Coaching Athletes with Hidden Disabilities: Research and Recommendations for Coaching Education

2011 ◽  
Vol 4 (2) ◽  
pp. 102
Author(s):  
Tiffanye M. Vargas ◽  
Margaret M. Flores ◽  
Robbi Beyer
Keyword(s):  
High Performance ◽  
Coaching Education ◽  
Hidden Disabilities ◽  
Hyperactivity Disorder ◽  
Language Disabilities ◽  
High Incidence ◽  
Twelfth Grade ◽  
High Incidence Disabilities ◽  
To Receive ◽  
Interactive Lecture

Athletes with high incidence disabilities (specific learning disabilities, attention deficit hyperactivity disorder, emotional behavioral disorders, mild intellectual disabilities and speech/language disabilities) make up 10% of the population of children in kindergarten through twelfth grade. Since these disabilities are not physically apparent, there difficulties may be overlooked or athletes may be mistakenly labeled as unmotivated, lazy, oppositional or defiant. These deficits can be remediated and compensated through the use of research-validated strategies and instructional methods. However, while these methods and strategies are often included in teacher preparation, they rarely, if ever, are included in coaching-preparation. Therefore, the purpose of this hour long interactive lecture is twofold and 1) seeks to review the coaching education research on hidden disabilities, including coaches’ attitudes and efficacy towards working with athletes with hidden disabilities, coaching educators attitudes towards the inclusion of such content within coaching education, and coaches’ preferences for how to receive this information, and 2) to illustrate teaching strategies and techniques that can successfully be incorporated into coaching education. Presenters will use discussion, activities, and research to introduce this new area to coaching education to coach educators and sport scientists/high performance directors.

Dynamic Concrete Instruction in an Inclusive Classroom

2007 ◽  
Vol 13 (4) ◽  
pp. 244-248
Author(s):  
Bradley S. Witzel ◽  
David Allsopp
Keyword(s):  
Learning Disabilities ◽  
Conceptual Understanding ◽  
Inclusive Classroom ◽  
Mental Disabilities ◽  
Hyperactivity Disorder ◽  
High Incidence ◽  
Multisensory Learning ◽  
Problem Solving Strategies ◽  
High Incidence Disabilities ◽  
K 12

NCTM advocates the use of multiple representations and manipulatives for building mathematical understanding (NCTM 2000). Engaging students in mathematics using manipulatives can have a powerful effect on learning. The use of manipulatives is especially effective for students with high-incidence disabilities, such as learning disabilities (LD), attention deficit hyperactivity disorder (ADHD), and mild to moderate mental disabilities (MD). Allowing students to use manipulatives gives them the opportunity to experience multisensory learning, which helps promote success for students with highincidence disabilities. Experiences with manipulative objects can help students develop conceptual understanding. If used appropriately, manipulatives can also help those with high-incidence disabilities connect conceptual understandings of mathematics to the process of doing mathematics (i.e., using effective problem-solving strategies) throughout their K–12 education.

Improving Study Outcomes for College Students With Executive Functioning Challenges

2018 ◽  
Vol 42 (3) ◽  
pp. 139-147
Author(s):  
Christopher J. Rivera ◽  
Charles L. Wood ◽  
Morgan James ◽  
Sarah Williams
Keyword(s):  
College Students ◽  
Executive Functioning ◽  
Study Skills ◽  
Functional Relation ◽  
Future Research ◽  
Task Completion ◽  
Hyperactivity Disorder ◽  
High Incidence ◽  
Dependent Variables ◽  
High Incidence Disabilities

Over the past decade, there has been an increase in postsecondary programs seeking to meet the needs of students with high incidence disabilities (e.g., learning disability, attention deficit hyperactivity disorder [ADHD]). Many of these students experience difficulties with executive functioning, that is, effectively applying problem-based strategies to set and obtain goals. There is limited research to enhance academic performance and retain this population throughout their college experience. This study investigated the use of a task analysis and goal setting intervention for improving the study skills and overall task completion by three college students with executive functioning challenges. Results demonstrated a functional relation between the intervention and dependent variables. Suggestions for future research and implications for practice are discussed.

scholarly journals The Effect of Supplemental Oxygen on the Incidence of Hypoxaemia after Premedication in Patients Undergoing Cardiac Surgery

