Making connections: from theory to practice in adapted physical education
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Scottsdale, Ariz.
Holcomb Hathaway
2007
|
| Ausgabe: | 2. ed. |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XII, 468 S. |
| ISBN: | 9781890871758 |
Internformat
MARC
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| 008 | 141211s2007 |||| 00||| eng d | ||
| 020 | |a 9781890871758 |9 978-1-890871-75-8 | ||
| 035 | |a (OCoLC)901385197 | ||
| 035 | |a (DE-599)BVBBV042235246 | ||
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| 041 | 0 | |a eng | |
| 049 | |a DE-355 | ||
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| 245 | 1 | 0 | |a Making connections |b from theory to practice in adapted physical education |c Janet A. Seaman ... |
| 250 | |a 2. ed. | ||
| 264 | 1 | |a Scottsdale, Ariz. |b Holcomb Hathaway |c 2007 | |
| 300 | |a XII, 468 S. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 700 | 1 | |a Seaman, Janet A. |e Sonstige |4 oth | |
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| 999 | |a oai:aleph.bib-bvb.de:BVB01-027673479 | ||
Datensatz im Suchindex
| _version_ | 1804152771825369088 |
|---|---|
| adam_text | Preface
їх
About the Authors
XI
PHYSICAL EDUCATION FOR
INDIVIDUALS WITH A DISABILITY:
AN OVERVIEW
1
GUIDING QUESTIONS
1
Adapted Physical Education and Adapted Physical
Activity Defined
2
Historical Perspectives of Adapted Physical Activity
and Adapted Physical Education
3
Evolving Societal Context of Disability
4
Legal and Professional Contexts of Disability
5
The Rehabilitation Act
5
Americans with Disabilities Act
5
Individuals with Disabilities Education Act
5
Free, Appropriate Public Education
7
Least Restrictive Environment
7
Individualized Education Program
7
The Legal Impact of Federal Legislation
(IDEA
97
and Section
504)
on Physical
Education and Sport
7
Amateur Sports Act of
Ì978
7
Categorical Thinking and the Noncategorical
Approach
8
The Effects of Labeling
8
Categorical and Noncategorical Approaches
to Programming
8
Inclusion and Inclusive Physical Education
10
Professional Roles and Preparation
10
Physical Education
Generalist
10
Adapted Physical Education Specialist
Ì1
Adapted Physical Education National Standards
SUMMARY
11
LEARNING ACTIVITIES
12
REFERENCES
12
15
THE COLLABORATIVE TEAM:
WORKING WITH FAMILIES AND
EDUCATIONAL PROFESSIONALS
GUIDING QUESTIONS
15
The Team Approach
16
Multidisciplinary Teams
16
Collaborative Teams
16
Characteristics of Effective Collaborators
17
Communication Skills
17
Problem-Solving Skills
23
Personal Qualities
26
The
IEP
Team
27
Team Members
27
The Adapted Physical Educator as
a Resource Person
33
Roles
33
Working with the Adapted Physical Educator
34
Integrating Students into General Programs
37
Prioritizing Student Needs
37
Co-Teaching
37
SUMMARY
40
LEARNING ACTIVITIES
40
REFERENCES
41
THE DEVELOPMENTAL APPROACH
GUIDING QUESTIONS
43
What Is the Developmental Approach?
