Download or read book Positioning of Korean Immigrant Parents of Children with Autism Spectrum Disorder on Physical Education Programming in the United States written by Seo Hee Lee and published by . This book was released on 2018 with total page 584 pages. Available in PDF, EPUB and Kindle. Book excerpt: An important goal for children with Autism Spectrum Disorder (ASD) is to increase physical activity participation as it has been documented that physical activity participation for children with ASD is significantly lower than their typically developing peers (Pan, 2008). To that end, the roles of parents are significant in increasing physical activity participation of children with ASD (Chaapel, Columna, Lytle, & Bailey, 2013). Moreover, families need to work together with school personnel to provide quality educational programming for their children with ASD (IDEA, 2004). With the U.S. special educational system, the number of students with disabilities from immigrant families has been increasing. Like other parents in the U.S., immigrant parents want appropriate and quality educational services for their children with disabilities, including physical education services (Cho, Singer, & Brenner, 2001). Therefore, the purpose of the study was to analyze positioning of Korean immigrant parents of children with ASD on physical education programming in the U.S. Five Korean immigrant parents of children with ASD (four mothers of children with ASD and one father of a child with ASD), who were immigrants, were recruited to participate in the study and to share information about their children's educational services. In using qualitative research design, different positions of Korean immigrant parents were explored; data were transcribed, and analyzed using thematic analysis, and then re-analyzed for themes using the position theory. During the data analysis procedure, re-current themes (i.e., common positions) and associated subthemes emerged from the data (e.g., interview with parents, review IEP documents, field notes). Evident throughout this study was that many immigrant parents of children with ASD were disconnected from the U.S. special education system due to cultural and language barriers. In addition, most Korean immigrant parents in this study were uncertain about GPE and APE for their children with ASD. However, within the limitations of this study, the immigrant parents of children with ASD highly valued the quality of educational services and wanted to be positioned as active in their roles in the U.S. educational landscape including GPE and APE service delivery. It is a critical request based on the findings of the study that more comprehensive support and understanding are needed for immigrant parents of children with ASD to participate in the educational process for their children within the U.S. The most salient message from the study is that GPE and APE teachers should be a part of supportive teams to assist immigrant parents to be more knowledgeable about GPE and APE and to encourage immigrant parents to facilitate their children’s engagement in GPE and APE classes. An important goal for children with Autism Spectrum Disorder (ASD) is to increase physical activity participation as it has been documented that physical activity participation for children with ASD is significantly lower than their typically developing peers (Pan, 2008). To that end, the roles of parents are significant in increasing physical activity participation of children with ASD (Chaapel, Columna, Lytle, & Bailey, 2013). Moreover, families need to work together with school personnel to provide quality educational programming for their children with ASD (IDEA, 2004). With the U.S. special educational system, the number of students with disabilities from immigrant families has been increasing. Like other parents in the U.S., immigrant parents want appropriate and quality educational services for their children with disabilities, including physical education services (Cho, Singer, & Brenner, 2001). Therefore, the purpose of the study was to analyze positioning of Korean immigrant parents of children with ASD on physical education programming in the U.S. Five Korean immigrant parents of children with ASD (four mothers of children with ASD and one father of a child with ASD), who were immigrants, were recruited to participate in the study and to share information about their children's educational services. In using qualitative research design, different positions of Korean immigrant parents were explored; data were transcribed, and analyzed using thematic analysis, and then re-analyzed for themes using the position theory. During the data analysis procedure, re-current themes (i.e., common positions) and associated subthemes emerged from the data (e.g., interview with parents, review IEP documents, field notes). Evident throughout this study was that many immigrant parents of children with ASD were disconnected from the U.S. special education system due to cultural and language barriers. In addition, most Korean immigrant parents in this study were uncertain about GPE and APE for their children with ASD. However, within the limitations of this study, the immigrant parents of children with ASD highly valued the quality of educational services and wanted to be positioned as active in their roles in the U.S. educational landscape including GPE and APE service delivery. It is a critical request based on the findings of the study that more comprehensive support and understanding are needed for immigrant parents of children with ASD to participate in the educational process for their children within the U.S. The most salient message from the study is that GPE and APE teachers should be a part of supportive teams to assist immigrant parents to be more knowledgeable about GPE and APE and to encourage immigrant parents to facilitate their children’s engagement in GPE and APE classes.

