| Preface |
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xi | |
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1 | (32) |
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Adapted Physical Education |
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2 | (31) |
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2 | (1) |
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3 | (1) |
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4 | (1) |
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Contributions by Adapted Physical Educators and Recreation Specialists |
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4 | (2) |
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Enriching the Lives of Others |
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6 | (1) |
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Definintion of Special Education |
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7 | (1) |
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Definition of Physical Education |
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7 | (1) |
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Definition of Adapted Physical Education |
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8 | (1) |
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Benefits of Physical Education for Learners with Disabilities |
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8 | (1) |
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Roles of the Adapted Physical Educator |
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8 | (3) |
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11 | (1) |
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History of Adapted Physical Education |
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11 | (4) |
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Federal Legislation and the Rights of Individuals with Disabilities |
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15 | (1) |
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Disability Civil Rights Legislation |
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16 | (3) |
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Educational Reform and Special Education |
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19 | (1) |
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Service Learning and Adapted Physical Education |
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19 | (1) |
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Physical Fitness, Health, and Wellness |
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20 | (1) |
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Federal Leadership for Health and Wellness |
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20 | (2) |
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22 | (1) |
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22 | (1) |
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22 | (1) |
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Leisure and Recreation Opportunities for Individuals with Disabilities |
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23 | (1) |
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Sport for Individuals with Disabilities |
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24 | (2) |
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The Transformation of Physical Education for All Children |
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26 | (2) |
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28 | (1) |
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28 | (1) |
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29 | (1) |
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29 | (2) |
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31 | (1) |
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31 | (1) |
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32 | (1) |
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33 | (216) |
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Adapted Physical Education in the Public Schools |
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34 | (22) |
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34 | (1) |
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Adapted Physical Education |
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34 | (5) |
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Service Delivery in Adapted Physical Education |
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39 | (1) |
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Interaction with Other Special Education Personnel |
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40 | (6) |
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46 | (1) |
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The Role of Litigation in Determining Practice |
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46 | (1) |
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The State and Local Education Agency |
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46 | (4) |
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Computer Technology and the Physical Educator/Adapted Physical Educator |
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50 | (1) |
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51 | (2) |
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53 | (1) |
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53 | (1) |
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53 | (1) |
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53 | (1) |
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54 | (1) |
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54 | (1) |
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55 | (1) |
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Determining Educational Needs through Assessment |
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56 | (35) |
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56 | (1) |
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57 | (1) |
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Matching Type of Assessment to Purpose |
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58 | (3) |
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Legal Mandates for Determining Present Level of Performance |
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61 | (2) |
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63 | (3) |
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66 | (7) |
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73 | (16) |
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89 | (1) |
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89 | (1) |
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89 | (1) |
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90 | (1) |
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90 | (1) |
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90 | (1) |
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90 | (1) |
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Developing the Individual Education Program |
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91 | (49) |
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91 | (5) |
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Professional Personnel Who May be Involved in the Individual Education Program and/or the Individual Transition Plan |
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96 | (1) |
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General Physical Educators |
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97 | (8) |
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Description of Each Component of the IEP |
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105 | (9) |
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114 | (1) |
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Participants in the IEP/Multidisciplinary Team Meeting |
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115 | (3) |
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118 | (1) |
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118 | (2) |
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Encouraging and Maximizing Parent Participation in the IEP Process |
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120 | (2) |
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Encouraging and Maximizing Student Participation in the IEP Process |
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122 | (1) |
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Concerns Regarding the IEP Process |
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123 | (1) |
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The Individual Transition Plan |
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124 | (8) |
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Personal Futures Planning |
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132 | (3) |
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135 | (1) |
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135 | (1) |
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135 | (1) |
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136 | (1) |
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136 | (2) |
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138 | (1) |
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138 | (1) |
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139 | (1) |
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Teaching to Meet Learners' Needs |
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140 | (37) |
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140 | (1) |
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141 | (2) |
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Incidental Versus Planned Learning |
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143 | (1) |
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Facilitating Skill Development |
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143 | (24) |
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167 | (3) |
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170 | (2) |
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172 | (1) |
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Generalization to Community Environments |
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172 | (2) |
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174 | (1) |
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Reporting the Results to Parents |
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174 | (1) |
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175 | (1) |
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175 | (1) |
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175 | (1) |
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175 | (1) |
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176 | (1) |
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Delivering Services in the Most Inclusive Environment |
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177 | (48) |
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177 | (1) |
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Inclusion: The Controversy Continues |
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178 | (1) |
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Emphasis on Education within the General Education Program |
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179 | (1) |
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180 | (1) |
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Preparing for Inclusion---a Proactive Approach |