44
Neurological Bases of Human Movement
44
Growth and Development of the Central
Nervous System
44
Sensory-lntegrative-Motor-Sensory-Feedback
System
46
43
111
IV
CONTENTS
Sensory Responsivity
50
Sensory Systems
51
Reflex Activity
54
Neurodevelopment and Motor Function
55
The Developmental Model
58
Understanding the Developmental Model
63
Applying the Developmental Approach
63
SUMMARY
67
LEARNING ACTIVITIES
67
REFERENCES
68
UNDERSTANDING MOTOR
PERFORMANCE AND
IDENTIFYING SOURCES
OF ATYPICAL PERFORMANCE
69
GUIDING QUESTIONS
69
Process Disorders
70
Breakdown Sites and Effects
70
Responsivity Disorders
74
Developmental Disorders
76
Reflex Activity
77
Sensory Systems
78
Motor Sensory Responses
82
Motor Patterns, Motor Skills, and Culturally
Determined Forms of Movement
85
Sources of Dysfunction and Specific Impairments
Attributable to Other Factors
86
SUMMARY
86
LEARNING ACTIVITIES
REFERENCES
87
87
THE PROCESS OF ASSESSMENT
AND EVALUATION
89
GUIDING QUESTIONS
89
Testing
90
Formal Testing
90
Informal Testing
90
Rating Scales and Checklists
92
Self-Report
92
Measurement
92
Standards
93
Evaluation
93
Program Evaluation
97
Assessment
98
Purposes of Evaluation and Assessment
Diagnosis
100
Prediction
100
Determining Student Progress
100
Placement
100
Determining Program Effectiveness
Motivation
101
Individual Program Planning
101
Further Testing and Related Services
Using Measurement Concepts
102
Types of Scores
102
Organization of Scores
103
Measures of Central Tendency
103
Measures of Variability
104
Position in a Group
104
Standard Scores
105
Relationships Between Scores
106
Legislative Mandates
107
SUMMARY
109
LEARNING ACTIVITIES
109
REFERENCES
110
100
100
101
DATA COLLECTION 111
GUIDING QUESTIONS 111
Formal Testing
112
Criteria for Selecting an Instrument
112
Test Administration
114
Measurement at the Developmental
Levei
Reflex Testing
117
Sensorimotor Testing
120
Testing Motor Patterns
121
Health-Related Physical Fitness Tests
123
Informal Testing
127
Observational Techniques
127
Teacher Rating Scales
129
Checklists
131
Game Statistics
131
116
CONTENTS
V
Self-Reporting
134
Attitude Inventories
134
Self-Rating Scales
134
Activity Preference Inventories
135
Portfolios
135
Journals
136
Using Technology
136
Assessing the Whole Child
137
Measures of Intelligence
137
Assessing Adaptive Behavior
138
Assessing Language
138
SUMMARY
139
LEARNING ACTIVITIES
139
REFERENCES
140
143
COMPLETING THE
ASSESSMENT PROCESS
GUIDING QUESTIONS
143
Interpretation of Data
144
Concepts Necessary for Interpretation
145
Performance Sampling
145
Test Validity
146
Test Reliability
147
Test Specificity
147
Tests as Indicators
148
Test Relationships
149
Steps in Interpretation
149
Analyze the Demands
149
Order Developmental ly
151
Determine the Commonalities
151
Cluster by Commonalities
151
Describe Performance
152
Draw Conclusions
152
Relationships for Test Interpretation
153
Reflex Behavior
153
Sensorimotor Measurement
154
Motor Development Measurement
154
Motor Ability Measurement
156
Motor Skills Measurement
156
Health-Related Physical Fitness Measurement
A Model for Interpretation
157
Reporting Assessment Results
158
Legal Requirements
159
Considerations for Placement
160
Eligibility Criteria for Adapted Physical
Education
160
SUMMARY
161
LEARNING ACTIVITIES
REFERENCES
162
162
156
PREPARING THE INDIVIDUALIZED
EDUCATION PROGRAM
163
GUIDING QUESTIONS
163
The Significance of the Individualized
Education Program
164
Types of lEPs
165
Legal Framework for the Individualized
Education Program
166
Legal Requirements of the
IEP
Related
to Assessment
167
Legally Mandated Components of the
IEP
169
Preparing for the Individualized Education
Program Meeting
170
Referrals
171
Assessment
171
IEP
Content
174
Completing the Individualized Education
