1. Drowatzky, J. (1971). Physical education for the mentally retarded. Lea & Febiger.
Physical Education for the Mentally Retarded, by John N. Drowatzky offers simplified materials so that all special education teachers (even those who have little to no training in physical education) will be able to reach the needs of all students more effectively. It includes specific activities and teaching techniques to help improve the physical fitness, basic movement skills, and perceptual-motor skills of students, along with presenting ideas for lead-up activities and special organized games. It also addresses various teaching aids, special equipment, and other useful resources that could enhance the educational experience for students with disabilities.
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It discusses each approach in detail, allowing teachers to pick and choose which qualities of each approach best fit the physical education program that their specific students need. Within this book, there is also a strong emphasis placed on sports for individuals with disabilities. Along with that, many different pedagogical devices are given throughout the chapters to help spark some new ideas among readers.
3. Winnick, J. (2000). Adapted physical education & sport (3rd ed.). Human Kinetics.
Joseph Winnick’s book, Adapted Physical Education & Sport, is split into four different sections; many important concepts are discussed and new ideas are given within the text. Part four is especially helpful to special education teachers, because it addresses specific sports/activities and gives the ways in which students of all ability levels can participate. Some of the sports and activities discussed are rhythm and dance, aquatics, team sports, winter sports, and wheelchair sport performance. Overall, the book was written to aid teachers in planning and providing the proper services to all students with disabilities. It focuses on the statement that “individuals with disabilities are really individuals with abilities who are capable of much more than society
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It includes many different pedagogical aids, such as scenarios, to help the reader apply the content presented in “real-life” ways. One of my favorite features of this book is that many disabilities are explained and specific teaching strategies are given to help give the teacher ideas of how to best adapt lessons to fit the needs of specific children with that particular
In this common adapted physical education (APE) class there are paraeducators who work on every student individually, so they are the ones that spend more time with each student. Although, they are defined as a related service that includes support the student movement and focus, keep the student focus and provide verbal cues. A pyramid going from less supportive to more supportive can be used to determine how to use a paraeducator in a class. The first level of the pyramid is based on a direct support to the student with disabilities. Other studies have shown that direct support decreases social interaction when paraeducators are always too close helping the student. The second level is similar to the first, but the paraeducator helps the student with extra equipment and may be paired with the student for safety. In the level number three the support by the paraeducator is at the top because video modeling is used as an instructional method. In video modeling the paraeducator works in an individual setting watching a video of the skill and helping the child at the same time. In order to complete this process three steps are followed. The first step declares that separating the class according to learner needs and level of support is an important part of modeling. The second step states that media has to be created for the lesson to target the student needs. The third step says paraeducators have to be able to use video modeling, so a designed training is obligatory. This process is enabled by having a well-developed communication between the physical education teacher and the paraeducator. The benefits of video modeling are interesting for the paraeducator. One of the benefits would be keeping the paraeducator busy during the in...
Students with disabilities are not the only students who can benefit from creative tasks, projects, and assessments. A positive and caring approach to dealing with all student regardless of culture, disability or any other thing that make then different from the norm is key to the success of all concerned.
Students with disabilities have several delivery models that are made available to them. These students that have been identified as having a disability are to be given an equal opportunity to be the recipients of a fair and public education just as their non-disabled classmates. It is a legal requirement that the students are placed in an LRE (Least Restrictive Environment). The needs of the students and the resources available to them play an important factor in the placement of those individuals who has been identified as disabled. The following information was derived through classroom
... physical education (J. Sproule, Ed.). Retrieved February 25, 2014, from Sage Journal website: http://epe.sagepub.com/content/11/3/257.short#cited-by
"Special Education and Sports: The Disabilities Act and Interscholastic Sports." Special Education and Sports: The Disabilities Act and Interscholastic Sports. N.p., n.d. Web. 30
American Alliance for Health. Physical Education for Life Long Fitness. 2nd ed. N.p.: National Association for Sport and Physical Education, n.d. Print.
