Adapted Physical Education Consultant Service Model to Facilitate Integration

The purpose of this research was to develop and test an adapted physical education consultant model to assist regular elementary school classroom teachers to include children with special needs into regular physical education. The consultation model consisted of (a) Level 1, conducting a needs assessment, (b) Level 2, designing/implementing the program, and (c) Level 3, evaluating the program. The model was tested in two communities in Finland using the intensive and the limited consulting approaches. Data collection methods included videotaped observations of teacher and students, interviews, dialogue at interdisciplinary team meetings, and journals. Results are presented as case studies, which describe the process and product over a 2-month period of model implementation. Analysis of data indicate that classroom teachers, paraprofessionals, and students benefited from the consultant model. The adapted physical education consultant model appears to be a viable approach in facilitating the integration of children with special needs.

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Integrating Children with Special Needs in Physical Education: A School District Assessment Model from Finland

Adapted Physical Activity Quarterly ◽

10.1123/apaq.11.1.44 ◽

1994 ◽

Vol 11 (1) ◽

pp. 44-56 ◽

Cited By ~ 15

Author(s):

Pilvikki Heikinaro-Johansson ◽

Claudine Sherrill

Keyword(s):

School District ◽

Physical Education ◽

Special Needs ◽

Assessment Model ◽

Classroom Teachers ◽

Children With Special Needs ◽

Students With Special Needs ◽

Education Planning ◽

Important Barrier ◽

Priority Needs

The purpose was to develop a model to guide assessment for physical education planning for integration and inclusion at the school district level. A secondary goal was to determine if teachers’ gender, age, education, and experience of teaching children with special needs are associated with beliefs about barriers to integration. To test the model, data were collected from physical education specialists and classroom teachers in central Finland. The survey instruments were three scales: (a) Awareness of Individual Differences Survey, (b) Survey of Adapted Physical Education Needs–Finnish modification (SAPEN-F), and (c) Teacher Beliefs About Physical Education Integration Scale. Results indicated that Finnish teachers know they have students with special needs. PE specialists and classroom teachers share many common beliefs about priority needs. Teachers believe that the most important barrier that hinders physical education integration is attitude. The model described herein worked in Finland and is ready for further testing by other countries.

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Inclusive Classes in Physical Education: Teachers' Difficulties

Journal of International Special Needs Education ◽

10.9782/jisne-d-15-00020.1 ◽

2016 ◽

Vol 19 (1) ◽

pp. 25-33

Author(s):

Gabriela Gallucci Toloi ◽

Eduardo José Manzini ◽

Diego Machado Spoldaro ◽

Lucas Ventura Zacarias

Keyword(s):

Physical Education ◽

Focus Groups ◽

Special Needs ◽

Analysis Data ◽

Physical Education Teachers ◽

Children With Special Needs ◽

Students With Special Needs ◽

Verbal Interactions ◽

Inclusive Settings ◽

Interview Guide

Abstract The successful inclusion of students with special needs in physical education classes requires much planning and preparation. Lack of preparation of physical education teachers working in inclusive settings in Brazil has demonstrated the need for specialized training in strategies for implementing inclusion. The goal of this study was to identify, through self-reporting, common difficulties physical education teachers experienced while teaching children with special needs in inclusive environments. Two focus groups of physical education teachers who taught children with special needs were interviewed to provide data. Focus groups met twice for an average of two hours each meeting. An interview guide was employed to encourage discussion and idea sharing. Verbal interactions were transcribed and subjected to content analysis. Data analysis identified seven subthemes related to difficulties commonly experienced by the teachers working in inclusive environments: 1) access to diagnoses; 2) physical education syllabus; 3) inclusion and physical education; 4) architectural and administrative barriers; 5) family collaboration; 6) relationships with other professionals; 7) teacher training. Identifying these subthemes of commonly shared difficulties relating to successful inclusion may help guide the development of a training program for including students with special needs in physical education classes.

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Pendampingan Guru Inklusi melalui Kegiatan Capacity Building sebagai Upaya Peningkatan Layanan Tumbuh Kembang Anak Berkebutuhan Khusus di Madrasah Ibtidaiyah Badrussalam Surabaya

Engagement : Jurnal Pengabdian Kepada Masyarakat ◽

10.29062/engagement.v2i1.26 ◽

2018 ◽

Vol 2 (1) ◽

pp. 80-98

Author(s):

M. Amin ◽

Ahmad Syafi’i ◽

Ainna Amalia FN ◽

Lely Ana Ferawati Ekaningsih

Keyword(s):

