Download or read book Attitudes of Students with Learning Disabilities Toward Participation in Physical Education written by Ellie Abdi and published by . This book was released on 2019-10-09 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many researchers have confirmed that students with disabilities engage in significantly less physical activity than their nondisabled peers in physical education class. One of the elements that influences student participation in physical education class is attitude and there is a gap in the literature with respect to investigating the attitudes of students with learning disabilities, emotional/behavioral disabilities, or attention difficulties. There is limited research on how teachers perceive and assist students to participate in physical education. This dissertation is looking specifically at enjoyment and useful attitudes of physical activity in physical education class for students with learning disabilities.
Download or read book Attitudes of Students with Learning Disabilities Toward Participation in Physical Education a Teachers Perspective Qualitative Examination written by Dr. Ellie Abdi and published by AuthorHouse. This book was released on 2019-10-09 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many researchers have confirmed that students with disabilities engage in significantly less physical activity than their nondisabled peers in physical education class. One of the elements that influences student participation in physical education class is attitude and there is a gap in the literature with respect to investigating the attitudes of students with learning disabilities, emotional/behavioral disabilities, or attention difficulties. There is limited research on how teachers perceive and assist students to participate in physical education. This dissertation is looking specifically at enjoyment and useful attitudes of physical activity in physical education class for students with learning disabilities.
Download or read book Inclusive Physical Education written by Rhea S. Butler and published by . This book was released on 2000 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The inclusion of students with various disabilities in general physical education has become increasingly common in schools. Within the context of physical education, inclusion has been defined as a philosophical perspective that advocates the placement of all students with varied abilities and disabilities (mild to severe) into classes with peers in their neighborhood schools (Block, 2000; Hodge, Murata, Kozub, and Sherrill, in-review). However, there is limited research concerning the attitudes of students with and without disabilities towards each other relative to inclusion in physical education. The purpose of this study was to examine the attitudes and behaviors of 6th grade students with and without disabilities relative to being educated in an inclusionary physical education program. Participants were students with disabilities (_n = 2) and students without disabilities (_n = 16) from a rural middle school in Midwestern Ohio. Contact theory's structured contact variables (Allport, 1954; Sherrill, Heikinaro-Johansson, Slininger, 1994) served as the theoretical frame for this study. Data collection and triangulation involved both quantitative and qualitative methods. Overall, findings suggest that students with and without disabilities exhibited positive attitudes and behaviors towards one another within an inclusionary physical education program. More specifically, responses to the Children's Attitudes Toward Integrated Physical Education (Block, 1995) attitudinal instrument revealed that students without disabilities held positive attitudes toward including peers with disabilities (i.e., mental retardation and physical disability). In support of this finding, the Analysis of Inclusion Practices in Physical Education (Hodge et al., 2000) behavioral observation instrument showed that when interactions did occur, students with and without disabilities mostly interacted in appropriate ways. In addition, responses to The Inventory (Webb, 2000) attitudinal scale indicated that students with disabilities (i.e., a girl with mental retardation and a boy with a physical disability) held favorable attitudes towards their peers without disabilities. Again, this finding was supported by themes that emerged from semi-structured interviews suggesting that positive relationships and interactions did occur between students with and without disabilities, and their teachers. Overall findings in this study lend support to contact theory's structural contact variables (Sherrill et al., 1994). Importantly, this study allowed us to gain additional insight regarding the attitudes and behaviors of students with and without disabilities toward one another in an inclusive physical education program.
Download or read book Routledge Handbook of Adapted Physical Education written by Justin A. Haegele and published by Routledge. This book was released on 2020-01-21 with total page 547 pages. Available in PDF, EPUB and Kindle. Book excerpt: This handbook represents the first comprehensive and evidence-based review of theory, research, and practice in the field of adapted physical education (APE). Exploring philosophical and foundational aspects of APE, the book outlines the main conceptual frameworks informing research and teaching in this area, and presents important material that will help shape best practice and future research. Written by world-leading researchers, the book introduces the key themes in APE, such as historical perspectives on disability, disability and the law, language, and measurement. It examines the most significant theoretical frameworks for understanding APE, from embodiment and social cognitive theory to occupational socialization, and surveys current debates and practical issues in APE, such as teacher training, the use of technology, and physical inactivity and health. Acknowledging the importance of the voices of children, parents and peers, the book also explores research methods and paradigms in APE, with each chapter including directions for further research. Offering an unprecedented wealth of material, the Routledge Handbook of Adapted Physical Education is an essential reference for advanced students, researchers and scholars working in APE, and useful reading for anybody with an interest in disability, physical education, sports coaching, movement science or youth sport.
