The case studies in this book provide readers with opportunities to think critically about real-life situations that arise when working with children with varied abilities and disabilities, as well as opportunities to question and explore and to empower themselves in the process. The case scenarios illustrate actual experiences faced by a diverse group of general and adapted physical educators representing various contexts from self-contained APE classes and inclusive GPE (elementary, middle, and high school; urban, rural, and suburban) to youth sports, community recreation, and health club settings.
When reading the book, pre-service and in-service teachers will be exposed to the issues facing physical educators as changes in federal law further mandate the inclusion of students with disabilities in general physical education classes and after-school sports. Identifying with the situations and characters in the cases will encourage readers to explore such issues as diversity and disability, attitude and ethics, behavior management and conflict resolution, and inclusion strategies.
Questions following each case prompt readers to identify the critical issues and how the physical education professionals dealt with those issues, and then determine whether they would have handled the issues in the same way. Analyzing and discussing the cases will enable readers to formulate strategies for dealing with related issues and better prepare them to provide safe, satisfying, and successful physical activity experiences to individuals with varied abilities.
| Foreword |
|
v | |
| About the Authors |
|
ix | |
| Acknowledgments |
|
x | |
| Introduction: Using the Case Study Method |
|
xi | |
|
1 Changing Attitudes and Stereotypical Beliefs |
|
|
1 | (6) |
|
2 The Limits Of Behavior Management Techniques |
|
|
7 | (6) |
|
3 Individualization of Instruction: Writing Behaviorally Stated Objectives |
|
|
13 | (8) |
|
4 Inclusion Without Accompaniment |
|
|
21 | (6) |
|
5 Support Personnel: Roles and Training |
|
|
27 | (6) |
|
6 Creating and Conducting A Self-Contained Ape Program |
|
|
33 | (6) |
|
7 Consultation Between Generalist And Specialist In Physical Education |
|
|
39 | (6) |
|
|
|
45 | (8) |
|
9 Peer Assessment In Physical Education |
|
|
53 | (8) |
|
10 Synergism In Adapted Physical Education |
|
|
61 | (6) |
|
11 Peer Tutoring For Physical Education |
|
|
67 | (6) |
|
12 Teaching Children with Speech and Language Impairments |
|
|
73 | (8) |
|
13 Technological Applications in Physical Education |
|
|
81 | (6) |
|
14 A Team Approach to Including Students with Disabilities in Physical Education |
|
|
87 | (6) |
|
15 Children with Disabilities on the Playground |
|
|
93 | (6) |
|
16 Celia Joins Her High School Swim Team |
|
|
99 | (6) |
|
17 Addressing The Motor Domain Through The IEP/ITP |
|
|
105 | (8) |
|
18 Opportunities For Adults At Their Local Recreation Centers |
|
|
113 | (6) |
|
19 Taking Advantage Of Membership At A Local Health Club |
|
|
119 | (6) |
|
20 Social Inclusion Of Students With Physical Disabilities |
|
|
125 | (8) |
|
21 Proactive And Preventive Strategies |
|
|
133 | (6) |
|
22 Increasing Students' Appropriate Behaviors |
|
|
139 | (6) |
|
23 Decreasing Students' Inappropriate Behaviors |
|
|
145 | (6) |
|
|
|
151 | (6) |
|
25 Teaching Students With Learning Disabilities |
|
|
157 | (6) |
|
28 Teaching Students With Attention Deficit Disorder And Hyperactivity |
|
|
163 | (6) |
|
27 Teaching Students With Developmental Coordination Disorder |
|
|
169 | (6) |
|
28 Teaching Students With Mental Retardation |
|
|
175 | (8) |
|
29 Working As An Itinerant Ape Teacher |
|
|
183 | (8) |
|
30 Jeremy, An Adult Who Is Deaf |
|
|
191 | (6) |
|
31 Teaching A Child With A Visual Impairment |
|
|
197 | (8) |
|
32 Teaching A Student Who Is Deaf-Bund |
|
|
205 | (6) |
|
33 Teaching Students With Severe Disabilities |
|
|
211 | (6) |
|
34 Teaching Students With Severe Spastic Cerebral Palsy |
|
|
217 | (6) |
|
35 Teaching Students with Autism |
|
|
223 | (8) |
|
36 Teaching Students With Motor Delays And Mobility Difficulties |
|
|
231 | (6) |
|
37 Teaching Students With Seizure Disorders |
|
|
237 | (6) |
|
38 Teaching Students With Human Immunodeficiency Virus |
|
|
243 | (6) |
|
38 Teaching Students With Exercise-Induced Asthma |
|
|
249 | (6) |
|
40 Teaching Students With Juvenile Diabetes And Obesity |
|
|
255 | (6) |
| Index |
|
261 | |
Samuel R. Hodge is a professor in the College of Education and Human Ecology at The Ohio State University, US. He has a dual master's degree in adapted PE and motor behaviors and a doctoral degree in adapted physical education and sport pedagogy. His scholarship is focused primarily on issues pertinent to teacher education and inclusion, preparing teachers to offer adapted PE for diverse students with disabilities, and social justice in education and sports. Service-based interests include leading diversity recruitment and retention programs at The Ohio State University. He has numerous publications to his credit. In 2013 Hodge received the APAC Professional Recognition Award, in recognition of his significant contribution to scholarly publications in adapted physical education, the significant mark he has had made on the lives of others, and his enhancement of the image of people with disabilities in society.
Martin E. Block is an associate professor and director of the Masters Program in Adapted Physical Education at the University of Virginia, US. Dr. Block is nationally and internationally recognized as a leading advocate for inclusion with regard to teaching students with disabilities in general physical education contexts. Dr. Block is the author of the text A Teacher's Guide to Including Children with Disabilities in General Physical Education (2000).
Lauren J. Lieberman is a professor in the Department of Kinesiology, Sport Studies and Physical Education at the College at Brockport, SUNY, US. Her scholarship focus is on inclusion strategies as well as teaching children with sensory impairments. Moreover, her research and service-based interests (e.g., Camp Abilities, a developmental sports camp for children who are blind) involve strategies and programming for working with children who are blind, deaf, or deaf-blind in physical education, sport, and recreation contexts. Dr. Lieberman is also nationally recognized for her research scholarship in peer-tutoring strategies to facilitate inclusion in general physical education classes, and she is the author of multiple publications. In 2012 Lieberman received the APAC Professional Recognition Award, in recognition of her significant contribution to scholarly publications in adapted physical education, the significant mark she has had made on the lives of others, and her enhancement of the image of people with disabilities in society.
Nathan M. Murata is a professor in the Department of Kinesiology and Leisure Science at the University of Hawaii at Manoa, US. He has expertise in both adapted physical education and teacher preparation, and he is a nationally certified adapted physical education professional. In addition to receiving his Bachelor of Education in Secondary Physical Education and his Master of Education, Secondary Education from University of Hawaii at Manoa,Murata received a special education teacher certificate with an emphasis in mild/moderate disabilities and completed a Transition Specialist program, both at UH Manoa. His research foci have included pedagogy for students with disabilities, training support personnel to work in inclusive environments, attitudinal variables regarding the inclusion of students with disabilities in general physical education, and aquatics for individuals with physical disabilities. He is also a principal investigator for the Office of Special Education Programs, Personnel Preparation grant.
