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Principles and Methods of Adapted Physical Education and Recreation 9th ed. [Kõva köide]

  • Formaat: Hardback, 718 pages
  • Ilmumisaeg: 01-Jan-2000
  • Kirjastus: McGraw-Hill Inc.,US
  • ISBN-10: 0072329262
  • ISBN-13: 9780072329261
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Principles and Methods of Adapted Physical Education and Recreation 9th ed.Suurem pilt
  • Formaat: Hardback, 718 pages
  • Ilmumisaeg: 01-Jan-2000
  • Kirjastus: McGraw-Hill Inc.,US
  • ISBN-10: 0072329262
  • ISBN-13: 9780072329261
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9780072329261.html
Märksõnad:
preface xiii
PART I The Scope 1(30)
CHAPTER 1 Adapted Physical Education,
2(29)
Definition of Special Education,
4(1)
Definition of Physical Education,
4(1)
Benefits of Physical Education for Students with Disabilities,
4(1)
The Adapted Physical Educator,
4(1)
Prevalence,
5(2)
History of Adapted Physical Education,
7(3)
Federal Legislation and the Rights of Persons with Disabilities,
10(1)
Educational Reform and Special Education,
11(4)
Physical Fitness, Health and Wellness,
15(2)
Healthy People 2010,
17(2)
Escalation of Hate in the Schools,
l8
Educational Standards,
19(1)
The Teacher's Reality,
20(1)
Leisure and Recreation Opportunities for Individuals with Disabilities,
20(2)
Sport for Individuals with Disabilities,
22(1)
The Transformation of Physical Education for All Children,
23(8)
PART II Key Techniques 31(260)
CHAPTER 2 Determining Educational Needs Through Assessment,
32(37)
Purposes of Assessment,
33(1)
Matching Type of Assessment to Purpose,
34(1)
Legal Mandates for Determining Present Level of Performance,
34(3)
Authentic Assessment,
37(2)
Test Selection Criteria,
39(13)
The Testing Process,
52(10)
Using Assessment for Classification,
62(7)
CHAPTER 3 Developing the Individual Education Program,
69(49)
Content of the IEP,
72(1)
Description of Each Component of the IEP,
72(11)
Parent/Guardian Rights,
83(2)
Participants of the IEP/Multidisciplinary Team Meeting,
85(1)
Discipline Concerns,
86(1)
The IEP Meeting Agenda,
87(2)
Encouraging and Maximizing Parent Participation in the IEP Process,
89(3)
Encouraging and Maximizing Student Participation in the IEP Process,
92(1)
Concerns Regarding the IEP Process,
93(1)
The Individual Transition Plan,
93(7)
Personal Futures Planning,
100(2)
Professional Personnel Who May Be Involved in the Individual Education Program and/or the Individual Transition Plan,
102(16)
CHAPTER 4 Teaching to Meet Learners' Needs,
118(36)
Levels of Motor Function,
119(2)
Incidental Versus Planned Learning,
121(1)
Facilitating Skill Development,
121(24)
Programmed Instruction,
145(2)
Functional Adaptations,
147(2)
Generalization to Community Environments,
149(1)
Commercial Programs,
150(1)
Reporting the Results to Parents,
151(3)
CHAPTER 5 Delivering Services in the Most Inclusive Environment,
154(69)
Inclusion: The Controversy Continues,
155(2)
Emphasis on Education Within the General Education Program,
157(5)
The Impact of Inclusion,
162(1)
National Standards for Physical Education,
163(3)
Preparing for Inclusion-A Proactive Approach,
166(10)
Determining Accessibility of the Physical Education Setting,
176(1)
Variables Affecting Instruction in Physical Education in the Least Restrictive Environment,
177(14)
Working Document for the IEP Committee: Least Restrictive Environment in Physical Education,
191(32)
CHAPTER 6 Behavior Management,
223(27)
Specific Behavior-Management Strategies,
225(19)
Schoolwide Behavior-Management Systems,
244(1)
Violations of School Conduct Rules,
245(5)
CHAPTER 7 Program Organization and Administration,
250(41)
Contemporary Education,
251(1)
The Law and Public Education,
252(2)
Adapted Physical Education and the Administrative Hierarchy,
254(5)
Service Delivery in Adapted Physical Education,
259(1)
Interaction with Other Special Education Personnel,
260(6)
School Reform Initiatives,
266(16)
Contemporary Adapted Physical Education Using Computer Technology,
282(2)
Equipment,
284(7)
PART III Children and Youth at Risk 291
CHAPTER 8 Physical Fitness and Sport Conditioning,
292(26)
Definition of Physical Fitness,
293(2)
Physical Activity in the United States,
295(1)
Causes of Poor Physical Fitness,
296(1)
Evaluating Physical Fitness,
297(1)
Programming for Physical Fitness,
298(1)
Principles of Training,
299(2)
Developing Training Programs,
301(5)
Selected Fitness Problems,
306(4)
Family Involvement in Active Lifestyles,
310(1)
Implications for Physical Education,
310(1)
Sports Conditioning,
311(7)
CHAPTER 9 Children in Crisis: Psychosocial Delays,
318
Infant Mortality,
320(1)
Alcohol and Other Drug Abuse,
321(4)
Poverty and Homelessness,
325(3)
Parental Instability,
328(1)
School Violence and the Gang Culture,
329(5)
Child Abuse and Neglect,
334(4)
Teaching Strategies for Physical Educators Working with Children Who Have Been Abused,
338(1)
Psychosocial Deficits of Children and Youth with Disabilities,
339(1)
Physical Education for At-Risk Children and Youth, Including Those with Disabilities,
340(3)
Model Physical Education and Recreation Programs for At-Risk Children and Youth,
343
Hierarchy of Incentives for Demonstrating Socially Appropriate Behavior, 346