Preface |
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xxi | |
Acknowledgments |
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xxv | |
Reviewers |
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xxvii | |
Part 1 The Scope |
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1 | (24) |
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Chapter 1 Adapted Physical Education |
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3 | (22) |
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3 | (1) |
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4 | (2) |
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5 | (1) |
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5 | (1) |
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5 | (1) |
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The Process of Becoming Disabled |
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6 | (1) |
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Contributions by Adapted Physical Educators and Recreation Specialists |
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7 | (3) |
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Utilizing Evidence-Based Practices and Assistive Devices and Technologies |
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8 | (1) |
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Physical Activity and the Built Environment |
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8 | (1) |
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Addressing Potential Secondary Conditions |
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8 | (1) |
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Enriching the Lives of Others |
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9 | (1) |
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Definition of Physical Education |
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10 | (1) |
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Definition of Adapted Physical Education |
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11 | (1) |
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Benefits of Physical Education for Learners with Disabilities |
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11 | (1) |
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Roles of the Adapted Physical Educator |
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12 | (1) |
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13 | (1) |
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Advocacy and Adapted Physical Education |
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14 | (4) |
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Federal Legislation and the Civil Rights of Individuals with Disabilities |
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18 | (4) |
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22 | (1) |
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23 | (1) |
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23 | (1) |
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23 | (2) |
Part 2 Key Techniques |
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25 | (272) |
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Chapter 2 Adapted Physical Education in the Public Schools |
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27 | (28) |
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27 | (1) |
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Adapted Physical Education |
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27 | (12) |
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30 | (1) |
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Definition of Adapted Physical Education |
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30 | (1) |
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30 | (1) |
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31 | (1) |
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32 | (1) |
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32 | (1) |
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Individualized Education Program |
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33 | (1) |
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Instructional Options/Delivery Models |
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33 | (2) |
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35 | (3) |
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38 | (1) |
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Interaction with Other Special Education Personnel |
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39 | (7) |
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46 | (7) |
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The State and Local Education Agency |
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47 | (1) |
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48 | (1) |
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School-Family Partnerships |
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49 | (4) |
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53 | (1) |
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53 | (1) |
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54 | (1) |
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Chapter 3 Determining Educational Needs through Assessment |
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55 | (36) |
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55 | (1) |
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56 | (1) |
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Matching Type of Assessment to Purpose |
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57 | (4) |
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Legal Mandates for Determining Present Level of Performance |
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61 | (2) |
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63 | (7) |
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Evaluating Physical Fitness |
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70 | (1) |
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70 | (10) |
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Need for Utilizing a Standardized Test |
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71 | (1) |
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71 | (6) |
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77 | (3) |