1997 ◽  
Vol 25 (4) ◽  
pp. 347-349 ◽  
Author(s):  
C. F. Royse ◽  
R. J. B. Tiernan ◽  
S. M. Portelli ◽  
S. Davies ◽  
R. Arblaster ◽  
...  
Keyword(s):  
Cardiac Surgery ◽  
Arterial Oxygen Saturation ◽  
Supplemental Oxygen ◽  
Arterial Oxygen ◽  
Patient Demographics ◽  
Routine Administration ◽  
High Incidence ◽  
Patient Groups ◽  
To Receive ◽  
Elective Patients

Opiate premedication may cause significant respiratory depression, particularly when other sedative agents such as scopolamine or benzodiazepines are added. This can cause hypoxaemia with potential for worsening myocardial ischaemia in cardiac surgery patients. The aim of this study was to investigate the incidence of hypoxaemia (SpO2 <90%) in elective patients undergoing cardiac surgery and to assess the efficacy of supplemental oxygen in preventing it. One hundred elective patients without significant respiratory disease or cardiac failure, who received both an opiate and a sedative premedication, were prospectively randomized to receive either oxygen via a facemask at 4 l/min or no oxygen. Continuous arterial oxygen saturation was recorded using a pulse oximeter from the time of premedication until the patient arrived in theatre. An SpO2 <90% was recorded as a significant event and oxygen was administered to the patients. Six patients were excluded because of equipment failure or protocol violations. The patient groups were comparable with respect to patient demographics, premedication type and dose or the duration of monitoring. In patients receiving oxygen (n=48) there were no episodes of hypoxaemia (0%). In patients not receiving oxygen (n=46) there were 14 episodes of hypoxaemia (30%, P<0.0001). We conclude that there is a significantly high incidence of hypoxaemia in cardiac surgery patients following combined opiate and sedative premedication and that it can be reduced by the routine administration of supplemental oxygen.

Planning Computer Science Instruction for Students With High-Incidence Disabilities

2021 ◽  
pp. 105345122110249
Author(s):  
Amy Hutchison ◽  
Anya S. Evmenova
Keyword(s):  
Computer Science ◽  
Universal Design For Learning ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Science Content ◽  
High Incidence ◽  
Integration Planning ◽  
Content Area Instruction ◽  
Model Computer ◽  
High Incidence Disabilities

States increasingly are adopting computer science standards to help students develop coding and computational thinking skills. In an effort to support teachers in introducing computer science content to their students with high-incidence disabilities, a new model, computer science integration planning plus universal design for learning (CSIP+) offers ways to integrate computational thinking and coding into content area instruction. This column presents an example of how a teacher might implement the CSIP+ model when designing instruction accessible to all learners. Guiding questions to support teachers at each phase of the planning cycle are provided.

A Difference in Mortality Rate and Incidence of Kernicterus Among Premature Infants Allotted to Two Prophylactic Antibacterial Regimens, by William A. Silverman, et al, Pediatrics, 1956;18:614–624

PEDIATRICS ◽  
1998 ◽  
Vol 102 (Supplement_1) ◽  
pp. 225-227
Author(s):  
John C. Sinclair
Keyword(s):  
Birth Weight ◽  
Death Rate ◽  
Prophylactic Treatment ◽  
Absolute Risk ◽  
Risk Increase ◽  
Serious Infections ◽  
Significant Difference ◽  
Postmortem Blood ◽  
High Incidence ◽  
To Receive

Background. Low birth-weight (LBW) infants have a high incidence of serious infections. These are difficult to diagnose early. Thus, prophylactic treatment with antibiotics appears to be rational, but the best choice of antibiotics is uncertain. Objective. In newborn LBW infants, to compare the effects on death rate and principal findings at necropsy of two prophylactic antibacterial regimens, oxytetracycline (OT) versus penicillin/sulfisoxazole (P/S). Methods. Consecutively admitted LBW infants (N = 193) were randomly assigned, within three birth-weight strata, to receive either subcutaneous 0T or a combination of P/S. The primary outcomes were death before 120 hours, death before 28 days, and principal diagnoses at necropsy. Results. Infants allocated to P/S had a large and statistically significant increase in death rate, determined up to 120 hours (OT, 20.6%; P/S, 48.4%; absolute risk increase, 27.8%) and up to 28 days (0T, 27.8%; P/S, 63.2%; absolute risk increase, 35.3%). This increase in deaths was not attributable to death from infection; the incidence of positive postmortem blood culture results was lower in the P/S group, and there was no significant difference between groups in the incidence of pneumonia or other infections at necropsy. However, in the P/S group, there was a large, unexpected, and statistically significant increase in the finding of kernicterus at necropsy among necropsied deaths occurring up to 120 hours (0T, 6.3%; P/S 36.4%; absolute risk increase 30.1%) and up to 28 days (0T, 4.5%; P/S, 43.2%; absolute risk increase, 38.7%). Conclusions. Infants who received P/S died at a significantly higher rate and had a higher rate of kernicterus at necropsy than those who received OT. The mechanism of the differences observed in rates of mortality and death with kernicterus is unknown.

