A Statewide Survey of Adapted Physical Education Service Delivery and Teacher In-Service Training

1995 ◽  
Vol 12 (3) ◽  
pp. 262-274 ◽  
Author(s):  
Judy Potter Chandler ◽  
J. Leon Greene
Keyword(s):  
Physical Education ◽  
Motor Development ◽  
Least Restrictive Environment ◽  
Adapted Physical Education ◽  
Curriculum Content ◽  
Perceived Needs ◽  
Health Related ◽  
Service Training ◽  
Disability Categories ◽  
Restrictive Environment

The purpose of the study was to examine student placements, use of least restrictive environment (LRE) options, teachers’ perceived needs, curriculum content, and activity options in regular physical education (RPE) and adapted physical education (APE) during a period of restructuring from segregated to LRE placements. The Integration Status Questionnaire (ISQ) was used to obtain data with a return rate of 37% among RPE teachers and 78% among APE teachers. Of the 1,627 students receiving APE, 714 were being served in self-contained settings, with no reliable data available as to disability categories of children served or other LRE options being used. The majority of teachers in both groups had received general in-service training for inclusion, but only 4% had received in-service training specific to physical education content. The examination of curriculum content indicated that RPE teachers spent the majority of teaching time on sport skills and traditional games while APE teachers concentrated on sensory motor development and health-related fitness.

Physical Education Least Restrictive Environment Continua Used in the United States

1995 ◽  
Vol 12 (2) ◽  
pp. 124-138 ◽  
Author(s):  
Jim Decker ◽  
Paul Jansma
Keyword(s):  
United States ◽  
Physical Education ◽  
Students With Disabilities ◽  
Least Restrictive Environment ◽  
The United States ◽  
Geographic Region ◽  
Adapted Physical Education ◽  
School Year ◽  
Regular Class ◽  
Restrictive Environment

For over 15 years it has been public policy to educate students with disabilities, to the maximum extent possible, in the least restrictive environment (LRE) alongside their peers without disabilities. However, scarce empirical data exist documenting nationwide efforts to comply with the LRE mandate. The purpose of this study was to determine what types of LRE continua are in use in physical education throughout the United States. Subjects were physical education personnel in 452 schools throughout the United States. Data were collected regarding the usage of physical education LRE placement continua across enrollment level, grade range, metro status, and geographic region. Results indicate that while numerous (N = 26) physical education LRE continua were used during the 1988-89 school year, in most cases students with disabilities received physical education in a regular class setting with little or no access to adapted physical education. These results indicate that the utility of traditional physical education LRE placement continua may be suspect.

Adapted Physical Education Research Trends; 1970-1990

1986 ◽  
Vol 3 (2) ◽  
pp. 104-111 ◽  
Author(s):  
Geoffrey D. Broadhead
Keyword(s):  
Physical Education ◽  
Least Restrictive Environment ◽  
Adapted Physical Education ◽  
Future Research ◽  
Evaluation Of Performance ◽  
Dissemination Of Research ◽  
1960S And 1970S ◽  
The 1960S ◽  
Restrictive Environment

It may be that important happenings during the 1960s and 1970s have helped to bring about the increased amount of published research in adapted physical education (APE), Three major research thrusts were identified which advanced the APE knowledge base: the evaluation of performance, physical education in the least restrictive environment, and effective programming. Specific suggestions were made for improving the quality of future research, and for the dissemination of research results.

Least Restrictive Environment: A Response to Decker

1993 ◽  
Vol 10 (1) ◽  
pp. 8-9 ◽  
Author(s):  
Stephen A. Butterfield
Keyword(s):  
Public School ◽  
Physical Education ◽  
Least Restrictive Environment ◽  
Deaf Children ◽  
Residential School ◽  
Social Emotional ◽  
School Placement ◽  
Restrictive Environment

Decker contends that deaf children should be educated in regular public school classrooms. In response, it is argued that due to their unique social/emotional/cultural needs, some deaf children benefit from residential school placement–particularly in physical education. Use of the term deaf is also discussed.

