Creative Movement Classes for Visually Handicapped Children in a Public School Setting

1973 ◽  
Vol 67 (10) ◽  
pp. 442-447
Author(s):  
Rose Resnick
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Motor Skills ◽  
Education Program ◽  
School Setting ◽  
Self Concept ◽  
Handicapped Children ◽  
Creative Movement ◽  
The Public ◽  
Visually Handicapped

The creative movement class was begun to provide visually handicapped children in the public schools with an appropriate physical education program. The emphasis was on the development of motor skills, posture, orientation, balance, and self-concept. Sample lessons describing the exercises and activities of the class are given, along with a summary of some of the special techniques that were found to be useful.

The Speech-Language Pathologist in the Public Schools: Preparation for Real Life Practices From the Perspective of a Speech-Language Pathology Program Coordinator

2010 ◽  
Vol 11 (2) ◽  
pp. 60-65
Author(s):  
Francine Wenhardt
Keyword(s):  
Public Schools ◽  
School Setting ◽  
Real Life ◽  
Effective School ◽  
Program Coordinator ◽  
Educational Preparation ◽  
The Public ◽  
Speech Language Pathologist ◽  
New Graduate ◽  
Language Pathology

Abstract The speech-language pathologist (SLP) working in the public schools has a wide variety of tasks. Educational preparation is not all that is needed to be an effective school-based SLP. As a SLP currently working in the capacity of a program coordinator, the author describes the skills required to fulfill the job requirements and responsibilities of the SLP in the school setting and advises the new graduate regarding the interview process and beginning a career in the public schools.

scholarly journals UMA EXPERIÊNCIA DE ENSINO DO FUTEBOL NO CURRÍCULO DE LICENCIATURA EM EDUCAÇÃO FÍSICA - EXPERIÊNCIA Nº 2

2007 ◽  
Vol 6 (12) ◽  
pp. 53-62
Author(s):  
Vicente Molina Neto
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Undergraduate Students ◽  
Rio Grande ◽  
Physical Education Teachers ◽  
Physical Culture ◽  
Rio Grande Do Sul ◽  
Porto Alegre ◽  
Specific Element ◽  
The Public

Este trabalho apresenta os resultados de uma investigação de natureza qualitativa realizada em aulas de educação física em escolas públicas da cidade de Porto Alegre—RS. O propósito do estudo foi examinar a relação entre a produção de conhecimento e 3 prática profissional de futuros professores de educação física. A pesquisa enfocou o ensino de um elemento específico da cultura física brasileira (futebol) a estudantes de 5a a 8a série, durante o período de um semestre acadêmico, por 11 estudantes em fase de conclusão de curso, da Escola de Educação Física da Universidade Federal de Rio Grande do Sul.  This work presents the results of a qualitative investigation carried out in physical education classes in the public schools of the city of Porto Alegre -RS. The purpose of the study was to examine the relationship between the production of knowledge in physical education and the professional practice of future physical education teachers. The research focused on the teaching of a specific element of the Brazilian physical culture (soccer) to students of 5th to 8th grades during a period of an academic term by 11 final year undergraduate students of the Faculty of Physical Education of the Federal University of Rio Grande do Sul.

The Way We Get Babies: A Tactual Sex Education Program

1976 ◽  
Vol 70 (3) ◽  
pp. 116-120
Author(s):  
Pearl E. Tait ◽  
Carol Kessler
Keyword(s):  
Sex Education ◽  
Education Program ◽  
Handicapped Children ◽  
Visually Handicapped ◽  
The Way

This article presents an audio/tactual sex education program developed for visually handicapped children. The program covers the processes of intercourse and childbirth. Included in the article are the transcript of the tapes used in the program and the directions for making the tactual materials.

