scholarly journals Exploring the Meaning of Parental Involvement in Physical Education for Students With Developmental Disabilities

2013 ◽  
Vol 30 (2) ◽  
pp. 147-163 ◽  
Author(s):  
Jihoun An ◽  
Samuel R. Hodge
Keyword(s):  
Developmental Disabilities ◽  
Physical Education ◽  
Parental Involvement ◽  
Collaborative Partnerships ◽  
School Environments ◽  
Phenomenological Inquiry ◽  
Elementary Aged Children ◽  
Big Picture ◽  
Additional Support ◽  
Home And School

The purpose of this phenomenological inquiry was to explore the experiences and meaning of parental involvement in physical education from the perspectives of the parents of students with developmental disabilities. The stories of four mothers of elementary aged children (3 boys, 1 girl), two mothers and one couple (mother and father) of secondary-aged youth (1 girl, 2 boys) with developmental disabilities, were gathered by using interviews, photographs, school documents, and the researcher’s journal. Bronfenbrenner’s (2005) ecological system theory provided a conceptual framework to interpret the findings of this inquiry. Three themes emerged from thematic analysis: being an advocate for my child, understanding the big picture, and collaborative partnerships undeveloped in GPE. The findings lend additional support to the need for establishing collaborative partnerships in physical education between home and school environments (An & Goodwin, 2007; Tekin, 2011).

The Effect of Peer Tutors on Motor Performance in Integrated Physical Education Classes

1997 ◽  
Vol 14 (4) ◽  
pp. 298-313 ◽  
Author(s):  
Cathy Houston-Wilson ◽  
John M. Dunn ◽  
Hans van der Mars ◽  
Jeffrey McCubbin
Keyword(s):  
Developmental Disabilities ◽  
Physical Education ◽  
Motor Performance ◽  
Single Subject ◽  
Typically Developing ◽  
Peer Tutors ◽  
Baseline Design ◽  
Critical Elements ◽  
Peer Tutor ◽  
Additional Support

The effect of untrained and trained peer tutors on the motor performance of students with developmental disabilities in integrated physical education classes was studied. This study used a single-subject delayed multiple baseline design across six participants (5 boys and 1 girl, ages 9 to 11) with developmental disabilities. Six typically developing peers served as peer tutors. The ability to perform critical elements of fundamental motor skills was the dependent variable. Students were assigned to one of two protocols. Protocol 1 consisted of three conditions: baseline, assistance by an untrained peer tutor, and assistance by a trained peer tutor. Protocol 1 revealed that trained peer tutors were effective at assisting participants to improve their motor performance while untrained peer tutors were not. Protocol 2, which consisted only of a baseline and trained, peer tutoring, was used to replicate and provide additional support for the effect of trained peer tutors. Results revealed that trained peer tutors were effective at assisting participants to improve their motor performance in integrated physical education classes.

THE XYY CONDITION IN CHILDHOOD: CLINICAL OBSERVATIONS

PEDIATRICS ◽  
1969 ◽  
Vol 43 (5) ◽  
pp. 852-857
Author(s):  
Richard F. Daly ◽  
Raymond W. M. Chun ◽  
Stanley Ewanowski ◽  
Richard H. Osborne
Keyword(s):  
Mental Retardation ◽  
Sampling Methods ◽  
Chromosome Complement ◽  
Physical Characteristics ◽  
School Environments ◽  
Skeletal Anomalies ◽  
Clinical Observations ◽  
Average Intelligence ◽  
Home And School

The 47,XYY chromosome complement was found in the lymphocytes of a 6-year-old white boy of average intelligence. He seems well adjusted to home and school environments. He is extremely tall for his age, has an articulation problem, impaired coordination, and muscular and skeletal anomalies. Although he has had a hydrocoele repaired, his genitalia are otherwise normal. Mental retardation and genital maldevelopment have been quite common in the few reported cases of the XYY condition in children, but this may be partially due to sampling methods. It is apparent that the mental and physical characteristics of the average XYY boy are yet to be determined.

Ariel and Buzz Lightyear are Coming to School

2011 ◽  
pp. 96-111 ◽  
Author(s):  
Allison Sterling Henward
Keyword(s):  
United States ◽  
Popular Culture ◽  
Social Class ◽  
Preschool Teachers ◽  
The United States ◽  
School Environments ◽  
Technology In The Classroom ◽  
Home And School ◽  
Class Play ◽  
Culture Technology

This chapter will examine how preschool teachers can facilitate the use of popular culture oriented technology in the classroom. Acknowledging that ideology and social class play a major role in the inclusion/ rejection of popular culture technology children interact with in the United States, this chapter outlines the approaches teachers can take in understanding (and in some cases incorporating) popular culture technology into the classroom to more effectively bridge home and school environments.

scholarly journals The Trouble with Boys: Social Influences and the Gender Gap in Disruptive Behavior

2013 ◽  
Vol 5 (1) ◽  
pp. 32-64 ◽  
Author(s):  
Marianne Bertrand ◽  
Jessica Pan
Keyword(s):  
Disruptive Behavior ◽  
Home Environment ◽  
Gender Gap ◽  
School Environment ◽  
Social Influences ◽  
Single Mother ◽  
School Environments ◽  
Early School ◽  
Key Features ◽  
Home And School

This paper explores the importance of the home and school environments in explaining the gender gap in disruptive behavior. We document large differences in the gender gap across key features of the home environment—boys do especially poorly in broken families. In contrast, we find little impact of the early school environment on noncognitive gaps. Differences in endowments explain a small part of boys' noncognitive deficit in single-mother families. More importantly, noncognitive returns to parental inputs differ markedly by gender. Broken families are associated with worse parental inputs, and boys' noncognitive development, unlike that of girls', appears extremely responsive to such inputs. (JEL I21, J12, J13, J16, Z13)

scholarly journals Physical Education for Students with Spina Bifida: Mothers’ Perspectives

2007 ◽  
Vol 24 (1) ◽  
pp. 38-58 ◽  
Author(s):  
Jihoun An ◽  
Donna L. Goodwin
Keyword(s):  
Physical Education ◽  
Spina Bifida ◽  
Thematic Analysis ◽  
School Experience ◽  
Good Thing ◽  
Instrumental Support ◽  
School Communication ◽  
Semistructured Interviews ◽  
Field Notes ◽  
Home And School

This study described the meaning 7 mothers of children with spina bifida ascribed to their children’s physical education, the mothers’ roles in the schools, and the importance of the IEP in home and school communication. The stories of 4 mothers of elementary and 3 mothers of secondary aged children were gathered using the phenomenological methods of semistructured interviews, artifacts, and field notes. The thematic analysis revealed three themes: a good thing but …, connection to sports, and beyond the curriculum. The mothers valued their children’s participation in physical education and provided instrumental support to teachers and teaching associates. They also valued sport as an avenue for developing sport specific skills, which in turn enriched the school experience. The findings are discussed within the context of Peters’ (1996) model of disablement.

Pediatric Power Wheelchairs: Evaluation of Function in the Home and School Environments

1991 ◽  
Vol 3 (1) ◽  
pp. 24-31 ◽  
Author(s):  
Jean Deitz ◽  
Kenneth M. Jaffe ◽  
Lynn S. Wolf ◽  
Teresa L. Massagli ◽  
Denis Anson
Keyword(s):  
School Environments ◽  
Power Wheelchairs ◽  
Home And School
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