Download or read book Notes pour servir l histoire de la France en 1870 et 1871 written by and published by . This book was released on with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book ADAPTED PHYSICAL EDUCATION FOR STUDENTS WITH AUTISM written by Kimberly Davis and published by Charles C Thomas Publisher. This book was released on 1990-01-01 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: Autism is a puzzling disorder which to date has not been discussed in sufficient detail in most adapted physical education texts. This new book shows the need for additional information. It describes autism and offers suggestions on assessment and programming for students with autism in adapted physical education/regular physical education classes. It is important for physical educators and other teachers to work together to provide the student with autism with the best possible support. No one discipline can program in isolations. Interdisciplinary approaches increase the flow of ideas and keep morale up, while maximizing the students' level of learning.

Download or read book Teaching Physical Education to Children with Autism written by Bill Mokin and published by Taylor & Francis. This book was released on 2024-06-13 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is an essential guide for how to teach fun and engaging physical education classes tailored to include the needs of autistic children and children with learning disabilities. With this practical guidebook detailing tested methods and best practices, teachers will be well equipped to support all students, including disabled students and those with varying support needs. Through a narrative lens that details children’s real-life journeys, and with key definitions and ready-to-use activities included throughout, Teaching Physical Education to Children with Autism presents a teacher’s first-hand account of what it’s like to teach students with diverse learning needs. Its comprehensive scope addresses all the practical challenges that educators may face in working with this population, including difficult behavior and disengagement. Detailing a myriad of solutions to try, along with flexible frameworks that can be applied to a myriad of physical education goals, this book is essential reading for any physical education teacher, special education teacher, and anyone wishing to create more equitable learning environments for children with varying learning needs.

Download or read book The Autism Fitness Handbook written by David S. Geslak and published by Lulu.com. This book was released on 2011-04-01 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: This handbook is for parents, educators, therapists and anyone involved in the lives of children and adults with autism spectrum disorders. It gives over 30 exercises that can help to improve the health, motor planning and cognitive ability of children and adults. Each exercise has a visual support, "How To," and "Coaching Tips" for the reader. Exercises are challenging and fun!

Download or read book Supporting Korean American Children in Early Childhood Education written by Sophia Han and published by Teachers College Press. This book was released on 2023-11-24 with total page 89 pages. Available in PDF, EPUB and Kindle. Book excerpt: Early childhood professionals can use this one-of-a-kind work to better serve Korean American children in the United States. Four transnational mother-educators share the lived experiences of Korean American children and their families through candid and vivid narratives that counter stereotypical and prejudicial beliefs about Asian American communities. Topics include parenting beliefs and practices, naming practices, portrayals in children’s picturebooks, translingual home practices, and responses to microaggressions. The text raises awareness about various dynamics within the Korean American community for a more nuanced discourse. The authors bring a wealth of hybrid positioning and experiences as former early childhood educators, first-generation Korean American immigrants, current teacher educators working with pre- and inservice teachers, and researchers in different states, as well as mothers of second-generation Korean American children. Book Features: Shares original stories and experiences of Korean American children and families to dismantle prevalent narrow narratives.Offers practical implications and considerations for classroom teachers regarding family engagement, critical literacy, translanguaging, and social–emotional learning. Includes user-friendly features such as discussion questions, lesson ideas, and a list of appropriate picturebooks.

Download or read book American Doctoral Dissertations written by and published by . This book was released on 2002 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Congressional Record written by United States. Congress and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The Congressional Record is the official record of the proceedings and debates of the United States Congress. It is published daily when Congress is in session. The Congressional Record began publication in 1873. Debates for sessions prior to 1873 are recorded in The Debates and Proceedings in the Congress of the United States (1789-1824), the Register of Debates in Congress (1824-1837), and the Congressional Globe (1833-1873)

