The Effect of Teachers' Attitudes Toward Inclusion on the Practice and Success Levels of Children with and Without Disabilities in Physical Education PDF Download

Author: Steven M. Elliott
Publisher:
ISBN:
Category :
Languages : en
Pages : 446

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Author: Christopher Boyle
Publisher: Springer Nature
ISBN: 9811659087
Category : Education
Languages : en
Pages : 318

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This book explores contemporary perspectives and research on inclusion, providing a platform for discussing inclusion at an international level and its intersections with belonging and equity. How inclusion is defined and applied between schools, districts, and even countries can vary markedly; thus, an international understanding of inclusion is urgently needed. Experts from several countries in different regions present the latest research in the field of inclusion and provide practices and strategies guided by empirical research to address some of these issues. Schools are contextual organisations that represent the broader society, culture, and values in which they reside. Thus, how inclusion is practised at the society level has an implication on schools. The way we think about inclusion has shifted dramatically in the last decade - we now recognise that inclusion represents a broad spectrum of racial, ethnic, cultural, and sexual diversity that is seen in almost all modern schools. This book presents international perspectives and research on inclusion, belonging and equity to work towards a more consistent, collaborative, and global understanding.

Author: Amarina Ashar Ariyanto
Publisher: CRC Press
ISBN: 1351846485
Category : Social Science
Languages : en
Pages : 596

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The book highlights both the challenges and opportunities in the field of psychology and behavioral sciences, with an emphasis on identifying practical implications for professionals, educators and administrators, and researchers in Asia and Pacific regions. Societies in the said regions have experienced massive changes to their social system, changes that are endured by societies worldwide, such as those related to globalization, new technologies, and new norms regarding respect for individual diversity and well-being. Although the changes offer a wealth of new opportunities, they also act as potential sources of tension and apprehension. The book discusses the state-of-the-art topics, on critical issues, in various sub-fields of psychology and the behavioral sciences, such as Clinical Psychology, Child & Developmental Psychology, Industrial & Organizational Psychology, Experimental Psychology, Social Psychology, and Educational Psychology. This is an Open Access ebook, and can be found on www.taylorfrancis.com.

Author: Dr. Sanjay Kumar
Publisher: Lulu.com
ISBN: 1387042637
Category : Education
Languages : en
Pages : 132

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The domain of sports and games has become the yardstick to measure the status of a nation. The global interest in sports performance is due to the fact that social systems around the world have acknowledged the significance of sports competitions. The increased interest of the public in physical exercises has generated a considerable interest in research to examine the various physiological as well as psychological parameters of training and competitions.

Author: Nasrun
Publisher: European Alliance for Innovation
ISBN: 1631902520
Category : Social Science
Languages : en
Pages : 444

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As an annual event, 2nd International Conference of Science Education in Industrial Revolution 4.0 (ICONSEIR) 2019 continued the agenda to bring together researcher, academics, experts and professionals in examining selected theme by applying multidisciplinary approaches. In 2019, this event will be hed in 17 December at La Polonia Hotel and Convention. The conference from any kind of stakeholders related with Education, Information Technology, Engineering and Mathematics. Each contributed paper was refereed before being accepted for publication. The double-blind peer reviewed was used in the paper selection.

Author: Lauren J. Lieberman
Publisher: Human Kinetics
ISBN: 1718217862
Category : Education
Languages : en
Pages : 329