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181 | (8) |
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Variables Affecting Instruction in Physical Education in the Least Restrictive Environment |
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189 | (13) |
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Working Document for the IEP Committee: Least Restrictive Environment in Physical Education |
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202 | (9) |
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The Consultant and Inclusion |
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211 | (3) |
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214 | (5) |
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219 | (1) |
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220 | (1) |
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220 | (1) |
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220 | (3) |
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223 | (1) |
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223 | (1) |
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224 | (1) |
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Enhancing Student Behavior |
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225 | (24) |
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225 | (1) |
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Assertive, Effective Discipline |
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226 | (3) |
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Identifying Problematic Performance and Behavior |
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229 | (1) |
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Maximizing Student Performance |
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230 | (3) |
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Controlling Group Behavior |
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233 | (8) |
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Techniques to Ensure Persistence of Learning or Change |
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241 | (3) |
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Violations of School Conduct Rules |
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244 | (1) |
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244 | (1) |
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244 | (1) |
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245 | (1) |
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245 | (1) |
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245 | (2) |
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247 | (1) |
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247 | (1) |
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247 | (2) |
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PART III Children and Youth at Risk |
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249 | (52) |
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Physical Fitness and Sport Conditioning |
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250 | (26) |
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250 | (1) |
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Definition of Physical Fitness |
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251 | (1) |
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Physical Activity in the United States |
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252 | (2) |
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Causes of Poor Physical Fitness |
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254 | (1) |
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Evaluating Physical Fitness |
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254 | (2) |
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Programming for Physical Fitness |
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256 | (2) |
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258 | (1) |
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Developing Training Programs |
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259 | (5) |
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Selected Fitness Problems |
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264 | (4) |
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Family Involvement in Active Lifestyles |
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268 | (1) |
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Implications for Physical Education |
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269 | (1) |
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269 | (2) |
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271 | (1) |
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271 | (1) |
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272 | (1) |
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272 | (3) |
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275 | (1) |
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275 | (1) |
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275 | (1) |
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Children at Risk: Psychosocial Issues |
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276 | (25) |
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276 | (1) |
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277 | (1) |
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Alcohol and Other Drug Abuse |
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278 | (2) |
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280 | (3) |
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283 | (1) |
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School Violence and the Gang Culture |
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284 | (1) |
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285 | (4) |
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Teaching Strategies for Physical Educators Working with Children Who Have Been Abused |
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289 | (3) |
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Model Physical Education and Recreation Programs for At-Risk Children and Youth |
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292 | (2) |
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Psychological Goals and Objectives on the IEP |
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294 | (1) |
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295 | (1) |
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295 | (1) |
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296 | (1) |
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296 | (2) |
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298 | (1) |
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299 | (1) |
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299 | (2) |
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PART IV Needs of Specific Populations |
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301 | |
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Infants, Toddlers, and Preschoolers |
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302 | (59) |
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302 | (1) |
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The Potential of Quality Early Intervention |
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303 | (1) |
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The Eight Types of Intelligence---the Philosophical Foundation of Effective and Appropriate Early Intervention |
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303 | (2) |
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Developmentally Appropriate Assessment of Infants, Toddlers, and Preschoolers |
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305 | (1) |
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Guidelines for Screeing and Assessment of Infants, Toddlers, and Preschoolers |
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306 | (1) |
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Transdisciplinary, Play-Based Assessment |
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307 | (3) |
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Comprehensive Motor Assessment |
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310 | (1) |
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310 | (3) |
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The Portfolio Assessment Process |
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313 | (2) |
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Ages and Stages---Understanding Typical and Atypical Development |
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315 | (1) |
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Early Childhood Intervention Programs---Birth to Three Years |
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315 | (22) |
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The Preschool Program for Children Ages Three to Five Years |
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337 | (5) |
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The Indoor Active Learning Center |
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342 | (1) |
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The Outdoor Active Learning Center |
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343 | (4) |
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Preschool Inclusion Programs |
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347 | (3) |
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Responsibilities of the Adapted Physical Education Specialist |
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350 | (5) |
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355 | (1) |
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356 | (1) |
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356 | (1) |
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356 | (3) |
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359 | (1) |
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359 | (1) |
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360 | (1) |
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361 | (32) |
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361 | (1) |
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Definition of Intellectual Disability |
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362 | (2) |
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Incidence of Intellectual Disabilities |
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364 | (1) |
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Causes of Intellectual Disability |
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364 | (1) |
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Characteristics of Intellectual Disability |
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364 | (3) |
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Testing to Determine Functioning Levels |
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367 | (2) |
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Fetal Alcohol Syndrome, Down Syndrome, and Fragile X Syndrome |
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369 | (3) |
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372 | (2) |
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The Physical Education Program |
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374 | (9) |
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Community-Based Opportunities |