Download or read book Mothering a Child with Autism in the United States and in South Korea written by Hyun-Kyung You and published by . This book was released on 2010 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this dissertation, I qualitatively examined the meaning of mothering a child with autism in two countries: the United States and South Korea. The overarching research question focused on how sociocultural ideas about mothering and disability, particularly autism spectrum disorders, shape women's understanding of themselves and their children with disabilities. In the first study, using symbolic interactionism and feminism, I examined (a) how middle-class, White women who have children with autism understand themselves as mothers and (b) how their ideas are shaped by social interactions with others. Through in-depth interviews with 12 women who have children with autism, I found that these mothers understand themselves to be empathic supporters, mediators, and advocates for their children with autism. Their stories are shaped by selective attention to those who support their self image and a disregard of those who undermine it. Implications for policy and practice are offered. In the second study, guided by the integration of feminist and disability theories within a social constructionist framework, I asked (a) how dominant sociocultural systems related to mothering and disability shape South Korean mothers' understanding of themselves and their children with autism and (b) how mothers conform to and resist these systems. To answer these questions, I conducted in-depth interviews with 14 middle-class, South Korean mothers with children who have autism. I found that these mothers resisted stigmatizing attitudes toward themselves and their children and they reconstructed the meaning of "normal" childhood by relying on a network of similarly situated mothers. They described themselves as "good" by adhering to Confucian family values that encourage women to sacrifice themselves to focus on their children's success. From these findings, the two studies collectively demonstrate that mothering a child with autism is (a) gendered, (b) specific to ones' understanding of autism, and (c) both oppressing and empowering to women. The overarching implications for policy and practice are offered.

Download or read book Korean Immigrant Parents Ways and Reasons to Support Their Elementary aged Children s Mathematical Meaning making at Home During the COVID 19 Pandemic written by Yewon Sung and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: U.S. society perceived some Asian immigrants as a model minority, even assuming that Asian students would be good at mathematics. However, the narratives and experiences of Korean immigrant parents and their children were not discussed in these perspectives. The purpose of this study is to understand the interactions and reasoning of Korean immigrant parents about their children's mathematical meaning-making at home. The study investigates the following research questions: How do Korean immigrant parents of elementary-aged students support their children's mathematical meaning-making at home during the COVID-19 pandemic? Why do Korean immigrant parents of elementary-aged students support their children's mathematical meaning-making at home during the COVID-19 pandemic? Using the theory of belonging, model minority stereotypes, and meaning-making, this study critically examines Korean immigrant parents and children how and why negotiate the meaning of U.S. mathematics. Narrative inquiry is used to understand the diverse experiences of the five participants' families through interviews, observations, and debrief sessions. The findings report how and why Korean immigrant parents support their children's mathematical meaning-making using code-switching and cultural negotiation that addresses conceptual differences across language and culture. On a personal level, Korean immigrant parents' desire to belong in U.S. society guides them to put effort into their children's education. On a societal level, the parents in this study wish for their children to overcome perpetual foreigner stereotypes, myths, and glass ceilings around them. Yet because of their limited connectedness to mainstream society, they feel they lack the information needed for their children to be successful. Their voices demystify the model minority stereotypes and counter the argument that mathematics education serves as an absolutely inclusive subject. Recommendations from this point on the school districts and educational system are to have explanatory sessions for immigrant parents to help their understanding of the U.S. curriculum, and at the same time, teachers also can take advantage by having listening sessions about multiple ethnic parents to learn the cultural meaning-making to make a connection between school children and their culture in the curriculum. Furthermore, the higher education system could recruit more diverse pre-service teachers to create more belonging for diverse learners. Last but not least, school teachers can learn and practice immigrant experiences and try to demystify racial stereotypes in classrooms.

