Two strategies can be used to promote lifelong physical activity of children with disabilities: an individual transition plan (ITP) and ongoing assessment (Kim, So-Yeun (2008). Most children with disabilities have an individualized education program (IEP), which measures the child’s educational goals and objectives, levels of performance, and provides authorities and parents with the child’s progress report.
Children that have an IEP should also have an ITP by the age of 16 to be in accordance with the Individuals with Disabilities Education Improvement Act (2006). One purpose of the transition plan is to provide physical activities in which students with disabilities can participate during their leisure time and after school, thereby helping them to develop lifelong physical activity behaviors (Kim, So-Yeun (2008).
This author expresses the importance of ongoing assessments and how they can help instructors improve with their effectiveness for promoting physical activity in children with disabilities. When the IEP team members are creating a child’s ITP, they should look to the child’s physical fitness, interests, and motor skills, to best fit that child with the appropriate physical activities that they would be able to perform.
Since children differ in the degree and nature of their disability, instructors should set up goals that are consistent with each individual’s needs (Kim, So-Yeun (2008). As the child’s needs are met, and physical requirements are established, the child with the disability will be able to participate fully in all physical activities that are offered. “Ye shall do no unrighteousness in judgment: thou shalt not respect the person of the poor, nor honor the person of the mighty: but in righteousness shalt thou judge thy neighbour. ” (Leviticus 19:15, KJV)