Book Description
Examines the role of the adapted physical education teacher to assist students with disabilities to make the transition from school-based instruction to the use of community resources for recreation.
Author : Renae E. Bock
Publisher :
Page : 158 pages
File Size : 16,41 MB
Release : 2001
Category : Physical education for people with disabilities
ISBN :
Examines the role of the adapted physical education teacher to assist students with disabilities to make the transition from school-based instruction to the use of community resources for recreation.
Author : Rebecca K. Lytle
Publisher :
Page : 310 pages
File Size : 31,79 MB
Release : 1999
Category : Physical education for people with disabilities
ISBN :
The use of consultation as a means of delivering educational instruction to students with disabilities in the general physical education setting is becoming increasingly prevalent in the United States and is most frequently operationalized in a triadic model. In this model the adapted physical educator serves as the consultant, the general physical educator serves as the consultee, and the student serves as the target, or the one who receives the intervention. The purpose of this phenomenological study was to answer the following questions. What are adapted physical education specialists' perceptions about consultation as a delivery model for individuals with disabilities? How do adapted physical education specialists define an effective consultation model for adapted physical education? How do adapted physical education specialists define their role in the consultation process? Six adapted physical education specialists participated in this study. Analysis included two in-depth individual interviews, a one-day field observation with each participant, researcher notes, and a final focus group including, definition, situational context factors, effectiveness, skills, training, consultation model preferences and roles. It was apparent from these participants that consultation interactions on behalf of students with disabilities varied greatly based on the multidimensional and dynamic nature of the educational environment. Results showed that the use of consultation was more prevalent with middle and high school students. It was also found that adapted physical education (APE) consultation could be presented on a continuum from proximal to distal, dependent on the degree of interaction between the APE specialist, the general education teacher and the student. The effectiveness of consultation was dependent upon the general education teacher's attitude, the APE specialist's skills, and the degree of administrative support. Finally, five roles of the APE consultant were delineated from the participants' descriptions of their job-related interactions. These roles were; advocate, educator, courier, supporter/helper, and resource coordinator.
Author : Colleen M. Romero
Publisher :
Page : 314 pages
File Size : 37,58 MB
Release : 2006
Category : Physical education for children with disabilities
ISBN :
Author : National Consortium for Physical Education and Recreation for Individuals with Disabilities (U.S.)
Publisher : Human Kinetics Publishers
Page : 228 pages
File Size : 27,65 MB
Release : 1995
Category : Business & Economics
ISBN :
This essential reference represents the first published national standards of basic competency for adapted physical education. Developed by the National Consortium for Physical Education and Recreation for Individuals with Disabilities (NCPERID), Adapted Physical Education National Standards clearly defines what any professional needs to know to be a qualified adapted physical educator. Adapted Physical Education National Standards is the culmination of 2 years of work by more than 500 adapted physical educators nationwide. The book presents 15 broad standards based on the roles, responsibilities, and perceived professional needs of practicing adapted physical educators. Each standard is broken down into five levels that were subjected to rigorous review by several committees. The result is an outstanding reference for any professional who works with children with disabilities in the physical education setting. Practitioners will find the book rich in adapted physical education content and example applications. It's also an essential guide for readers preparing for the NCPERID adapted physical education certification examination and an excellent supplemental text for adapted physical education courses.