Program
176
Preparing an
IEP
176
An Example of an
IEP
Document
177
Writing the Annual Goals and Performance
Objectives
184
Purposes for Writing Measurable Goals
and Objectives
185
Parts of Measurable Goals and Objectives
185
Prioritizing Goals and Objectives
186
Determining Achievement Dates
189
Evaluation of Goals and Objectives
193
Framework for Goals and Objectives
193
Determining Related Services
194
SUMMARY
194
LEARNING ACTIVITIES
195
REFERENCES
195
VI
CONTENTS
DEVELOPING AND IMPLEMENTING
THE PROGRAM
197
GUIDING QUESTIONS
197
Determining an Appropriate and Meaningful
Program
198
Philosophy, Beliefs, and Program Goals
198
Curriculum
199
Program Planning for Inclusion
200
Determining the Appropriate Level
o f
Programm
Ing
202
Implementing the Program Plan
203
Components of an Effective Program Plan
204
Sequencing Activities
204
The Importance of Pivotal Skills
205
Successful Inclusion in General Physical
Education
205
Defining Inclusion
205
Barriers to Inclusion
207
Teaching Strategies for All Students
208
Paraeducators
215
Guidelines for Using Paraeducators in
Physical Education
215
Helping Paraeducators Assist with Physical
Activity
216
SUMMARY
217
LEARNING ACTIVITIES
217
REFERENCES
218
STRATEGIES FOR MEETING
INDIVIDUAL NEEDS
219
GUIDING QUESTIONS
219
The Process of Learning
220
Laws of Learning
220
Factors That Affect Learning
220
Individualized Instruction
222
Part and Whole Methods
222
Explanation and Demonstration
223
Guided Discovery (Movement Exploration)
Problem Solving
223
Adaptation Techniques
224
Techniques for Adapting Instruction
224
Techniques for Adapting the Learning
Environment
231
Techniques for Adapting the Activity
234
Task Analysis
235
Chaining
238
Partial Participation
238
Successive Approximation
238
Creating a Positive Environment
240
Motivation
240
Class Rules
241
Positive Behavior Support
242
Behavior Modification
243
Analyzing Behavior
244
Behavior Support Strategies
245
Other Behavior Support Techniques
248
The Influence of Sensory Responsiveness
on Behavior
248
SUMMARY
251
LEARNING ACTIVITIES
251
REFERENCES
251
223
EFFECTIVE PROGRAMMING:
DEVELOPMENTAL ACTIVITIES
253
GUIDING QUESTIONS
253
Planning for Developmentally Appropriate
Activities
254
Activities for Reflex Development
and Inhibition
254
Activities for Sensory Stimulation
and Discrimination
255
Activities for Enhancing Motor-Sensory
Responses
255
Activities for Enhancing Motor Patterns
and Motor Skills
255
Selecting Appropriate Activities
for Developmental Needs
256
Infants
256
Preschool and Primary Grades
257
Elementary School Grade Levels
257
Middle School and Junior High School
258
Secondary or High School
259
CONTENTS
VII
260
Transition to Adult Programs
260
Incorporating All Learning Domains into
the Physical Education Program
Cognitive Learning
261
Language Learning
266
Socialization
270
Affective Learning
270
Incorporating Multiple Learning Domains
SUMMARY
274
LEARNING ACTIVITIES
274
REFERENCES
274
271
EFFECTIVE PROGRAMMING:
INCLUSIVE PRACTICES AND APPLYING
MOTOR SKILLS IN CULTURALLY
DETERMINED FORMS OF MOVEMENT
277
GUIDING QUESTIONS
277
Philosophical Approaches to Programming
278
inclusive Programming
278
Noncategorical Programming
279
Universal Design
280
Culturally Determined Forms of Movement
280
Selecting Appropriate Accommodations
281
Types of Curriculum Adaptations
281
Adapting the Lesson or Game
281
An Example of Adapting Activities Based
on a NASPE Standard
284
Including All Students in Culturally Determined
Forms of Movement
286
Traditional Physical Education Activity Areas
286
Multicultural Games and Activities
291
Disability Awareness Activities
291
Community-Based Instruction Programs
294
Planning Activities That Develop Student
Interests
298
Nontraditional
Curriculum Resources
299
Instructional Tips