Lastly, the textbook states that “A high-quality physical-education program parallels whole-child education. While the main focus is on physical development (psychomotor), it also addresses the knowledge (cognitive) and social (affective) aspects of the child”
As a teacher it is important if not crucial to create a safe learning environment for students, especially students with disabilities. Most schools implement many services that are available in order to support students with mild-extreme disabilities without excluding them from the other students. The ‘least restrictive environment’ (educational psychology for learning and teaching) is an environment that is close to what students without disabilities learn in. However, depending on the severity of the disability, after school classes or sessions may be required. Depending on the primary school year level, some students may not even be aware that their fellow peer has a disability if the student has not been singled out as being disabled. To engage behavioural or disabled students in learning a good strategy is to accompany the main teacher with a teacher aide. In a class of 25 or so students, one teacher is not able to get around to each student individually. One-on-one interaction with student and teacher is highly beneficial with certain students. So, by having a teacher aide in the classroom the main teacher can work with the students who are able to work more independently
Students with learning disabilities in the regular classroom may have challenges that require special attention. If the teacher is able to identify the disabilities and the features associated with them then the teacher can tailor the lessons to meet the needs of the students. These may include differentiated instruction and facilitating an inclusive classroom which will see inclusive strategies employed that will cater to the needs of students with learning disabilities. These inclusive strategies can range from individualized learning programs to team and co-teaching. In some cases, the teacher can arrange for a special education teacher or arrange for a pull out program to assist students who have learning disabilities. Strategies that will also cater to learning disabilities may also include the use of technology. According to Ford 2013 ‘In some situations it may be best for students with LD to be taught in separate pull out classrooms with a teacher who can provide targeted skill instruction in areas where a student is struggling.’ ‘When provided appropriate support within this setting, many of these students can achieve academically and develop positive self-esteem and social skills. (American Speech-Language-Hearing Association 1991). They also recommend that schools should ‘require in-service programs for all school personnel to give them the knowledge and skills necessary to provide education for students with learning disabilities in the regular education classroom.’ Schools should include activities to help participants learn strategies to meet individual needs of students, foster attitudes conductive to educating students with learning disabilities in the regular education classroom, and promote
Gabbard, C., LeBlanc, B., & Lowy, S. (1994). Physical Education for Children: Building the Foundation, 2nd edition. New Jersey: Prentice-Hall, inc.
To begin with, full inclusion in the education system for people with disabilities should be the first of many steps that are needed to correct the social injustices that people with disabilities currently face. Students with disabilities are far too frequently isolated and separated in the education system (Johnson). They are often provided a diluted, inferior education and denied meaningful opportunities to learn. There are many education rights for children with disabilities to p...
Over the last eight weeks this writer has learned a monument amount of knowledge in a short period of time. Each module and activity clearly defined each objective covered in the readings. Reflection plays a huge part in increasing one's self awareness, after having reflected on the course assignments writer is prepared to use the knowledge that they have attained. Having taken this course one feel comfortable utilizes the materials in the professional world successfully. Before taking this course many things about the laws and right guaranteed to students with disabilities were unclear. Knowledge is power and knowing has opened this writer up to understanding how a special educator a...
In an article by J.E. Ormrod, a respected author and an expert in the field of educational pedagogy, she discusses various learning disabilities that a student might suffer from and various strategies a teacher might use to assist the student. There are more students with learning disabilities than any other category of students with special needs, so a teacher must be fully prepared to encounter a situation such as this. The teacher must be aware that a student with learning disability might have poor motor social, reading, organizational, and study skills. They might also find it difficult to keep their attention focused and to remain positive and motivated despite their difficult situation. Secondary students, in particular, will find it difficult because, although they may have improved in motor and attention skills as they aged, they will have started to deal with the typical problems of adolescence, such as peer pressure and dating, in addition to handling their learning disability.
Education is a profession which requires a teacher to be able to communicate with a multitude of students on a variety of levels. There is not a class, or student for that matter, that is identical. Therefore, teachers must be able to identify and help educate students from all different types of backgrounds and at different levels. Teaching a singular subject presents difficulties, but teaching students with disabilities should not be one. There are three main teaching areas that need to be focused on when teaching a student with a learning disability. Teachers need to focus on the strategies that will assist students with reading comprehension skills, writing skills, and maintaining appropriate behaviors in a classroom setting.
In society today, there are many children and parents who face the diagnosis of having a developmental disability that would qualify them for special education and needs. This time can come with many questions for the parents when they realize the specialized care and education their child will need. Most often, questions arise about their schooling and how they will be included with other children, as well as what services are available to their child. How their disability impacts their life is a very valid concern because their education will be impacted. When a disability is discovered, it effects trickle down from the child to the parents, to the teachers and finally the medical and educational specialists.