Relationship Between Motor Skills, Balance, and Physical Activity in Children with CHARGE Syndrome

2020 ◽  
Vol 114 (4) ◽  
pp. 315-324
Author(s):  
Melanie Perreault ◽  
Pamela Haibach-Beach ◽  
Lauren Lieberman ◽  
Elizabeth Foster
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Motor Skills ◽  
Motor Development ◽  
School Setting ◽  
Charge Syndrome ◽  
Anticipatory Control ◽  
Balance Test ◽  
Positive Correlations ◽  
The Relationship

Introduction: Children with CHARGE syndrome often show delays in balance and motor skills due to multisensory impairments. Research also suggests that children with CHARGE syndrome have fewer opportunities to engage in physical activity. However, little research has examined the relationship among all of these variables. Thus, the purpose of this study was to examine the relationship between balance, motor skills, and physical activity. Methods: Participants consisted of 37 children with CHARGE syndrome aged 3–16 years who could walk independently. Parents of each child with CHARGE syndrome completed a demographics questionnaire and the Physical Activity Questionnaire for Children or Adolescents. Their child completed the Mini-BEST balance test and five motor skills (run, jump, slide, kick, and throw) from the Test of Gross Motor Development II. Results: Results indicate that anticipatory control had significant positive correlations with all five motor skills, sensory orientation with three motor skills, and reactive postural control and dynamic gait with two motor skills. Running was the only variable that had a significant positive correlation with physical activity. Discussion: The findings indicate that balance, especially anticipatory control, plays an important role in fundamental motor skills of children with CHARGE syndrome. There is also a strong connection between physical activity and running competence for this population; however, since this is based on a correlational analysis, the direction of the relationship is unclear. Implications for practitioners: Physical education teachers should work with students with CHARGE syndrome on increasing balance and motor skill performance to give them the competence and confidence to engage in physical activity. Moreover, parents can help by engaging in physical activity with their child at an early age and seeking out additional physical activity opportunities for their child outside of the physical education and school setting.

Assessing the Visually Impaired Child: A School Psychology View

1980 ◽  
Vol 74 (9) ◽  
pp. 344-350 ◽  
Author(s):  
Judy L. Genshaft ◽  
Nancy L. Dare ◽  
Patricia L. O'malley
Keyword(s):  
Public Schools ◽  
School Psychologists ◽  
Clinical Judgment ◽  
Cognitive Abilities ◽  
Visually Impaired ◽  
Assessment Instruments ◽  
The Public ◽  
Assessment Techniques ◽  
Visually Handicapped ◽  
Impaired Children

Because Public Law 94-142 mandates the public schools to educate handicapped children, school psychologists will increasingly be called on to assess visually impaired children. This article reviews a variety of assessment instruments that psychologists can use to evaluate the visually handicapped child's residual vision; cognitive abilities; academic achievement; social, developmental, and language skills; and vocational potential. The authors emphasize the importance of the school psychologist's clinical judgment in selecting assessment techniques and interpreting results.

Medical Considerations For Multiple-Handicapped Children In The Public Schools

1978 ◽  
Vol 48 (2) ◽  
pp. 84-89 ◽  
Author(s):  
Elizabeth Bryan ◽  
Michael G. Warden ◽  
Beryl Berg ◽  
Gordon R. Hauck
Keyword(s):  
Public Schools ◽  
Handicapped Children ◽  
The Public

Predictors of Grades Assigned by Graduate Teaching Assistants in Physical Education

1987 ◽  
Vol 60 (3) ◽  
pp. 735-739 ◽  
Author(s):  
H. Thomas Ford ◽  
John R. Puckett ◽  
Larry A. Tucker
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Teaching Assistants ◽  
Demographic Data ◽  
Teaching Experience ◽  
Graduate Teaching Assistants ◽  
Self Concept ◽  
Graduate Teaching ◽  
Service Programs ◽  
Average Grade

To determine possible predictors of grades assigned by graduate teaching assistants in physical education service programs, average grade assignments of 20 assistants for one quarter, collected over 2 yr., were compared with demographic data, teaching experience, GRE scores, total score on the Tennessee Self-concept Scale, and teachers' ratings. Bivariate correlations indicated that the average grade assigned by assistants was related significantly to sex, marital status, and global self-concept; however, age, teaching experience in public schools, total GRE scores, and students' ratings of teachers' effectiveness were not related significantly to the mean grades assigned to students.

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