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80 | (9) |
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81 | (1) |
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82 | (2) |
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Organizing and Interpreting the Test Results |
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84 | (5) |
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89 | (1) |
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90 | (1) |
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90 | (1) |
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Chapter 4 Developing the Individualized Education Program |
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91 | (50) |
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91 | (3) |
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Professional Personnel Who May be Involved in the Individualized Education Program and/or the Individual-Transition Plan |
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94 | (17) |
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94 | (5) |
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Related Service Providers |
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99 | (12) |
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Description of Each Component of the IEP |
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111 | (14) |
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Present Level of Educational Achievement |
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111 | (2) |
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113 | (3) |
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Specific Educational Services |
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116 | (3) |
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119 | (1) |
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Extent to Which the Student Will Not Participate in Regular Education |
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120 | (1) |
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Modifications/Accommodations Needed for the Student to Participate in Statewide and District-Wide Achievement Tests |
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120 | (1) |
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Statement of Needed Transition Services |
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121 | (1) |
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Positive Behavior Management |
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121 | (2) |
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Projected Dates for Initiation and Termination of Services |
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123 | (1) |
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Appropriate Objective Criteria and Evaluation Procedures |
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123 | (1) |
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Additional Components of Most School-Based IEP Documents |
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123 | (2) |
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Participants in the IEP/Multidisciplinary Team Meeting |
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125 | (2) |
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127 | (4) |
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Encouraging and Maximizing Parent Participation in the IEP Process |
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131 | (4) |
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Duties of the Professionals |
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135 | (1) |
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Encouraging and Maximizing Student Participation in the IEP Process |
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135 | (2) |
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137 | (1) |
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137 | (1) |
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137 | (4) |
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Chapter 5 Teaching to Meet Learners' Needs |
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141 | (42) |
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141 | (2) |
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143 | (1) |
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Incidental Versus Planned Learning |
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|
144 | (1) |
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Facilitating Skill Development |
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|
145 | (31) |
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Teach Specific Skills: Top-Down |
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|
146 | (3) |
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Eliminate Deficiencies: Bottom-Up |
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|
149 | (1) |
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Basic Neurological Building Blocks |
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150 | (10) |
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Perceptual Motor Processes |
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160 | (12) |
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172 | (3) |
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175 | (1) |
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Evidence-Based Practice and Response to Intervention |
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176 | (1) |
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Modifications or Adaptations |
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177 | (2) |
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Generalization to Community Environments |
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179 | (1) |
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179 | (1) |
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180 | (1) |
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180 | (1) |
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181 | (1) |
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181 | (2) |
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Chapter 6 Delivering Services in the Least Restrictive Environment |
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183 | (54) |
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183 | (1) |