Author : Jami R. Davis
Publisher :
Page : 148 pages
File Size : 44,18 MB
Release : 2005
Category :
ISBN :
Author : Rebecca K. Lytle
Publisher :
Page : pages
File Size : 13,1 MB
Release : 1999
Category :
ISBN :
Author : SHAPE America - Society of Health and Physical Educators
Publisher : Human Kinetics
Page : 136 pages
File Size : 12,46 MB
Release : 2014-03-13
Category : Education
ISBN : 1492584789
Focused on physical literacy and measurable outcomes, empowering physical educators to help students meet the Common Core standards, and coming from a recently renamed but longstanding organization intent on shaping a standard of excellence in physical education, National Standards & Grade-Level Outcomes for K-12 Physical Education is all that and much more. Created by SHAPE America — Society of Health and Physical Educators (formerly AAHPERD) — this text unveils the new National Standards for K-12 Physical Education. The standards and text have been retooled to support students’ holistic development. This is the third iteration of the National Standards for K-12 Physical Education, and this latest version features two prominent changes: •The term physical literacy underpins the standards. It encompasses the three domains of physical education (psychomotor, cognitive, and affective) and considers not only physical competence and knowledge but also attitudes, motivation, and the social and psychological skills needed for participation. • Grade-level outcomes support the national physical education standards. These measurable outcomes are organized by level (elementary, middle, and high school) and by standard. They provide a bridge between the new standards and K-12 physical education curriculum development and make it easy for teachers to assess and track student progress across grades, resulting in physically literate students. In developing the grade-level outcomes, the authors focus on motor skill competency, student engagement and intrinsic motivation, instructional climate, gender differences, lifetime activity approach, and physical activity. All outcomes are written to align with the standards and with the intent of fostering lifelong physical activity. National Standards & Grade-Level Outcomes for K-12 Physical Education presents the standards and outcomes in ways that will help preservice teachers and current practitioners plan curricula, units, lessons, and tasks. The text also • empowers physical educators to help students meet the Common Core standards; • allows teachers to see the new standards and the scope and sequence for outcomes for all grade levels at a glance in a colorful, easy-to-read format; and • provides administrators, parents, and policy makers with a framework for understanding what students should know and be able to do as a result of their physical education instruction. The result is a text that teachers can confidently use in creating and enhancing high-quality programs that prepare students to be physically literate and active their whole lives.
Author : Jeffrey P. Bakken
Publisher : Charles C. Thomas Publisher
Page : 226 pages
File Size : 42,34 MB
Release : 2008
Category : Education
ISBN :
Author :
Publisher :
Page : 520 pages
File Size : 39,38 MB
Release : 2000
Category : Physical education for people with disabilities
ISBN :
Author : Carol A. Kochhar-Bryant
Publisher : Prentice Hall
Page : 0 pages
File Size : 40,17 MB
Release : 2009
Category : Youth with disabilities
ISBN : 9780132050869
Bringing together the expertise of two of the most experienced scholars in transition personnel preparation this up-to-date text offers a balanced presentation of theory, research, and practice in regard to career guidance and transition for youth with disabilities. Its contemporary focus on such issues as inclusive education, cultural and linguistic diversity, and self-determination and advocacy creates a text with broad-based appeal; while its thorough scholarship supports content with a solid foundation in theory and research. The text is divided into three sections: Philosophical and Policy Foundations (Chapters 1-5), Implementation of Transition in Local Systems (Chapters 6-12), and Cultural Issues and Leadership for Transition (Chapters 13 & 14), which can be used together or independently. It includes a unique, cross-categorical model emphasizing a wide variety of transition pathways; and, offers numerous practical suggestions for how to draft IEP transition language related to this model. The authors address many of the emerging issues and content areas not fully addressed in other transition texts, those being: The role of the general education teacher in middle and secondary general education classrooms and in community-based experiences; The crucial need for better educational and employment preparation systems to support youth with disabilities; The challenge educators face in developing educational programs that serve a diverse population of learners, including those with disabilities, at-risk for school failure, former school drop-outs, those with limited English proficiency, and teen parents; Sensitivity to and conceptual understanding of how cultural orientation affects attitudes toward work and careers; The need for transition professionals to clearly link self-determination concepts, career assessment, and individual transition planning; A deep understanding of the history of transition services, and the federal and state laws that provide authority and guidance to practice. This thoroughly updated text covers research-based best practices and ensures readers come away with the most current information and the broadest possible definition of transition.