Special Needs ◽

Team Teaching ◽

Shared Responsibility ◽

Best Interests ◽

Classroom Teachers ◽

Children With Special Needs ◽

Individualized Learning ◽

Constructive Feedback ◽

Teacher Needs ◽

Teacher Classroom

Children with special needs require individualized learning services based on the problems they have. Teachers are required to have sufficient capacity in providing services to children with special needs, the services given must be different from the children in general. Especially in designing learning, teachers should accommodate the needs of the team teaching. Madrasah Ibtidaiyah Badrussalam Surabaya is a relatively new pioneering school of inclusion, so the teacher needs to be strengthened with intensive mentoring capacity. As a result, the concept of curriculum integration, lesson plans integration, and the integration of three components of teachers, special assistance teacher, classroom teachers, and subject teachers, who have been assisting children with special needs students can establish more intensive communication and collaboration and mutually reinforcing between one and Others. Teachers provide constructive feedback on the best interests of providing the best service for the students of children with special needs. Each teacher has already felt that the students with the special needs are a shared responsibility, unable to grow only to classroom teachers or Children with special needs only.

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Innovation of Adaptive Physical Education in the Teacher's Perspective on Children with Special Needs

International Journal of Multicultural and Multireligious Understanding ◽

10.18415/ijmmu.v8i7.2888 ◽

2021 ◽

Vol 8 (7) ◽

pp. 543

Author(s):

Awik Retyaka Afudaniati ◽

Mohammad Furqon Hidayatullah ◽

Tri Rejeki Andayani

Keyword(s):

Physical Education ◽

Data Collection ◽

Special Needs ◽

Learning Process ◽

Qualitative Data ◽

Children With Special Needs ◽

Main Obstacle ◽

Adaptive Physical Education ◽

Teacher's Perspective ◽

Qualitative Data Collection

The purpose of the study was to investigate the teacher's views on learning innovations for adaptive physical education for children with special needs. This study uses descriptive qualitative data collection through observation, questionnaires, and interviews. This study involved 10 SDLB teachers in Temanggung. In this study, the teacher understands; first, a sense of responsibility expressed by all respondents to provide and design a learning process that supports the needs of students. Second, the main obstacle that occurs to teachers is in modifying the implementation of learning that is tailored to the conditions and needs of students. Third, teachers need adaptive physical education learning innovations for children with special needs. Fourth, teachers are motivated to implement and develop adaptive physical education learning innovations for children with special needs associated with local wisdom values.

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The Consultation Process: Adapted Physical Education Specialists’ Perceptions

Adapted Physical Activity Quarterly ◽

10.1123/apaq.19.3.261 ◽

2002 ◽

Vol 19 (3) ◽

pp. 261-279 ◽

Cited By ~ 12

Author(s):

Rebecca K. Lytle ◽

Doug Collier

Keyword(s):

High School Students ◽

Physical Education ◽

General Education ◽

Phenomenological Study ◽

Study Data ◽

Adapted Physical Education ◽

School Students ◽

Consultation Process ◽

Individual Interviews ◽

Consultation Model

The purpose was to examine adapted physical education (APE) specialists’ perceptions about consultation as a delivery model for individuals with disabilities. Six APE specialists (4 female, 2 male) from California participated in this phenomenological study. Data came from in-depth individual interviews, field observations, researcher notes, and focus group interactions. Analysis revealed distinct categories related to consultation: definition, contextual factors, effectiveness (benefits, barriers, documentation), competency, training, and consultation model preferences. Consultation interactions varied greatly because of the dynamic nature of the educational environment. The use of consultation was more prevalent with middle and high school students. Adapted physical education consultation occurred on a continuum from proximal to distal, dependent on the degree of interaction between the APE specialist, the general education (GE) teacher, and the student. The effectiveness of consultation was dependent upon the GE teacher’s attitude and the APE specialist’s communication skills and competencies.

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Poučevanje predmeta šport z vidika kompetenc razrednih učiteljev

Revija za elementarno izobraževanje ◽

10.18690/rei.13.4.413-428.2020 ◽

2020 ◽

Vol 13 (4) ◽

pp. 413-428

Author(s):

Jurij Planinšec ◽

Črtomir Matejek

Keyword(s):

Physical Activity ◽

Physical Education ◽

Elementary Teachers ◽

Special Needs ◽

Children With Special Needs ◽

Activity Involvement

The Physical Education Teaching in Terms of the Elementary Teachers' Competencies. The main aim of this study was to find out how elementary teachers evaluate their competence for teaching Physical Education (PE) regarding seniority and physical activity involvement. The study was conducted on a non-randomized sample of 220 elementary teachers teaching PE. The results show that the highest assessed competences include the ability to plan, organize, implement and evaluate sports lessons. Teachers rated as lowest those competencies related to integrating and working with children with special needs in PE lessons.