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The Least Restrictive Environment and Inclusive Education |
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183 | (5) |
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LRE and Developmentally Appropriate Practice in Physical Education |
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188 | (1) |
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Preparing for the Least Restrictive Environment-A Proactive Approach |
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188 | (10) |
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189 | (1) |
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The Building Principal: The Key to Effective Instructional Programs |
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190 | (1) |
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191 | (4) |
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Preparing Professionals, Including the General Physical Educator |
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195 | (2) |
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Preparing the Paraeducator |
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197 | (1) |
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Variables Affecting Instruction in Physical Education in the Least Restrictive Environment |
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198 | (20) |
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Accessibility and the LRE |
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199 | (2) |
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Curricular Variables Affecting Instruction in the LRE |
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201 | (3) |
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Assessment Variables Affecting Instruction in the LRE |
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204 | (1) |
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Support Personnel Variables Affecting Instruction in the LRE |
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204 | (8) |
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Teaching Style as a Variable Affecting Instruction in the LRE |
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|
212 | (2) |
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Management of Behavior as a Variable Affecting Instruction in the LRE |
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214 | (2) |
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Grading as a Variable Affecting Instruction in the LRE |
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216 | (1) |
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Equipment as a Variable Affecting Instruction in the LRE |
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217 | (1) |
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Working Document for the IEP Committee: Least Restrictive Environment in Physical Education |
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218 | (9) |
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Specific Strategies for Creating an LRE for Learners with Disabilities |
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222 | (3) |
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Collaboration to Create an LRE |
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225 | (2) |
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The Consultant's Contribution to an LRE |
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227 | (6) |
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233 | (1) |
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233 | (1) |
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233 | (4) |
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Chapter 7 Enhancing Student Behavior |
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237 | (26) |
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237 | (2) |
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Assertive, Effective Discipline |
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239 | (2) |
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|
239 | (2) |
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Identifying Problematic Performance and Behavior |
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|
241 | (4) |
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Need to Assess and Monitor Performance and Behavior |
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|
241 | (1) |
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|
242 | (1) |
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Determine Why the Problem Is Occurring |
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|
242 | (1) |
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|
243 | (2) |
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Maximizing Student Performance |
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|
245 | (3) |
|
Applying Good Reinforcement Practices |
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245 | (3) |
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248 | (1) |
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248 | (11) |
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Handling the Disruptive Behavior |
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251 | (4) |
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Consistent Management Techniques |
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255 | (3) |
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258 | (1) |
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Support in School to Manage Behavior |
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259 | (1) |
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260 | (1) |
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260 | (1) |
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260 | (1) |
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261 | (2) |
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Chapter 8 Teaching with Technology |
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263 | (16) |
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263 | (2) |
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265 | (2) |
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267 | (3) |
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270 | (1) |
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|
271 | (1) |
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272 | (1) |