299
SUMMARY
299
LEARNING ACTIVITIES
300
REFERENCES
300
ORGANIZING THE
INSTRUCTIONAL PROGRAM
303
304
GUIDING QUESTIONS
303
Planning and Organization
304
Orientation and Communication
Scheduling
304
Lesson Planning
305
Organizational Strategies
306
Safety
314
Safety Factors to Consider in the Education
Program
315
Playground Safety Standards and Guidelines
317
Facilities
318
Accessibility Guidelines
318
Legislated Standards for Accessibility
320
Using Available Space
321
Outdoor Facilities
321
Indoor Facilities
322
Equipment
323
Developing the Equipment List
324
Selecting Equipment
326
Adapting Equipment
330
Working with Minimal Equipment
333
Making Equipment
333
Purchasing and Maintaining Equipment
334
SUMMARY
335
LEARNING ACTIVITIES
336
REFERENCES
336
EQ
CONNECTIONS
AND TRANSITIONS
337
GUIDING QUESTIONS
337
Transition from School to Adult Programs
338
Individualized Transition Plan
338
Partnerships with Community Organizations
339
Advocacy Within Community Programs
340
Professional Services
341
The Role of the Family
343
Benefits of Family Involvement
343
VIII
CONTENTS
Obtaining Information from the Family
Sharing Information with the Family
Methods of Communication
347
Developing Home Programs
350
Volunteers
350
SUMMARY
350
LEARNING ACTIVITIES
351
REFERENCES
351
343
APPENDICES
3Ί7
LIFELONG PHYSICAL ACTIVITY
AND SPORT
353
GUIDING QUESTIONS
353
Health Promotion and Fitness
354
Sport
356
Unified Sports
356
Defining Disability Sport
356
Deaf Sport
361
Disability Sport
361
Disability Sport in the United States
361
International Paralympic Committee
362
International Competitions
363
SUMMARY
363
LEARNING ACTIVITIES
364
REFERENCES
364
ADAPTED PHYSICAL EDUCATION
NATIONAL STANDARDS
367
DEVELOPMENTAL
SCHEDULE
371
MOVEMENT ATTRIBUTES
AND ETIOLOGY OF DISABILITIES
MEASUREMENT AND
EVALUATION REVIEW
397
379
ANNOTATED SUMMARY OF
AVAILABLE TESTS
403
LIFELONG PHYSICAL ACTIVITY AND
DISABILITY SPORT RESOURCES
411
SPORTSMANSHIP GROUP:
SAMPLE LESSON PLAN
415
EFFECTIVE PROGRAMMING:
DEVELOPMENTAL ACTIVITIES
417
Author Index
449
Subject Index
4SI
|
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| id | DE-604.BV042235246 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-10T01:16:01Z |
| institution | BVB |
| isbn | 9781890871758 |
| language | English |
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| spelling | Making connections from theory to practice in adapted physical education Janet A. Seaman ... 2. ed. Scottsdale, Ariz. Holcomb Hathaway 2007 XII, 468 S. txt rdacontent n rdamedia nc rdacarrier Seaman, Janet A. Sonstige oth Digitalisierung UB Regensburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027673479&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Making connections from theory to practice in adapted physical education |
| title | Making connections from theory to practice in adapted physical education |
| title_auth | Making connections from theory to practice in adapted physical education |
| title_exact_search | Making connections from theory to practice in adapted physical education |
| title_full | Making connections from theory to practice in adapted physical education Janet A. Seaman ... |
| title_fullStr | Making connections from theory to practice in adapted physical education Janet A. Seaman ... |
| title_full_unstemmed | Making connections from theory to practice in adapted physical education Janet A. Seaman ... |
| title_short | Making connections |
| title_sort | making connections from theory to practice in adapted physical education |
| title_sub | from theory to practice in adapted physical education |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027673479&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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