Download or read book The Routledge Handbook of Inclusive Education for Teacher Educators written by Santoshi Halder and published by Taylor & Francis. This book was released on 2023-03-14 with total page 595 pages. Available in PDF, EPUB and Kindle. Book excerpt: This handbook provides foundational, conceptual, and practical knowledge and understanding of inclusive education and special needs education. It highlights the need for preparing special educators and teachers for inclusive classrooms to effectively cater to the needs of students with diverse needs in various low-, middle-, and high-income countries globally. It demonstrates various evidence-based and practice-based strategies required to create classrooms inclusive of diverse learners. While tracing the historical trajectory of the foundational underpinnings, philosophical bases, and crucial issues associated with inclusive education, this book presents a future roadmap and pathways through case instances and in-depth discussions to share with educators how they can strengthen their bases and make learning more inclusive in their context. It also provides an overview of the different models of assessment and their applications in the analysis of children in inclusive classroom settings. Comprehensive, accessible, and nuanced, this handbook will be of immense interest and benefit to teachers, educators, special educators, students, scholars, and researchers in the areas of social inclusion, education, special needs education, educational psychology, technology for inclusion, disability studies, among other related disciplines. It will be extremely beneficial for academicians, teacher educators, special educators, and those interested in professional teacher training courses.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 836 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Evidence informed reasoning of pre and in service teachers written by Ingo Kollar and published by Frontiers Media SA. This book was released on 2023-06-14 with total page 229 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Rethinking Inclusion and Transformation in Special Education written by Efstratopoulou, Maria and published by IGI Global. This book was released on 2022-06-24 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt: Diversity creates a rich environment for ideas to evolve into new and more refined forms. This pedagogical approach can help students to appreciate and value all forms of diversity and enrich learning. There is a need for administrators in education to institute policies that will support diversity and inclusion within special education classrooms. Rethinking Inclusion and Transformation in Special Education explores the latest findings on how children learn by discussing global policies and educational practices, considering professional expectations, establishing parent relationships that enhance communication, creating an effective learning environment that meets all students’ needs, and using technology wisely. Covering topics such as language development promotion, school leadership practices, and long-term skill support, this book is essential for special education teachers, diversity officers, school administrators, instructional designers, curriculum developers, academicians, researchers, and upper-level students.
Download or read book Essentials of Teaching Adapted Physical Education written by Samuel Hodge and published by Routledge. This book was released on 2017-09-29 with total page 433 pages. Available in PDF, EPUB and Kindle. Book excerpt: Essentials of Teaching Adapted Physical Education: Diversity, Culture, and Inclusion offers a wealth of knowledge for teaching today's diverse student population, including those with disabilities. Readers will learn how to teach a variety of students, organize learning within various curricular models, assess and evaluate students, and manage behavior. Readers will also learn more about the conditions and disabilities they may encounter when teaching, how to understand students' various abilities, and how to adapt and modify instructional methods to include all students. The book emphasizes the importance of being culturally responsive and acquiring the necessary knowledge to infuse appropriate, socially just practices into educational settings. Future teachers will learn how to apply culturally responsive instructional methods and behavior management strategies and will understand broader social and economic contexts for their students' behavior. At the same time, this book provides more than a how-to approach to teaching adapted physical education. Its content and features promote reflective learning, encouraging readers to anticipate the types of teaching situations and challenges that may arise and think through how they will respond. Scenarios and vignettes throughout provide context for the material and promote critical thinking and problem solving.
Download or read book Preserive Physical Education Attitudes Towards Teaching an Inclusionary Class written by Rachel L. Ball and published by . This book was released on 2020 with total page 99 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: An explanatory mixed methods design was used to investigate pre-service physical education attitudes towards teaching students with disabilities. The purpose of the quantitative portion of the study was to examine whether there was a difference in self-efficacy of pre-service teachers enrolled in an adapted physical education (APE) course with embedded fieldwork, teaching students with disabilities (Group 1; N = 19) versus pre-service teachers enrolled in a prerequisite course with fieldwork that does not include working with students with disabilities (Group 2; N = 25). Data was collected using the 33-question, Situational-Specific Self-Efficacy and Inclusion of Students with Disabilities in Physical Education (SE-PETE-D), Version 3.3 survey. Three separate two-way ANOVAs, one for each type of disability (ID, PD, VD), were conducted, where timing (pre, post) is a within-subjects factor and course (Group 1: APE course, Group 2: prerequisite course) was a between subjects factor. There was a significant main effect of timing between the pre and post survey for both groups, on all sections of the test. The results exhibited no significant interaction or main effect of the between-subjects factor (group) on increasing self efficacy. The researcher then conducted one-on-one semi structured interviews with purposeful selection of participants. The purpose of this qualitative portion was to investigate the following research question: what are pre-service physical education teacher’s self-efficacy towards teaching in an inclusion class? With the use of the data collected through a survey and interviews, this present study will provide professors with a better understanding of the readiness of pre-service teachers to teach in an inclusion class. Participants included three pre-service teachers, who were all currently enrolled in an APE course (Group 1). Open, axial, and selective coding was used to analyze data. Key themes included self concept, room for growth, and resources. Trustworthiness of the themes was established through the use of peer debriefing and member checking. The results acquired through the quantitative portion of the study provided future implications for increasing pre-service teachers self-efficacy when they enter into fieldwork. The results for the qualitative interviews conducted led to future implications for providing pre-service teachers the proper content and experience needed to gain self-efficacy in working with students with disabilities.
