Preschoolers with Developmental Delays, Adapted Physical Education, Related Services, Physical Activity, and Collaborative Teaching

2018 ◽  
pp. 145-159
Author(s):  
Nathan M. Murata
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Developmental Delays ◽  
Collaborative Teaching ◽  
Adapted Physical Education ◽  
Related Services

scholarly journals Obstacles Adapted Physical Education Specialists Encounter When Developing Transition Plans

2000 ◽  
Vol 17 (2) ◽  
pp. 222-236 ◽  
Author(s):  
Deborah L. Krueger ◽  
Patrick DiRocco ◽  
Manny Felix
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
School Districts ◽  
Social Isolation ◽  
Transition Planning ◽  
Transition Services ◽  
Return Rate ◽  
Adapted Physical Education ◽  
Transition Plans ◽  
Budget Restrictions

The purpose was to ascertain what obstacles adapted physical education (APE) specialists in Wisconsin had encountered while developing physical activity leisure transition plans (LTP) in accordance with the PL 105-17 mandate on transition services. Also addressed were the reasons why some APE specialists had not written LTPs or been involved in transition planning. Participants included 155 APE specialists representing 91 school districts in Wisconsin who returned a mailed questionnaire (i.e., a 75% return rate). Results indicated that only 21% (n = 33) of the APE specialists had written a LTP. Sixty-four percent (n = 78) of the specialists who reported not having written a LTP said that they had never been asked to be part of transition planning. APE specialists who had written LTPs indicated that transportation, social isolation, and budget restrictions were the greatest barriers.

Terminology Usage: A Case for Clarity

1993 ◽  
Vol 10 (2) ◽  
pp. 87-96 ◽  
Author(s):  
David L. Porretta ◽  
John Nesbitt ◽  
Stan Labanowich
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Service Delivery ◽  
Adapted Physical Education ◽  
Sport Organizations ◽  
Adapted Physical Activity ◽  
Gross Motor ◽  
Physical Recreation ◽  
High Level ◽  
Instructional Settings

This article addresses the issue of terminology by discussing the terms adapted physical education, adapted physical recreation, adapted sport, and adapted physical activity. Reasons are presented which suggest that these terms, taken collectively, may best describe movement of a gross motor nature that pertains to individuals with disabilities. A terminology framework is then proposed that is based on both conceptual and practical programmatic considerations within the context of service delivery. This context utilizes all four of the above terms, which are presented within the notion of inclusion. The terms adapted physical education, adapted physical recreation, and adapted sport are conceptualized within the context of adapted physical activity. Within this service delivery context, adapted physical education refers to all curriculum-based instructional settings in educationally oriented environments, adapted physical recreation refers to activity in nonschool contexts, and adapted sport refers to high-level competition by elite performers under the governance of formal sport organizations.

scholarly journals A PESQUISA EM ATIVIDADE FÍSICA ADAPTADA: OBJETOS DE ESTUDO E METODOLOGIAS

2017 ◽  
Vol 20 (1) ◽  
Author(s):  
Maria Luiza Tanure Alves ◽  
Jalusa Storch ◽  
Gabriela Harnisch ◽  
Aline Miranda Strapasson ◽  
José Júlio Gavião de Almeida ◽  
...  
Keyword(s):  
Physical Activity ◽  
Individual Differences ◽  
Physical Education ◽  
Adapted Physical Education ◽  
Quality Of Education ◽  
Education For All ◽  
Adapted Physical Activity ◽  
Disciplinary Knowledge ◽  
Quantitative Design