Download or read book Exploring the Meaning of Parental Involvement in Physical Education for Students with Developmental Disabilities written by Jihoun An and published by . This book was released on 2011 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Parental involvement has been studied in the field of education since the 1970s. Scholars assert that parental involvement affects students' achievement and performance (Christenson, Rounds, & Gorney, 1992; Epstein, Sanders, Simons, Salinas, Janson, & Van Voorhis, 2002; Fan & Chen, 2001; Herman & Yeh, 1983; von Voorhis, 2003). However, there is minimal research on the effects of parental involvement, particularly in physical education. For children with disabilities, there is even less attention and research given to this area. Although Public Law 108-466, Individuals with Disabilities Education Improvement Act of 2004 (IDEIA) supports physical education as part of the general education curriculum, many parents are not fully aware of the importance of their involvement in the physical education. In order for general physical education (GPE) teachers to develop best practices for students with disabilities in inclusive settings, it is necessary for the GPE teachers to work with the parents of children with disabilities because parents and teachers are the most influential agents in the development of children; therefore, positive collaboration between parents and teachers should be placed in GPE, as well. In light of this, this study focuses on exploring the meaning parents of students with developmental disabilities ascribed to their involvement in physical education and their relationships with GPE teachers. This phenomenological qualitative inquiry is situated in Bronfenbrenner's ecological systems theory and was conducted to capture the experiences of the parents of students with developmental disabilities (Bronfenbrenner, 1979; Bronfenbrenner & Morris, 1998). Eight parents from a large metropolitan area in the Midwestern region of the United States of America participated in this study and their experiences were captured by using participants' demographic questionnaires, a series of three semi-structured interviews, photographs, documents and the researcher's journals. A thematic analysis was utilized to identify the common structures of parents' experiences (van Manen, 1997). The data was sorted by highlighting, coding, and categorizing with similarities and distinguishing aspects. It was then subsequently organized into themes. Three themes emerged from this thematic analysis; (a) Advocacy, (b) Involvement, and (c) Positive but Superficial Relationship. The findings of this research unpacked the followings: (a) the parents' understandings and values of involvement in their children's physical education programs, (b) the parents' roles in their children's educational programs, and (c) the importance of collaborative partnerships between home and school. However, relationships between parents and the GPE teachers were not formally constructed due to the limited number of opportunities that parents had to interact with GPE teachers. Parents had limited knowledge of the physical education program, although they perceived physical activity and sports participation as influential venues for their children's development. The findings also suggested that a need exists for building partnerships between parents of students with developmental disabilities and GPE teachers. This may become possible if GPE teachers were to have a presence and participate regularly in IEP meetings, as well as sharing the GPE program objectives and contents with parents.

Download or read book Perceptions of Parents of Students with Down Syndrome Regarding Physical Education Programs written by Mary O'Reilly and published by . This book was released on 2017 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research indicates many barriers to health enhancing physical activity for students with Down syndrome (DS). In addition, low levels of fitness and motor skills are documented along with high incidence of obesity among those with DS. There is a lack of research regarding parent perceptions of their child's physical education program. An online survey examined parent perceptions of their child's physical education program. Questions included demographics and inquiries about the child's physical education program. Results indicated that only 58.3% of students with DS had physical education on their IEP and only 50% of IEP meetings had physical education teacher representation. The most common current and preferred physical education placement among parents was a combination of both general and adapted physical education and least common was general physical education without assistance. Parents were least satisfied with communication from their child's physical education teacher and most satisfied with their child's physical safety in physical education. Emotional/social skills were found to be the greatest benefits of physical education and sport-specific skills the lowest. Significant differences were found regarding the overall physical education program and satisfaction with the child's paraeducator if physical education was on the IEP.

Download or read book Case Studies in Adapted Physical Education written by Samuel R. Hodge and published by Routledge. This book was released on 2003 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt: Contains case studies documenting the successful inclusion of students with a variety of physical, learning, and developmental limitations in physical education programs.

Download or read book Implementing a Pivotal Response Social Skills Intervention with Korean American Children with Autism written by and published by . This book was released on 2015 with total page 424 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is a growing need to consider cultural responsiveness for behavioral interventions for individuals with disabilities, given increasing diversity in the United States. The primary purpose of this dissertation was to examine the effectiveness of pivotal response treatment (PRT) on social behaviors of Korean-American children with autism spectrum disorders (ASD) in their community settings. The secondary purpose was to analyze stakeholders' perceptions (i.e., parents, siblings, community members and the children with ASD) regarding satisfaction and feasibility. A mixed methods design was employed, including a single subject design to evaluate the efficacy of the PRT intervention and a qualitative case study to explain how stakeholders perceived the intervention in terms of its goal setting, procedures, and social behavior changes. Results indicated that peer-mediated PRT effectively increased the social interactions between Korean-American children with autism and their peers in community settings. Additional findings implied that stakeholders were satisfied with the intervention procedures and outcomes, particularly for the intervention's flexibility and applicability as well as children's natural social experiences with peers. Recommendations and implications for practitioners and future researchers are presented.

Download or read book Beyond Seclusion and Restraint written by United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions and published by . This book was released on 2015 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Scrapbook Interviewing written by Amanda Yessick and published by . This book was released on 2018 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Physical Education Recreation and Related Programs for Autistic and Emotionally Disturbed Children written by and published by . This book was released on 1976 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: