Adapted Physical Education Programs for Mentally Retarded Children

1994 ◽  
pp. 20-24
Author(s):  
Gudrun Doll-Tepper
Keyword(s):  
Physical Education ◽  
Mentally Retarded ◽  
Adapted Physical Education ◽  
Education Programs ◽  
Mentally Retarded Children

Influence of Test Selection on Physical Education Placement of Mentally Retarded Children

1984 ◽  
Vol 1 (2) ◽  
pp. 112-117 ◽  
Author(s):  
Geoffrey D. Broadhead ◽  
Gable E. Church
Keyword(s):  
Physical Education ◽  
Motor Performance ◽  
Short Form ◽  
Mentally Retarded ◽  
Data Set ◽  
Motor Proficiency ◽  
Motor Functioning ◽  
Class Differences ◽  
Discriminant Analyses ◽  
Mentally Retarded Children

Intact classes of mentally retarded and nonhandicapped children were administered the Physical Dexterity scales of the System of Multicultural Pluralistic Assessment and the short form of the Bruininks-Oseretsky Test of Motor Proficiency. Separate discriminant analyses of each data set revealed that the subjects comprised four distinct levels of motor performance. Although overall predicted correct classification was above 65%, misclassifications occurred in each class. Differences resulting from the separate analyses suggest differential program placement for physical education. There is a tendency for the Physical Dexterity data to predict higher levels of motor functioning than the Motor Proficiency data for half of the mentally retarded children.

scholarly journals Pengembangan Model Permainan Olahraga Freeball pada Pembelajaran Penjas Adaptif Anak Tunagrahita di SLB Se-Kabupaten Kendal

2020 ◽  
Vol 5 (2) ◽  
pp. 68-75
Author(s):  
Yoga Lilo Anung Anindhito
Keyword(s):  
Physical Education ◽  
Adaptive Learning ◽  
Final Stage ◽  
Large Scale ◽  
Mentally Retarded ◽  
Game Model ◽  
A Value ◽  
Adaptive Physical Education ◽  
Mentally Retarded Children ◽  
Development Methods

This study aims to develop the Model of Freeball Sports Games in Adaptive Physical Education in SLB in Kendal Regency and to determine the feasibility of Freeball sports game products based on the assessment of adaptive physical experts, modification game experts, and retarded students in SLB. According to Edo Dwi Cahyono in Sugiyono (2011: 297). Research and development methods are methods used to produce certain products, and test the effectiveness of these products. Validation was carried out by adaptive physical material experts, modification game material experts. The developed product was tested for eligibility for mentally retarded students in SLB in Kendal Regency. The results of the study showed that the feasibility level of the Freeball sports game model on adaptive learning for mentally retarded children was assessed: 1) Expert material I at the final stage obtained a value of 87.7% which was included in the "Eligible" category, 2) The final stage II expert material obtained a value of 84.6% which is included in the "Eligible" category, 3) Respondents on a large scale of 20 students, 18 declared worthy of a percentage of 80% while 2 students declared quite decent with the percentage of 20% included in the "Eligible" category of students' responses to this Freeball game model when tested on average showed a positive response by getting a percentage of ≥70% for each indicator. Thus the Freeball sports game model in adaptive physical education learning for mentally retarded children in SLB in Kendal Regency is feasible to be used as an adaptive education learning tool in SLB schools.

Impact of the Education of the Handicapped Act on Adapted Physical Education: A 10-Year Overview

1987 ◽  
Vol 4 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Michael W. Churton
Keyword(s):  
Special Education ◽  
Physical Education ◽  
Federal Government ◽  
Financial Assistance ◽  
Adapted Physical Education ◽  
Education Programs ◽  
Degree Relative ◽  
Areas Of Concern ◽  
Definition Of

In the 10 years since the enactment of the Education of the Handicapped Act (EHA) (1975), special education has grown substantially. Physical education, although cited within the definition of special education, has not grown to the same degree relative to number of teachers trained and children served. Financial assistance from the federal government helped develop adapted physical education programs but it has not been adequate to meet the needs. Several areas of concern are identified and recommendations are made for possible implementation of the physical education mandate of the EHA.

Parents: Forgotten Teacher Aides in Adapted Physical Education

1984 ◽  
Vol 1 (4) ◽  
pp. 275-281 ◽  
Author(s):  
Sherry L. Folsom-Meek
Keyword(s):  
Physical Education ◽  
Motor Development ◽  
Adapted Physical Education ◽  
Support Personnel ◽  
Education Programs ◽  
Handicapped Children ◽  
Motor Abilities ◽  
Supplementary Instruction ◽  
Teacher Aides ◽  
Parent Child Relationships

The use of parents of handicapped children as support personnel to augment adapted physical education instruction is discussed. Reports in the literature support supplementary instruction by parents to enhance children’s physical and motor development gains. Possible benefits include improvement of students’ motor abilities and fitness levels, enrichment of parent-child relationships, and strengthening of adapted physical education programs.

THE DEVELOPMENT OF COORDINATION ABILITIES OF MENTALLY RETARDED CHILDREN 9–11 YEARS OLD BY MEANS OF PHYSICAL EDUCATION

2017 ◽  
Vol 22 (6 (170)) ◽  
pp. 151-159
Author(s):  
Vera Borisovna BOLDYREVA ◽  
◽  
Aleksander Yurevich KEYNO ◽  
Pavel Mikhaylovich GRITSKOV ◽  
◽  
...  
Keyword(s):  
Physical Education ◽  
Mentally Retarded ◽  
Mentally Retarded Children

Recreation for the Mentally Retarded: A Summary of Major Activities

1967 ◽  
Vol 33 (7) ◽  
pp. 491-497 ◽  
Author(s):  
Wayne L. Sengstock ◽  
Julian U. Stein
Keyword(s):  
Physical Education ◽  
American Association ◽  
Mental Deficiency ◽  
Mentally Retarded ◽  
National Association ◽  
Boy Scouts ◽  
Education Programs ◽  
Boy Scouts Of America ◽  
Information Center

Platform statements, objectives, activities, and special projects of the National Association for Retarded Children, American Association for Health, Physical Education and Recreation, Joseph P. Kennedy, Jr. Foundation, National Recreation and Park Association, American Association on Mental Deficiency, Boy Scouts of America, and Information Center—Recreation for the Handicapped are discussed in terms of their contributions to recreation and physical education programs for the mentally retarded.

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