Download or read book Equity Diversity and Inclusion in Rehabilitation Sciences written by Adria Quigley and published by Frontiers Media SA. This book was released on 2023-12-12 with total page 83 pages. Available in PDF, EPUB and Kindle. Book excerpt: The impact of race, sex, gender, disability, and socioeconomic status on health and quality of life has been well established. Now, perhaps more than ever, there is a demand for equitable and timely access to rehabilitation. Incorporating principles of equity, diversity, inclusion, and accessibility into clinical practice and research is essential for addressing the unique needs of rehabilitation clients. There is also a need to critically examine the integration of anti-oppressive and anti-racist frameworks into rehabilitation care. Strategies that promote accessible and affordable participation, health promotion, technology, and interdisciplinary collaboration in rehabilitation are also needed. The impact of gender, sexual orientation, race and religion, and socioeconomic status on rehabilitation service delivery and outcomes is less well known. Within the context of rehabilitation science, we need to understand these differences and illuminate how to better serve equity-deserving groups.
Download or read book Case Studies in Adapted Physical Education written by Samuel Hodge and published by Routledge. This book was released on 2017-07-05 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt: The case studies in this book provide readers with opportunities to think critically about real-life situations that arise when working with children with varied abilities and disabilities, as well as opportunities to question and explore and to empower themselves in the process. The case scenarios illustrate actual experiences faced by a diverse group of general and adapted physical educators representing various contexts from self-contained APE classes and inclusive GPE (elementary, middle, and high school; urban, rural, and suburban) to youth sports, community recreation, and health club settings. When reading the book, pre-service and in-service teachers will be exposed to the issues facing physical educators as changes in federal law further mandate the inclusion of students with disabilities in general physical education classes and after-school sports. Identifying with the situations and characters in the cases will encourage readers to explore such issues as diversity and disability, attitude and ethics, behavior management and conflict resolution, and inclusion strategies. Questions following each case prompt readers to identify the critical issues and how the physical education professionals dealt with those issues, and then determine whether they would have handled the issues in the same way. Analyzing and discussing the cases will enable readers to formulate strategies for dealing with related issues and better prepare them to provide safe, satisfying, and successful physical activity experiences to individuals with varied abilities.
Download or read book Essentials of Teaching Adapted Physical Education written by Samuel Hodge and published by Routledge. This book was released on 2017-09-29 with total page 718 pages. Available in PDF, EPUB and Kindle. Book excerpt: Essentials of Teaching Adapted Physical Education: Diversity, Culture, and Inclusion offers a wealth of knowledge for teaching today's diverse student population, including those with disabilities. Readers will learn how to teach a variety of students, organize learning within various curricular models, assess and evaluate students, and manage behavior. Readers will also learn more about the conditions and disabilities they may encounter when teaching, how to understand students' various abilities, and how to adapt and modify instructional methods to include all students. The book emphasizes the importance of being culturally responsive and acquiring the necessary knowledge to infuse appropriate, socially just practices into educational settings. Future teachers will learn how to apply culturally responsive instructional methods and behavior management strategies and will understand broader social and economic contexts for their students' behavior. At the same time, this book provides more than a how-to approach to teaching adapted physical education. Its content and features promote reflective learning, encouraging readers to anticipate the types of teaching situations and challenges that may arise and think through how they will respond. Scenarios and vignettes throughout provide context for the material and promote critical thinking and problem solving.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 734 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Handbook of Effective Inclusive Schools written by James McLeskey and published by Routledge. This book was released on 2014-05-16 with total page 489 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the last decade, the educational context for students with disabilities has significantly changed primarily as a result of mandates contained in NCLB and IDEA. The purpose of this book is to summarize the research literature regarding how students might be provided classrooms and schools that are both inclusive and effective. Inclusive schools are defined as places where students with disabilities are valued and active participants in academic and social activities and are given supports that help them succeed. Effectiveness is addressed within the current movement toward multi-tiered systems of support and evidence-based practices that meet the demands of high-stakes accountability.
Download or read book Adapted Physical Education National Standards written by National Consortium for PE for Individuals With Disabilities and published by Human Kinetics. This book was released on 2019-03-18 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: Adapted Physical Education National Standards, Third Edition, thoroughly covers the latest Adapted Physical Education National Standards (APENS), offering current knowledge and best practices for teaching adapted physical education. This new edition solidifies the book’s reputation as an essential resource for adapted physical educators. Representing the first major revision to the standards since 2006, Adapted Physical Education National Standards, Third Edition, fully explains the 15 national standards as established by the National Consortium for Physical Education for Individuals with Disabilities (NCPEID). In addition to updating the national standards, this resource offers educators and professionals two other important updates: a new web study guide and a fresh design of the text. The study guide includes important information and more than 1,100 sample test questions for educators who are studying to take the Certified Adapted Physical Educator (CAPE) exam. This new tool allows candidates to prepare for the exam by taking practice quizzes based on the content within each standard. For each practice quiz, the reader is presented with questions randomly drawn from a pool of questions for that standard, ensuring a wide variety of sample exam possibilities. The candidate then receives a score and can review the correct and incorrect answers to determine areas for further study. Candidates can also view and download a comprehensive list of all questions for all standards. The new text design makes the content within each standard easier to read, providing a greater understanding of each level at a glance. Each of the 15 standards is presented in five levels. The level for a typical standard is organized this way: Level 1: the standard number and name Level 2: the major components of the standard Level 3: the standard’s subcomponents—dependent pieces of knowledge of fact or principle related to the major component Level 4: adapted physical education content—additional knowledge regarding the subcomponents that teachers working with individuals with disabilities need to know Level 5: application of adapted physical education content from level 4 to teaching individuals with disabilities Levels 1 through 3 outline the basic instructional competencies that physical educators who teach students in integrated or segregated environments must be able to demonstrate. Those levels provide the foundation for levels 4 and 5. The standards are logical extensions of SHAPE America’s 2017 National Standards for Initial Physical Education Teacher Education, SHAPE America’s 2008 Advanced Standards for Physical Education, and the National Board for Professional Teaching Standards’ 2014 Physical Education Standards. Adapted Physical Education National Standards, Third Edition, is useful for a variety of stakeholders: Physical education majors and in-service teachers who are preparing for the APENS exam Higher education faculty members who want to evaluate their adapted physical education preparation programs K-12 administrators who want to use APENS exam results for reviewing and hiring new teachers Parents of children who require adapted physical education instruction, to inquire at their child’s IEP meeting about the qualifications of the physical educator for their child The book features an appendix of Frequently Asked Questions, a glossary of terms that includes abbreviations and acronyms in the field, and a summative list of references that were used by NCPEID committees in developing the APENS standards. It also includes an overview of NCPEID and a detailed description of how the standards and the certification exam were developed. Adapted Physical Education National Standards, Third Edition, will keep readers up to date on the standards, help them prepare for the CAPE exam, and help ensure that high-quality adapted physical education is available for all students who can benefit from it.
Download or read book Inclusion in Sport Education written by Allison Jordan Jackson and published by . This book was released on 2013 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: Sport Education has been suggested as an appropriate curriculum model to provide an environment conducive to accommodate many students at one time. The present study explored this notion, investigating (a) students without disabilities' conceptions and experiences of participating in a season of Sport Education alongside students with disabilities, (b) voices of students with disabilities regarding their perceptions and experiences of participation in a season of Sport Education, and (c) middle school physical education teachers' perceptions of using the Sport Education curriculum model to include students with disabilities in the general physical education classroom. Participants included 66 seventh grade students, including four students with intellectual and behavioral disabilities, participating in a flag football Sport Education season. Data collection methods comprised formal and informal interviews, focus group interviews, field notes, observations with field notes, critical incident reports and self-reflective journals for teachers. In addition, all lessons were videotaped. Through a Contact Theory framework, the results for students without disabilities showed Sport Education provided enjoyable participation among students, gave students learning ownership, and provided positive experiences with students with disabilities. Five sub-themes aided understanding these students' experiences: a sense of inclusion, perceptions of equality, a climate of assisting others, modifications to the activities, and a greater understanding of students with disabilities. Findings indicated students with disabilities felt they were socially accepted, participated in a student-centered learning environment, had assistance in learning, and perceived responsibilities and participation. Sport Education allowed students with disabilities to take ownership in learning alongside their peers by working in small groups, getting to know other students, and participating in physical education more meaningfully. The Theory of Planned Behavior was used to explore the three physical education teachers' perceptions of using the Sport Education curriculum model to include students with disabilities. Findings indicated that this inclusion is more likely when teachers have positive attitudes toward inclusion. Recognizing a significant amount of a priori planning occurs, teachers also perceived successful inclusion of students with disabilities happens when it promotes a sense of belonging among all students and allows students with disabilities to fulfill meaningful responsibilities during the course of Sport Education.