RESUMOO texto aborda a construção da Atividade Física Adaptada (AFA) como área de conhecimento, abordando seu desenvolvimento, objetos de estudos, métodos e resultados alcançados. Estudos epistemológicos definem a AFA como um campo de conhecimentos cross-disciplinar, com foco em três pontos: 1) Adaptação; 2) Diferenças Individuais; 3) Atividade Física. Há predominância pelo design quantitativo com crescimento nos estudos qualitativos. No campo da educação física adaptada, a inclusão começa a ser defendida como melhoria da qualidade de ensino para todos e não apenas para alunos com deficiência. Há necessidade de reflexão sobre o acesso e o impacto das pesquisas na prática profissional.Palavras-chave: Pesquisa. Atividade Física Adaptada. Educação Física Adaptada.  Research on Adapted Physical Activity:study objects and methodologies.ABSTRACTThe text covers the construction of Adapted Physical Activity(APA) as na área of knowledge,addressing its development, subjects, methods and results. Epistemological studies define APA as na área of cross-disciplinary knowledge, focusing on three points:1) Adaptation; 2) Individual Differences; 3) PhysicalActivity. Quantitative design predominates, but the number of qualitative studies is increasing. In the Field of adapted physical education, inclusion has been understood as na improvement in the quality of education for all and not just for students with disabilities.It is necessary to re-think the access and impact of research in professional practice.Keywords: Research. Adapted Physical Activity. Adapted Physical EducationLa investigación sobre la Actividad Física Adaptada:objetos de estúdio y metodologías.RESUMENEl texto abarca la construcción de la Actividad Física Adaptada (APA) como un área de conocimiento, frente a su desarrollo, los estudios de objetos, métodos y resultados. Estudios epistemológicos definen la AFA como un campo de conocimiento multidisciplinar, centrándose en tres puntos: 1) Adaptación; 2) Las diferencias individuales; 3) Actividad Física. Hay un predominio por diseño cuantitativo con un crecimiento en los estudios cualitativos. En el campo de la educación física adaptada, la inclusión comienza a ser defendido como la mejora de la calidad de la educación para todos y no sólo para los estudiantes con discapacidades. Existe la necesidad de reflexión sobre el acceso y el impacto de la investigación en la práctica profesional.Palabras clave: Investigación. Adaptado de la Actividad Física. Educación Física Adaptada.

The Need for a National Consortium

1986 ◽  
Vol 3 (2) ◽  
pp. 143-146
Author(s):  
Leon E. Johnson
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Activities ◽  
Human Condition ◽  
Adapted Physical Education ◽  
Children And Youth ◽  
Historical Events ◽  
Handicapped Children ◽  
Look Back ◽  
History Of

Since the beginning of recorded history, physical activity has been recognized as a helpful adjunct to the improvement of the human condition. The history of special physical activities for handicapped individuals ranges from the early Greeks and Romans to the present day, when adapted physical education is a legal mandate for all handicapped children and youth. To answer the question, “Is there need for a National Consortium?” one must look back at historical events and recognize that only through an organized effort can goals in adapted physical education for the handicapped be reached.

Relationship among Socialization, Attitude, and Placement with Participation in Physical Activity of Students with Emotional Disorders

1993 ◽  
Vol 76 (1) ◽  
pp. 287-292 ◽  
Author(s):  
William J. Merriman
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Emotional Disorders ◽  
Social Systems ◽  
Significant Others ◽  
Adapted Physical Education ◽  
Positive Attitudes ◽  
Activity Preferences

206 students, with emotional disorders, ages 14 to 21 years in main-streamed and adapted physical education classes, were surveyed concerning their participation in physical activity, attitude toward physical activity, and the influence of significant others in their participation. Significant relations were found between participation in and attitude toward physical activity, influence of social systems, and physical education placement. Subjects showed activity preferences and rates of participation in physical activity similar to those of nondisabled peers. Subjects expressed positive attitudes toward physical activity and indicated that encouragement from parents, siblings, peers, teachers, and coaches was important in their participation.

scholarly journals Očekávané kompetence studentů oborů aplikované pohybové aktivity a aplikovaná tělesná výchova a jejich rozvoj na základě vstupního předmětu kurz pobytu v letní přírodě

2013 ◽  
Vol 7 (3) ◽  
pp. 77-91
Author(s):  
Petra Brusová ◽  
Ondřej Ješina
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Interpersonal Relationships ◽  
Professional Competence ◽  
Adapted Physical Education ◽  
Input Rate ◽  
Adapted Physical Activity ◽  
Persons With Disabilities ◽  
Basic Approaches ◽  
Individual Professional

Study of adapted physical activity (APA) and adapted physical education (ATV) are taught on the FTK UP Olomouc, together with three individually-oriented modules aimed at teaching ability, adapted physical activity and special pedagogy. Summer course focusing on getting to know the future content of teaching and the development of individual professional qualifications is jointed at the beginning of the study. The aim of the investigation was to determine the prerequisites for study, the influence of the input rate on the expected professional competence were involved 88 people (53 women, 35 men), the average age was 23 years old (the youngest 7, the eldest 50 years). On the basis of our findings is the most common secondary education completed (an unrelated field). The expected employment, which they would like to study (both discipline) is a teacher (most often with a focus on physical education). Only 2 % of students not in the IP experience working with persons with disabilities (the most common experiences we have with persons with disabilities). In terms of the benefits of the course, students shall be considered as input for easing the development of cooperative skills, highly evaluate the formation of interpersonal relationships and understanding of basic approaches when modifications programs to the needs of persons with special needs.

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