scholarly journals A Collaborative Approach for Engaging Students with Severe Disabilities in Physical Education

2020 ◽  
Vol 13 (2) ◽  
Author(s):  
Michelle Grenier ◽  
Matthew Patey ◽  
Lauren Lieberman ◽  
Ali Brian
Keyword(s):  
Physical Education ◽  
Severe Disabilities ◽  
Collaborative Approach ◽  
Students With Severe Disabilities

Including Students with Severe Disabilities in Music Classrooms

2019 ◽  
Vol 32 (3) ◽  
pp. 23-25
Author(s):  
Ellary A. Draper
Keyword(s):  
Physical Education ◽  
Severe Disabilities ◽  
Neighborhood Schools ◽  
Individuals With Disabilities ◽  
Disabilities Education Act ◽  
Education Act ◽  
Students With Severe Disabilities ◽  
Music Classrooms

Since the passing of what we now call the Individuals With Disabilities Education Act, or IDEA, students who were previously educated in separate facilities or campuses are now educated in their neighborhood schools. Even though students with severe disabilities are now in their neighborhood schools, many spend the majority of their day in separate classrooms. When they are not in separate classrooms, it is possible students with severe disabilities are participating in art, physical education, and music classes alongside their same-aged peers.

scholarly journals Talking without words

2020 ◽  
Vol 34 (Esp.) ◽  
pp. 117-125
Author(s):  
Michelle Grenier ◽  
Lauren Lieberman
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Severe Disabilities ◽  
Individual Education Plan ◽  
Second Grade ◽  
Team Members ◽  
Teachers And Students ◽  
Field Notes ◽  
Students With Severe Disabilities ◽  
Iep Team

This case study explored the inclusion of students with severe disabilities in a general elementary physical education program. Qualitative methods were used to capture the communication protocols and instructional practices used by the physical education (PE) teacher and Individual Education Plan (IEP) team members in one fourth grade and second grade physical education classroom.  Data from three primary sources including field notes, interviews and a journal were analyzed to address questions of interest. Findings revealed four primary themes. The first “Collaboration-Needing to Know What I Don’t Know” described the process the PE teacher used in gaining information on her students with disabilities. The second, “Community in the Classroom,” revealed the value system shared by the IEP team members. The third theme, “The Role of Modeling” articulated the value of appropriated practices between teachers and students. The final theme, “Talking Without Words” highlighted the communicative processes and shared language between the students with and without disabilities.

Including Students with Disabilities in Regular Physical Education: Effects on Nondisabled Children

1996 ◽  
Vol 13 (1) ◽  
pp. 38-49 ◽  
Author(s):  
Martin E. Block ◽  
Ron Zeman
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Support Services ◽  
Severe Disabilities ◽  
Gain Scores ◽  
Skill Improvement ◽  
Students With Severe Disabilities ◽  
Education Effects ◽  
Attitudes Toward Students ◽  
The Impact

The purpose of this study was to measure the impact of including three 6th-grade students with severe disabilities who were given support services into a regular physical education class. Basketball skill improvement in passing, shooting, and dribbling during a 3-1/2-week basketball unit and attitudes toward students with disabilities were compared between a 6th-grade class that included 3 students with severe disabilities (CI) and a 6th-grade class in the same school that did not have any students with disabilities (C2). Results from the nonparametric Mann-Whitney U test indicated no differences in skill improvement between the two groups except in dribbling, which favored C2. C1 showed significantly greater pretest scores in general and sport-specific attitudes compared to C2, but there were no differences in gain scores for either general or sport-specific attitude. It was argued that, with proper support services, students with severe disabilities can be included in regular physical education without negatively affecting the program for students without disabilities.

scholarly journals Talking without words

2020 ◽  
Vol 34 (Esp.) ◽  
pp. 117-125
Author(s):  
Michelle Grenier ◽  
Lauren Lieberman
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Severe Disabilities ◽  
Individual Education Plan ◽  
Second Grade ◽  
Team Members ◽  
Teachers And Students ◽  
Field Notes ◽  
Students With Severe Disabilities ◽  
Iep Team

This case study explored the inclusion of students with severe disabilities in a general elementary physical education program. Qualitative methods were used to capture the communication protocols and instructional practices used by the physical education (PE) teacher and Individual Education Plan (IEP) team members in one fourth grade and second grade physical education classroom.  Data from three primary sources including field notes, interviews and a journal were analyzed to address questions of interest. Findings revealed four primary themes. The first “Collaboration-Needing to Know What I Don’t Know” described the process the PE teacher used in gaining information on her students with disabilities. The second, “Community in the Classroom,” revealed the value system shared by the IEP team members. The third theme, “The Role of Modeling” articulated the value of appropriated practices between teachers and students. The final theme, “Talking Without Words” highlighted the communicative processes and shared language between the students with and without disabilities.

Efficacy of Peer-Network Interventions for High School Students with Severe Disabilities and Complex Communication Needs

2020 ◽  
Vol 45 (2) ◽  
pp. 98-114
Author(s):  
Morgan E. Herbert ◽  
Matthew E. Brock ◽  
Mary A. Barczak ◽  
Eric J. Anderson
Keyword(s):  
High School ◽  
High School Students ◽  
Social Interactions ◽  
Severe Disabilities ◽  
School Students ◽  
Complex Communication Needs ◽  
Peer Network ◽  
Network Intervention ◽  
Communication Needs ◽  
Students With Severe Disabilities

Peer networks are a promising intervention for increasing social interactions between students with severe disabilities and their peers. However, this approach has not been well studied with high school students who have complex communication needs and use augmentative and alternative communication (AAC). In this study, we used a multiple probe across participants design to evaluate the effectiveness of a lunchtime peer-network intervention for three high school students with autism and/or multiple disabilities who had complex communication needs. The intervention involved recruiting peers, sharing practical background information and modeling how to communicate with the student, and then providing support as needed. A functional relation was established between the introduction of the peer-network intervention and both social interactions and social engagement. Interactions increased substantially across communication modalities. This study builds on the peer-network literature by demonstrating how this approach can be tailored for high school students with complex communication needs.

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