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Behavior Management and Classroom Structure |
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273 | (3) |
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|
276 | (1) |
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276 | (1) |
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|
277 | (2) |
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Chapter 9 Transition Programming/Community Recreation and Sport |
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|
279 | (18) |
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279 | (1) |
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279 | (5) |
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Settings for Transition Goals |
|
|
283 | (1) |
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Community Sport and Recreation |
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|
284 | (4) |
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Deaflympics, Special Olympics, Paralympics |
|
|
288 | (5) |
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288 | (1) |
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289 | (2) |
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291 | (2) |
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293 | (1) |
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293 | (1) |
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|
294 | (3) |
Part 3 Needs of Specific Populations |
|
297 | (348) |
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Chapter 10 Infants, Toddlers, and Preschoolers |
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299 | (80) |
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299 | (1) |
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The Potential of Quality Early Intervention |
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|
300 | (1) |
|
The Eight Types of Intelligence-The Philosophical Foundation of Effective and Appropriate Early Intervention |
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|
300 | (4) |
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302 | (1) |
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Logical-Mathematical Intelligence |
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302 | (1) |
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|
302 | (1) |
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303 | (1) |
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Bodily-Kinesthetic Intelligence |
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303 | (1) |
|
Interpersonal Intelligence |
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303 | (1) |
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Intrapersonal Intelligence |
|
|
304 | (1) |
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|
304 | (1) |
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Developmentally Appropriate Assessment of Infants, Toddlers, and Preschoolers |
|
|
304 | (1) |
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Recommendations for Screening and Assessment of Infants, Toddlers, and Preschoolers |
|
|
305 | (9) |
|
The Portfolio Assessment Process |
|
|
314 | (4) |
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|
316 | (1) |
|
Logical-Mathematical Intelligence |
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|
316 | (1) |
|
|
316 | (1) |
|
|
316 | (1) |
|
Bodily-Kinesthetic Intelligence |
|
|
316 | (1) |
|
Interpersonal Intelligence |
|
|
317 | (1) |
|
Intrapersonal Intelligence |
|
|
317 | (1) |
|
|
317 | (1) |
|
Ages and Stages-Understanding Typical and Atypical Development |
|
|
318 | (9) |
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Active Start: Recommendations Regarding Activity for Infants, Toddlers, and Preschoolers |
|
|
326 | (1) |
|
Early Intervention Programs-Birth to 3 Years |
|
|
327 | (20) |
|
Infants, Toddlers, and Their Families |
|
|
327 | (1) |
|
Infant-Parent Relationships in Families with an Infant with a Disability |
|
|
328 | (3) |
|
Early Intervention in Natural, Family-Centered Settings |
|
|
331 | (6) |
|
Movement and Play in the Individual Family Service Plan |
|
|
337 | (1) |
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Role of the Adapted Physical Education Specialist with Infants and Toddlers in Natural Settings |
|
|
338 | (1) |
|
Strategies and Techniques for Enhancing Sensory Stimulation |
|
|
339 | (1) |
|
Strategies and Techniques for Enhancing the Development of Equilibrium Behaviors |
|
|
340 | (2) |
|
Strategies and Techniques for Developing Simple Locomotor Competency |
|
|
342 | (2) |
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Strategies and Techniques for Facilitating/Scaffolding Symbolic Play Behavior |
|
|
344 | (1) |
|
Strategies and Techniques for Scaffolding Learning |
|
|
344 | (1) |
|
Demonstrating How Simple Materials Found (in the Home or Other Settings) Can Be Used to Facilitate Play and the Development of Gross Motor and Fine Motor Skills |
|
|
345 | (1) |
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Demonstrating the Use of Simple Toys |
|
|
346 | (1) |
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Helping the Parent (or Other Caregiver) Select Toys That Facilitate Communication between the Caregiver and the Child |
|
|
346 | (1) |
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Helping the Parent Select Toys That Empower the Child |
|
|
347 | (1) |
|
Preschool Programs-Ages 3 to 5 Years |
|
|
347 | (9) |
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Quality Movement, Play, and Wellness Experiences in Preschool Programs |
|
|
352 | (4) |
|
The Indoor Active Learning Center |
|
|
356 | (2) |
|
The Outdoor Active Learning Center |
|
|
358 | (6) |
|
Basic Standards for the Preschool Outdoor Play Area |
|
|
364 | (1) |
|
Responsibilities of the Adapted Physical Education Specialist |
|
|
364 | (9) |
|
Active Learning Center to Support a Transportation Theme |
|
|
369 | (1) |
|
|
369 | (1) |
|
Management of Behavior in the Preschool Learning Environment |
|
|
370 | (1) |
|
Cultural Diversity in the Active Learning Centers |
|
|
371 | (2) |
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|
373 | (1) |
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|
373 | (1) |
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|
373 | (6) |
|
Chapter 11 Intellectual and Developmental Disabilities |
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|
379 | (34) |
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379 | (1) |