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383 | (4) |
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387 | (1) |
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387 | (1) |
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387 | (1) |
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388 | (4) |
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392 | (1) |
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392 | (1) |
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392 | (1) |
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Pervasive Developmental Disorders |
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393 | (32) |
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393 | (1) |
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Characteristics of Pervasive Developmental Disorders |
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394 | (3) |
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Cognitive, Motor, Physical, Behavioral, and Psychosocial Characteristics |
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397 | (5) |
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402 | (1) |
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403 | (7) |
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Strategies for Maximizing Instructional Opportunity within an Inclusive Environment (If Appropriate) |
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410 | (9) |
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419 | (1) |
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419 | (1) |
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420 | (1) |
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420 | (1) |
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420 | (3) |
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423 | (1) |
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423 | (1) |
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424 | (1) |
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Specific Learning Disabilities |
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425 | (15) |
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425 | (1) |
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Definition of Specific Learning Disability |
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426 | (1) |
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Incidence of Specific Learning Disability |
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426 | (1) |
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Causes of Specific Learning Disability |
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427 | (1) |
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Characteristics of Specific Learning Disability |
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428 | (4) |
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Testing to Determine Motor Functioning Levels |
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432 | (1) |
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433 | (2) |
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Community-Based Opportunities |
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435 | (1) |
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436 | (1) |
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437 | (1) |
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437 | (1) |
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437 | (2) |
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439 | (1) |
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439 | (1) |
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439 | (1) |
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440 | (25) |
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440 | (1) |
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Definition of Mental Health Disorders |
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441 | (1) |
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Continuum of Mental Health Disorders |
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442 | (1) |
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Types of Mental Health Disorders |
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443 | (6) |
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Incidence of Mental Health Disorders |
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449 | (1) |
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Causes of Mental Health Disorders |
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449 | (1) |
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Characteristics of Learners with Mental Health Disorders |
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450 | (2) |
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452 | (1) |
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452 | (1) |
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A Supportive Learning Environment for Children with Mental Health Disorders |
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453 | (2) |
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455 | (2) |
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The Physical Education Program |
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457 | (2) |
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Modifications/Adaptations/Inclusion Techniques |
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459 | (1) |
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Community-Based Opportunities |
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459 | (1) |
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460 | (1) |
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460 | (1) |
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460 | (1) |
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460 | (3) |
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463 | (1) |
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463 | (1) |
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464 | (1) |
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Physically Disabling Conditions |
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465 | (52) |
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465 | (1) |
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Definition and Scope of Physically Disabling Conditions |
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466 | (34) |
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500 | (1) |
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Modifications, Adaptations, and Inclusion Techniques |
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501 | (8) |
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Community-Based Opportunities |
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509 | (1) |
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Opportunities for Participation in Competition |
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510 | (1) |
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511 | (1) |
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511 | (1) |
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511 | (1) |
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512 | (4) |
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516 | (1) |
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516 | (1) |
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516 | (1) |
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517 | (31) |
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517 | (1) |
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Deafness and Hearing Impairments |
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518 | (18) |
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Speech and Language Disorders |
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536 | (7) |
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543 | (1) |
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543 | (1) |
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544 | (1) |
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544 | (3) |
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547 | (1) |
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547 | (1) |
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547 | (1) |
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548 | (24) |
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548 | (1) |
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Definition of Visual Impairments |
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549 | (1) |
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Incidence of Visual Impairments |
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550 | (1) |
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Causes of Visual Impairments |
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550 | (1) |
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Characteristics of Visual Impairments |
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551 | (2) |
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553 | (2) |
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555 | (1) |
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556 | (4) |
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The Physical Education Program |
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560 | (4) |
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Modifications, Adaptations, and Inclusion Techniques |
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564 | (2) |
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Community-Based Activities |
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566 | (2) |
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568 | (1) |
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569 | (1) |
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569 | (1) |
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569 | (2) |
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571 | (1) |
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571 | (1) |
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571 | (1) |
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572 | |
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572 | (1) |
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Attention Deficit/Hyperactivity Disorder |
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573 | (3) |
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576 | (3) |
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579 | (4) |
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583 | (4) |
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587 | (3) |
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590 | (3) |
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593 | (6) |
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599 | (2) |
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Premenstrual Syndrome and Dysmenorrhea |
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601 | (4) |
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605 | (2) |
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607 | (1) |
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608 | (1) |
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608 | (1) |
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608 | (4) |
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612 | (1) |
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612 | (1) |
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613 | |
| Glossary |
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1 | (1) |
| Index |
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1 | |