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Since the passage of the Individuals with Disabilities Education Act in 1975, the process of including students with disabilities in general physical education classes has become a reality for school districts. Unfortunately for many students with disabilities, the transition from traditionally segregated classrooms to supportive, inclusive environments has been a continual struggle for all parties involved. Strategies for Inclusion, Fourth Edition With HKPropel Access, facilitates a smooth transition and continues to raise the bar for successful integration of students with disabilities into general and adapted physical education settings. Its practical and easy-to-implement planning and assessment strategies make this a complete resource for current and future K-12 PE teachers. The fourth edition provides background information and a clear road map for successful inclusion of students with disabilities in physical education settings. It offers 38 teachable units, complete with assessment tools and step-by-step guidelines for curriculum planning. Each unit contains an assessment rubric and provides ideas on how to incorporate objectives from the student’s individualized education plan (IEP). Adaptations and accommodations are also included in each unit and are divided into the categories of environment, equipment, instruction, and rules. The inclusive curriculum includes the following: 10 elementary units for basic skills such as balance and object control 11 sport units for team sports such as basketball and golf 5 health and fitness units, including swimming and weight training 12 recreation and life skills units such as paddleboarding and dancing Each chapter of the text includes an opening scenario designed to help the reader explore their thoughts and feelings regarding various aspects of inclusion and adapted physical education. Teaching tips and ready-to-use forms, charts, and strategies are included, as well as a brand-new chapter on interdisciplinary and transdisciplinary collaborative practices to promote student engagement. In places where the SHAPE America National Standards for K-12 Physical Education are mentioned, they have been updated to the latest revision of the standards. In addition, the fourth edition now offers five ready-to-use PowerPoint training modules, delivered in HKPropel, that instructors or administrators can use for in-service workshops for their students or staff. Teachers will be empowered to advocate for themselves and their students with disabilities to receive the necessary supports that enable all students to lead a healthy and active lifestyle. The training module topics include assessments, universal design for learning, Lieberman-Brian Inclusion Rating Scale for Physical Education (LIRSPE) intervention, paraeducator training, and peer training. Strategies for Inclusion offers the most up-to-date and useful strategies to include children with disabilities in physical education classes. With it, physical and adapted physical educators will help empower all students with the knowledge that anything is possible and that their goals can be achieved through understanding, cooperation, and creativity. Note: A code for accessing HKPropel is not included with this ebook but may be purchased separately.

Author:
Publisher:
ISBN:
Category : Physical education and training
Languages : en
Pages : 910

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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 672

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Author: Luciano Gasser
Publisher: Frontiers Media SA
ISBN: 2889746984
Category : Science
Languages : en
Pages : 210

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Author: Rhea S. Butler
Publisher:
ISBN:
Category :
Languages : en
Pages : 234

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Abstract: The inclusion of students with various disabilities in general physical education has become increasingly common in schools. Within the context of physical education, inclusion has been defined as a philosophical perspective that advocates the placement of all students with varied abilities and disabilities (mild to severe) into classes with peers in their neighborhood schools (Block, 2000; Hodge, Murata, Kozub, and Sherrill, in-review). However, there is limited research concerning the attitudes of students with and without disabilities towards each other relative to inclusion in physical education. The purpose of this study was to examine the attitudes and behaviors of 6th grade students with and without disabilities relative to being educated in an inclusionary physical education program. Participants were students with disabilities (_n = 2) and students without disabilities (_n = 16) from a rural middle school in Midwestern Ohio. Contact theory's structured contact variables (Allport, 1954; Sherrill, Heikinaro-Johansson, Slininger, 1994) served as the theoretical frame for this study. Data collection and triangulation involved both quantitative and qualitative methods. Overall, findings suggest that students with and without disabilities exhibited positive attitudes and behaviors towards one another within an inclusionary physical education program. More specifically, responses to the Children's Attitudes Toward Integrated Physical Education (Block, 1995) attitudinal instrument revealed that students without disabilities held positive attitudes toward including peers with disabilities (i.e., mental retardation and physical disability). In support of this finding, the Analysis of Inclusion Practices in Physical Education (Hodge et al., 2000) behavioral observation instrument showed that when interactions did occur, students with and without disabilities mostly interacted in appropriate ways. In addition, responses to The Inventory (Webb, 2000) attitudinal scale indicated that students with disabilities (i.e., a girl with mental retardation and a boy with a physical disability) held favorable attitudes towards their peers without disabilities. Again, this finding was supported by themes that emerged from semi-structured interviews suggesting that positive relationships and interactions did occur between students with and without disabilities, and their teachers. Overall findings in this study lend support to contact theory's structural contact variables (Sherrill et al., 1994). Importantly, this study allowed us to gain additional insight regarding the attitudes and behaviors of students with and without disabilities toward one another in an inclusive physical education program.