Preservice Physical Educators’ Self-Efficacy Beliefs Toward Inclusion: The Impact of Coursework and Practicum

2015 ◽  
Vol 32 (1) ◽  
pp. 49-67 ◽  
Author(s):  
Andrea R. Taliaferro ◽  
Lindsay Hammond ◽  
Kristi Wyant
Keyword(s):  
Physical Education ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Adapted Physical Education ◽  
Physical Educators ◽  
Physical Education Teacher ◽  
Physical Education Teacher Education ◽  
Midwestern University ◽  
Disability Categories ◽  
The Impact

The purpose of this study was to investigate the effect of completion of an adapted physical education (APE) course with an associated on-campus practicum on preservice physical educators’ self-efficacy beliefs toward the inclusion of individuals with specific disabilities (autism, intellectual disabilities, physical disabilities, and visual impairments). Preservice students in physical education teacher education (N = 98) at a large U.S. Midwestern university enrolled in 1 of 2 separate 15-wk APE courses with an associated 9-wk practicum experience were surveyed at the beginning, middle, and conclusion of each course. Results of 4 separate 2-factor fixed-effect split-plot ANOVAs revealed significant improvements in self-efficacy beliefs from Wk 1 to Wk 8 and from Wk 1 to Wk 15 across all disability categories. Significant differences between courses were found only for autism in Time 1.

Revisiting the Narrative about Least Restrictive Environment in Physical Education

Quest ◽  
2019 ◽  
Vol 72 (1) ◽  
pp. 19-32 ◽  
Author(s):  
Wesley J. Wilson ◽  
Justin Anthony Haegele ◽  
Luke E. Kelly
Keyword(s):  
Physical Education ◽  
Least Restrictive Environment ◽  
Restrictive Environment

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.

Physical Education and Sport for the Deaf: Rethinking the Least Restrictive Environment

1991 ◽  
Vol 8 (2) ◽  
pp. 95-102 ◽  
Author(s):  
Stephen A. Butterfield
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Deaf Education ◽  
Least Restrictive Environment ◽  
Residential Schools ◽  
Deaf Children ◽  
Educational Placement ◽  
Language Needs ◽  
Restrictive Environment ◽  
Placement Option

Efforts to include children with disabilities in mainstream settings often raise questions as to what constitutes “least restrictive.” This paper addresses educational placement of deaf children, especially as it pertains to physical education and sport. Many leaders in deaf education hold that placement of deaf children in public schools often occurs without regard to their socioemotional/cultural/language needs. This paper provides a rationale for the residential school as a viable and legitimate placement option for deaf children. Also included in the paper is a brief historical overview of deaf education including the contributions of residential schools to deaf sport and deaf culture.

Item Response Theory: A Useful Test Theory for Adapted Physical Education

1991 ◽  
Vol 8 (4) ◽  
pp. 317-332 ◽  
Author(s):  
Emily Cole ◽  
Terry M. Wood ◽  
John M. Dunn
Keyword(s):  
Item Response Theory ◽  
Physical Education ◽  
Item Response ◽  
Motor Development ◽  
Logistic Model ◽  
Classical Test Theory ◽  
Test Theory ◽  
Adapted Physical Education ◽  
Psychomotor Skill ◽  
Response Theory

Tests constructed using item response theory (IRT) produce invariant item and test parameters, making it possible to construct tests and test items useful over many populations. This paper heuristically and empirically compares the utility of classical test theory (CTT) and IRT using psychomotor skill data. Data from the Test of Gross Motor Development (TGMD) (Ulrich, 1985) were used to assess the feasibility of fitting existing IRT models to dichotomously scored psychomotor skill data. As expected, CTT and IRT analyses yielded parallel interpretations of item and subtest difficulty and discrimination. However, IRT provided significant additional analysis of the error associated with estimating examinee ability. The IRT two-parameter logistic model provided a superior model fit to the one-parameter logistic model. Although both TGMD subtests estimated ability for examinees of low to average ability, the object control subtest estimated examinee ability more precisely at higher difficulty levels than the locomotor subtest. The results suggest that IRT is particularly well suited to construct tests that can meet the challenging measurement demands of adapted physical education.

The Modified Physical Education Class: An Option for the Least Restrictive Environment

2017 ◽  
Vol 88 (7) ◽  
pp. 10-16 ◽  
Author(s):  
Lauren J. Lieberman ◽  
Lauren Cavanaugh ◽  
Justin A. Haegele ◽  
Rocco Aiello ◽  
Wesley J. Wilson
Keyword(s):  
Physical Education ◽  
Least Restrictive Environment ◽  
Physical Education Class ◽  
Education Class ◽  
Restrictive Environment
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