Striking Unit With a Student Who Uses a Walker
Amara is a 10-year-old fifth grader with spastic diplegic cerebral palsy. She uses a posterior walker, has limited grip strength, and tires after about 20 minutes of activity. Her IEP includes a goal to strike a suspended object with her hand and then a paddle. She attends general PE twice weekly for 30 minutes with 28 classmates. The class is starting a striking unit with foam paddles, balloons, beach balls, and batting tees. Amara's classroom teacher reports that she is excited but worried about being 'the only one who can't do it.' The PE teacher has no dedicated adapted PE teacher on site but can consult with the district adapted PE specialist and Amara's physical therapist. The teacher wants Amara to participate in the same unit, not a separate activity.
1. Apply the STEP model (space, task, equipment, people) to include Amara in the striking unit. Give specific modifications for at least three of the four STEP areas.
Read the worked answer
Space: shorten distances and create a clear two-meter lane so Amara can move and swing without obstacles. Use a suspended balloon at chest height rather than a target across the gym.
Task: start with hand striking of a stationary suspended balloon, then move to a paddle strike of a suspended beach ball. Do not require running, retrieval races, or striking a ball that is moving toward her. Allow a seated option if she fatigues.
Equipment: use a lightweight foam paddle with a built-up handle or strap, a balloon or beach ball, and a tee or string for suspension. These reduce grip demand and give her more time to track the object.
People: assign a peer buddy to retrieve and hold the target, and use the paraprofessional only as needed. The teacher should stand at her side for safety, not take over the task.
Amara can participate in the same station as classmates while using a different distance and object. The goal is meaningful participation with appropriate support, not a separate curriculum.
2. Explain how you would collaborate with the IEP team and physical therapist and how you would address safety, fatigue, and assessment for Amara.
Read the worked answer
I would review Amara's IEP present levels and goal, then write a measurable objective such as 'strike a suspended balloon with a paddle in 4 of 5 trials from a seated or standing position.' The least restrictive environment is the general PE class with modifications and consultative support. I would consult the physical therapist about positioning, walker brakes, trunk control, and fatigue, and the district adapted PE specialist about task sequencing and equipment.
Safety: keep paths clear, lock the walker brakes when she is stationary, never pull the walker, and keep equipment off the floor near her feet. Schedule striking early in the period and build in rest breaks before fatigue appears. Watch for increased tone, loss of balance, or frustration and switch to a seated option rather than removing her.
Assessment should use a rubric for accuracy and technique, allow extra trials, and not penalize speed. I would give Amara private feedback and choices, and use a peer buddy to support confidence. Communication with the classroom teacher and family should focus on participation and progress, not comparison with peers.