cluster
sample to produce a representative sample of students in grades 9
through 12.
[43] If independent samples are taken repeatedly from the same
population and a confidence interval is calculated for each sample,
then a certain percentage of the intervals will include the unknown
population measure. The confidence interval is often calculated so
that the percentage is 95 percent.
[44] Research Triangle Institute, SUDAAN: User's Manual, Release 8.0,
vols. 1 and 2 (Research Triangle Park, N.C.: Research Triangle
Institute, 2001). SUDAAN® is a registered trademark of the Research
Triangle Institute.
[45] We obtained information on states' PE requirements from the 2006
SHPPS of the Department of Health and Human Services' Centers for
Disease Control and Prevention.
[46] Socio-economic status was gauged by using percentages of students
receiving free or reduced-price lunch.
[47] We contacted a parent center in Florida and met with center
staff, but no parents attended our meeting. We met with parents in one
parent center in New Jersey. Staff from an additional parent center in
New Jersey held an informal discussion with a group of parents to
discuss our questions, which GAO staff was unable to attend. Center
staff sent us the minutes from that discussion.
[End of section]
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