Sufficiency of Teachers’ Access to Resources and Supports for Students With Disabilities

2021 ◽  
pp. 088840642110462
Author(s):  
Samantha A. Gesel ◽  
Lindsay Foreman-Murray ◽  
Allison F. Gilmour
Keyword(s):  
Students With Disabilities ◽  
General Educators ◽  
Release Time ◽  
Service Delivery Model ◽  
Teachers Experiences ◽  
High Incidence ◽  
Nationally Representative ◽  
Using Data ◽  
High Incidence Disabilities ◽  
And Training

Students with disabilities are served by both special and general educators, yet teachers often feel unprepared to meet the needs of these students in their classrooms. Using data from a nationally representative survey, we examined the sufficiency of teachers’ access to supports available for meeting the needs of students with high-incidence disabilities, their access to development opportunities, and the sources teachers used to access interventions. We explored differences in teachers’ experiences by grade band, service delivery model, and teacher preparation model. We found teachers of students with disabilities rated the sufficiency of access to supports between somewhat insufficient and somewhat sufficient, with the lowest ratings for planning/release time and training and information. Teachers reported greater rates of access to collaboration than professional development. Colleagues were sources for resources related to academic interventions and administrators were sources for nonacademic intervention resources. There were few significant differences in these results by teacher characteristics.

scholarly journals Higher Education Faculty Staff Members' Attitudes toward Students' Inclusion with High Incidence Disabilities in Saudi Arabia

2021 ◽  
Vol 11 (1) ◽  
pp. 51
Author(s):  
Ameen Ali Alhaznawi ◽  
Abdullah Saleh Alanazi
Keyword(s):  
Higher Education ◽  
Saudi Arabia ◽  
Faculty Members ◽  
Academic Rank ◽  
Education Faculty ◽  
Higher Education Faculty ◽  
Staff Members ◽  
High Incidence ◽  
High Incidence Disabilities ◽  
Attitudes Toward Students

The purpose of this study is to explore the attitudes of faculty members at higher education toward inclusion for students with high incidence disabilities in higher education. For the aim of this study, a sample of 247 higher education faculty members were therefore collected. Multiple linear regression was conducted for data analysis. Results have shown that university-type accommodation services, training, academic rank, and university region are statistically significant predictors of higher education faculty members’ attitudes toward the inclusion for students with high incidence disabilities in higher education. Some recommendations are hence provided to help improve the inclusion of students with high incidence disabilities in higher education in Saudi Arabia.

From Barriers to Beginnings

2014 ◽  
pp. 183-191
Author(s):  
Aubry Threlkeld
Keyword(s):  
Young People ◽  
New Media ◽  
Assistive Technology ◽  
School Contexts ◽  
High Incidence ◽  
Internet Filters ◽  
High Incidence Disabilities ◽  
Out Of School

The ubiquity of new media in the lives of young people with high-incidence disabilities raises two important questions: how can new media be used as Assistive Technology (AT) and what can new media offer that other technologies may not? This chapter attempts to answer these questions by discussing the shifting and dynamic barriers to making this transition while also illuminating convergences between the goals of new media and AT. While this chapter explicitly concentrates on opportunities within the classroom, educators can also employ the guidelines provided herein generally in out-of-school contexts. Barriers to be discussed include electronic curb cuts and aggressive Internet filters. After discussing such barriers, solutions, including some classroom protocols and a list of resources, are shared to help educators evaluate new media as well as in the integration of new and old media as AT.

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