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PERAN PENDIDIKAN DALAM PROSES PEMBELAJARAN INKLUSIF (STUDI KASUS DI SD MUHAMMADIYAH DADAPAN KABUPATEN SLEMAN)

Jurnal Fundadikdas (Fundamental Pendidikan Dasar) ◽

10.12928/fundadikdas.v1i1.67 ◽

2018 ◽

Vol 1 (1) ◽

pp. 29

Author(s):

Arum Umamil Banati ◽

Nurul Hidayati Rofiah

Keyword(s):

Special Needs ◽

Learning Process ◽

Classroom Teacher ◽

Target Object ◽

Classroom Teachers ◽

Children With Special Needs ◽

Students With Special Needs ◽

Regular School ◽

Inclusive Learning

Inclusive learning is to provide a service system for children with special needs to be served in the nearest school or regular school with their peers. In the implementation of inclusive learning in schools requires serious handling from related parties, especially parents, the school, government and the community. Therefore, researchers want to know how the role of educators in the inclusive learning process in SD Muhammadiyah Dadapan Sleman District. This research is a qualitative research with descriptive approach of case study. The subject of this research is principal, classroom teacher, subject teacher, special tutor and student. Target object in this research is the role of educator (classroom teacher, special tutor, and children with special needs) in inclusive learning at SD Muhammadiyah Dadapan, Sleman District.Based on the research results obtained conclusions as follows: (1) Educators referred to in this study are classroom teachers, special tutors and subject teachers. The role of special mentor teachers is only as a consultant if the class teacher has difficulty in guiding students with special needs during the learning process in the classroom. The role of classroom teachers and subject teachers is crucial in the inclusive learning process, in schools because students with special needs are more often guided by classroom teachers and subject teachers. (2) Competent educators will be better able to create an effective, enjoyable learning environment, and will be better able to manage the class, so that learning can run optimally. To create a conducive learning atmosphere the educator must have 4 competencies, namely pedagogic competence, personality competence, social competence, and professionalism.

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Knowledge of and Attitudes towards Children with Special Needs by Selected Groups

Perceptual and Motor Skills ◽

10.2466/pms.1994.79.1.19 ◽

1994 ◽

Vol 79 (1) ◽

pp. 19-23 ◽

Cited By ~ 4

Author(s):

Nickoletta Sakadami-Angelopoulou ◽

John Tsikoulas ◽

George Abatzides ◽

Konstantinos Bagiatis

Keyword(s):

Secondary Education ◽

Medical Students ◽

Physical Education ◽

Special Needs ◽

Education For All ◽

Children With Special Needs ◽

Education Students ◽

Exceptional Children ◽

Physical Education Students ◽

Regular Classrooms

To explore knowledge of and attitudes about children who have special needs, a questionnaire was submitted to 1145 persons (305 lyceum students, 94 teachers of secondary education, 247 medical students, 354 physical education students, and 145 persons having an exceptional child in their families). Questions concerned the knowledge of categories of children with special needs, acceptance of them in regular classrooms, and willingness to work with them. Analysis showed that most people including teachers had limited awareness of exceptional children, their problems, education, and integration. They showed partial acceptance of mainstreaming and desire to work with such children. Careful education for all, especially teachers, seems advisable.

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Educational Games In Physical Education To Increase Self-Confidence Children With Special

10.31227/osf.io/4f258 ◽

2019 ◽

Author(s):

Rafi Harma ◽

Eko Purnomo ◽

Eddy Marheni

Keyword(s):

Physical Education ◽

Special Needs ◽

Educational Games ◽

Children With Special Needs ◽

Self Confidence

this article describe about research is based on the problem of trust in children with special needs.

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PENDIDIKAN SENI BUDAYA DAN PRAKARYA (SBdP) SEBAGAI STRATEGI INTERVENSI UMUM BAGI ANAK BERKEBUTUHAN KHUSUS

Scholaria Jurnal Pendidikan dan Kebudayaan ◽

10.24246/j.scholaria.2017.v7.i1.p35-38 ◽

2017 ◽

Vol 7 (1) ◽

pp. 35

Author(s):

Lia Mareza

Keyword(s):

Special Needs ◽

Art Education ◽

Intervention Strategy ◽

Intervention Strategies ◽

Classroom Teachers ◽

Children With Special Needs ◽

Knowledge And Skills ◽

Cultural Arts ◽

Modification Process ◽

Assistant Teachers

Art education can shape an individual's mental character, socio cultural personality, creativity and intellectual. Cultural art education is not only as a means of developing the knowledge and skills but as a general intervention strategies for children with special needs that based on socio-cultural. cultural arts and craft education has a uniqueness, significance and usefulness through activities to create, to appreciate and to express, so that children have role in the development of cognitive, affective and psychomotor than as aspects of catharsis in channeling the emotions as well as to stimulate active participation and improve the independence and directions on special needs childreen. The purpose of the use of intervention strategies was to help teachers knowing that the characteristic was associated with the competence of the child. This study was a qualitative research conducted in SD Negeri 1 Tanjung Purwokerto as one Inclussive School. Subject of research was principal, classroom teachers, assistant teachers, students and parents. The result of the research was intervention strategy can improve the ability of children. This was due to the orientation of making art more oriented to the modification process, the content of a work and the product.

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