Physical Education for Children with Moderate to Severe Disabilities

Physical Education for Children with Moderate to Severe Disabilities

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Product Details

ISBN-13: 9781492544975
Publisher: Human Kinetics, Inc.
Publication date: 10/26/2017
Edition description: New Edition
Pages: 184
Sales rank: 1,134,825
Product dimensions: 8.40(w) x 10.90(h) x 0.60(d)
Age Range: 18 Years

About the Author

Michelle Grenier, PhD, is an associate professor and coordinator of the health and physical education program and adapted physical education program at the University of New Hampshire. She has substantial experience working in the field of physical education and utilizing inclusive strategies for students with disabilities. She is an accomplished researcher and is editor of the text Physical Education for Students With Autism Spectrum Disorders. Dr. Grenier is internationally recognized for her work on inclusion and has presented throughout the United States. She enjoys running, cycling, swimming, and traveling the world to meet others who share her professional and personal interests.

Lauren J. Lieberman, PhD, is a distinguished service professor at The College at Brockport, State University of New York. She has taught higher education since 1995 and previously taught in the Deafblind Program at Perkins School for the Blind. She is fluent in sign language and used sign as her language in earning her PhD. She infuses sign language throughout her courses.

Lieberman has written 18 books on adapted physical education and more than 118 peer-reviewed articles. She started Camp Abilities, an overnight educational sports camp for children with visual impairments. This camp is now replicated in 18 states and eight countries.

Lieberman is past chair of the Adapted Physical Activity Council (APAC). She is currently on the board of the division of recreation and sport for the Association for the Education and Rehabilitation of the Blind and Visually Impaired (AER), and she serves on the board of the United States Association of Blind Athletes (USABA). She acts as a consultant for the New York Deaf-Blind Collaborative. In her leisure time, she enjoys playing Ultimate Frisbee, biking, running, kayaking, hiking, reading, and playing the guitar.

Table of Contents




Part I: Best Practices for Engaging All Students

Chapter 1: Understanding Severe Disabilities and Universal Design for Learning

Severe Disabilities

Individuals with Disabilities Education Act

Universal Design for Learning


Chapter 2: Collaborative Processes in Physical Education

The Practice of Collaboration

Becoming Part of the Education Team

Developing Adapted Physical Education Goals Through Shared Goals

Steps in the Collaborative Process


Chapter 3: Assessment Strategies

Functional Assessment of Students With Severe Disabilities


Task Analysis Assessment

Ecological Task Analysis

Basic Skills Assessment


Chapter 4: Communication Practices That Enhance Participation

Considerations for Communication Practices in Physical Education

Types of Communication Practices


Chapter 5: Peer Tutoring

Selecting Peer Tutors

Training Peer Tutors

Evaluating the Tutoring Experience


Chapter 6: Paraeducators in Physical Education

Understanding the Paraeducator’s Role

Training for Paraeducators

Ideas for Acknowledging Paraeducators’ Contributions


Chapter 7: Creating Accessible Equipment

Adapting Equipment With SENSE

Six Ss for Adapting Equipment


Part II: Participation for All in Sport Activities

Chapter 8: Foundational Skills and Sensory Integration

Understanding Sensory Integration Theory

Developing Foundational Skills

Putting Your Plan Into Action


Chapter 9: Disability Sport in Physical Education

Sport Opportunities for Children With Severe Disabilities

Role of the Teacher and Coach in Disability Sport


Chapter 10: Modified Programming in Physical Education

Establishing Disability Sports Within the Physical Education Curriculum

Assessment in Disability Sport


Chapter 11: Transitioning to Recreational Opportunities Beyond School

Transition Services and Individuals’ Rights

Initiating the Transition Plan

Transition Processes in Physical Education

Training Personnel for Community-Based Programs


Chapter 12: Aquatics for Children With Disabilities

Benefits of Aquatics

Medical Issues, Precautions, and Safety Issues

Assessment in Aquatics

Planning Goals and Objectives

Teaching and Safety Strategies

Transitioning to Aquatics in the Community


Part III: Sample Lessons Using Universal Design for Learning

Chapter 13: Team Sports and Target Games

Soccer: Passing

Basketball: Spot Remover

Hockey: Rip Off

Track and Field: Hurdling

Golf: Putting

Golf: Stations

Golf: Alien Invasion

Throlf (Throwing Golf)

Bowling for Junk

Bowling: Battleships

Bowling for Bucks

Archery: Safety First

Archery: Add It Up

Chapter 14: Lifetime and Health-Related Activities

Hand Function Challenges

Hand Functions for Sports

Scooter Train

Climbing Wall: Periwinkle Rescue


Bicycling: Rules of the Road

Tennis: Forehand Stroke

Tabletop Shuffleboard

Personal Fitness Plan

Appendix: Resources


Reference for K-12 physical education teachers, adapted physical educators, direct service providers, related service providers, parents, and district administrators. Supplemental undergraduate text for physical education and adapted physical education teaching methods courses.

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