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380 | (2) |
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|
382 | (1) |
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|
383 | (6) |
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|
384 | (1) |
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|
384 | (3) |
|
|
387 | (2) |
|
Characteristics of Individuals with Intellectual Disabilities |
|
|
389 | (6) |
|
Cognitive Characteristics |
|
|
390 | (2) |
|
|
392 | (3) |
|
The Physical Education Program |
|
|
395 | (8) |
|
|
395 | (2) |
|
|
397 | (1) |
|
|
398 | (4) |
|
|
402 | (1) |
|
Modifications for Students with Severe Intellectual Disabilities |
|
|
403 | (4) |
|
|
404 | (3) |
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|
407 | (1) |
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|
407 | (1) |
|
|
408 | (5) |
|
Chapter 12 Autism Spectrum Disorder |
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|
413 | (26) |
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|
413 | (1) |
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|
414 | (3) |
|
|
417 | (1) |
|
|
417 | (1) |
|
|
418 | (2) |
|
The Physical Education Program |
|
|
420 | (13) |
|
Testing for Autism Spectrum Disorder |
|
|
420 | (1) |
|
|
421 | (2) |
|
|
423 | (10) |
|
|
433 | (1) |
|
|
433 | (1) |
|
|
434 | (5) |
|
Chapter 13 Specific Learning Disabilities |
|
|
439 | (20) |
|
|
439 | (1) |
|
Definition of Specific Learning Disability |
|
|
440 | (1) |
|
Incidence of Specific Learning Disability |
|
|
441 | (1) |
|
Causes of Specific Learning Disability |
|
|
441 | (3) |
|
Characteristics of Specific Learning Disability |
|
|
444 | (5) |
|
Neurophysiological Differences |
|
|
444 | (1) |
|
Sensory Input Processing Differences |
|
|
445 | (1) |
|
Problems Processing Information |
|
|
446 | (2) |
|
|
448 | (1) |
|
|
448 | (1) |
|
|
449 | (1) |
|
Testing to Determine Motor Functioning Levels |
|
|
449 | (1) |
|
|
450 | (3) |
|
The Physical Education Program |
|
|
451 | (1) |
|
|
452 | (1) |
|
|
453 | (1) |
|
|
454 | (1) |
|
|
454 | (5) |
|
Chapter 14 Emotional Disturbance |
|
|
459 | (32) |
|
|
459 | (1) |
|
Definition of Emotional Disturbance |
|
|
460 | (2) |
|
Continuum of Emotional Disorders |
|
|
462 | (2) |
|
Types of Mental Health Disorders |
|
|
464 | (9) |
|
|
465 | (3) |
|
|
468 | (5) |
|
Incidence of Emotional Disorders |
|
|
473 | (1) |
|
Causes of Emotional Disturbance |
|
|
474 | (1) |
|
Characteristics of Learners with Emotional Disturbance |
|
|
475 | (2) |
|
A Supportive Learning Environment for Children with Emotional Disturbance |
|
|
477 | (1) |
|
|
477 | (2) |
|
|
479 | (1) |
|
|
480 | (3) |
|
The Physical Education Program |
|
|
483 | (2) |
|
Modifications/Adaptations/Inclusion Techniques |
|
|
485 | (1) |
|
|
486 | (1) |
|
|
487 | (1) |
|
|
487 | (4) |
|
Chapter 15 Physically Disabling Conditions |
|
|
491 | (52) |
|
|
491 | (1) |
|
Definition and Scope of Physically Disabling Conditions |
|
|
492 | (46) |
|
|
493 | (21) |
|
|
514 | (13) |
|
|
527 | (11) |
|
|
538 | (1) |
|
|
539 | (1) |
|
|
539 | (4) |
|
Chapter 16 Communicative Disorders |
|
|
543 | (38) |
|
|
543 | (1) |
|
Deafness and Hearing Impairments |
|
|
544 | (1) |
|
Definition of Deaf or Hearing Impaired |
|
|
545 | (1) |
|
Incidence of Hearing Impairments in Children |
|
|
546 | (1) |
|
Causes of Hearing Impairments |
|
|
546 | (2) |
|
Conductive Hearing Impairments |
|
|
547 | (1) |
|
Sensorineural Hearing Impairments |
|
|
548 | (1) |
|
|
548 | (1) |
|
Characteristics of Students with Hearing Impairments |
|
|
548 | (7) |
|
|
548 | (1) |
|
Clues That Indicate Hearing Loss |
|
|
549 | (5) |
|
Motor Characteristics of Individuals with Hearing Impairment |
|
|
554 | (1) |
|
The Physical Education Program |
|
|
555 | (1) |
|
|
555 | (1) |
|
|
556 | (2) |
|
Integrating Students with a Hearing Impairment |
|
|
556 | (2) |
|
|
558 | (14) |
|
|
558 | (6) |
|
|
564 | (4) |
|
|
568 | (1) |
|
|
569 | (1) |
|
The Physical Education Program |
|
|
570 | (2) |
|
Speech and Language Disorders |
|
|
572 | (4) |
|
|
573 | (1) |
|
|
573 | (1) |
|
|
573 | (1) |
|
Fluency Disorders: Stuttering and Cluttering |
|
|
574 | (1) |
|
Receptive Language Disorder |
|
|
575 | (1) |
|
Expressive Language Disorder |
|
|
575 | (1) |
|
|
576 | (1) |
|
|
576 | (1) |
|
|
577 | (1) |
|
|
577 | (4) |
|
Chapter 17 Visual Impairments |
|
|
581 | (26) |
|
|
581 | (1) |
|
Definition of Visual Impairments |
|
|
582 | (1) |
|
Incidence of Visual Impairments |
|
|
583 | (1) |
|
Causes of Visual Impairments |
|
|
584 | (3) |
|
|
585 | (1) |
|
Impairments to the Extraocular Muscle System |
|
|
585 | (2) |
|
Characteristics of Visual Impairments |
|
|
587 | (5) |
|
|
588 | (1) |
|
|
589 | (1) |
|
|
589 | (1) |
|
Psychological and Social Adjustment |
|
|
590 | (2) |
|
The Physical Education Program |
|
|
592 | (1) |
|
|
592 | (1) |
|
|
592 | (4) |
|
|
593 | (1) |
|
Orientation and Mobility Training |
|
|
594 | (1) |
|
|
595 | (1) |
|
|
596 | (6) |
|
|
597 | (5) |
|
|
602 | (1) |
|
|
603 | (1) |
|
|
603 | (1) |
|
|
603 | (4) |
|
Chapter 18 Other Health Impairments |
|
|
607 | (38) |
|
|
607 | (1) |
|
Attention Deficit/Hyperactivity Disorder |
|
|
608 | (4) |
|
|
609 | (1) |
|
|
609 | (1) |
|
|
610 | (1) |
|
|
610 | (1) |
|
|
611 | (1) |
|
The Physical Education Program and Teaching Strategies |
|
|
611 | (1) |
|
|
612 | (3) |
|
|
612 | (1) |
|
|
612 | (1) |
|
|
612 | (1) |
|
|
613 | (1) |
|
|
613 | (1) |
|
The Physical Education Program and Teaching Strategies |
|
|
614 | (1) |
|
|
615 | (4) |
|
|
615 | (1) |
|
|
616 | (1) |
|
|
616 | (1) |
|
|
617 | (1) |
|
|
618 | (1) |
|
The Physical Education Program and Teaching Strategies |
|
|
619 | (1) |
|
|
619 | (5) |
|
|
619 | (1) |
|
|
619 | (1) |
|
|
620 | (1) |
|
|
620 | (1) |
|
|
621 | (1) |
|
The Physical Education Program and Teaching Strategies |
|
|
622 | (2) |
|
|
624 | (5) |
|
|
624 | (1) |
|
|
624 | (1) |
|
|
625 | (1) |
|
|
625 | (1) |
|
Types of Childhood Cancers |
|
|
626 | (1) |
|
|
627 | (1) |
|
The Physical Education Program and Teaching Strategies |
|
|
628 | (1) |
|
|
629 | (3) |
|
|
629 | (1) |
|
|
629 | (1) |
|
|
629 | (1) |
|
|
629 | (1) |
|
|
630 | (1) |
|
The Physical Education Program and Teaching Strategies |
|
|
631 | (1) |
|
|
632 | (13) |
|
|
632 | (1) |
|
|
632 | (1) |
|
|
632 | (1) |
|
|
633 | (1) |
|
|
634 | (2) |
|
The Physical Education Program and Teaching Strategies |
|
|
636 | (3) |
|
|
639 | (1) |
|
|
639 | (1) |
|
|
640 | (5) |
Glossary |
|
645 | (32) |
Index |
|
677 | |