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Author: Ellie Abdi Publisher: ISBN: 9781728331003 Category : Education Languages : en Pages : 164
Book Description
Many researchers have confirmed that students with disabilities engage in significantly less physical activity than their nondisabled peers in physical education class. One of the elements that influences student participation in physical education class is attitude and there is a gap in the literature with respect to investigating the attitudes of students with learning disabilities, emotional/behavioral disabilities, or attention difficulties. There is limited research on how teachers perceive and assist students to participate in physical education. This dissertation is looking specifically at enjoyment and useful attitudes of physical activity in physical education class for students with learning disabilities.
Author: Ellie Abdi Publisher: ISBN: 9781728331003 Category : Education Languages : en Pages : 164
Book Description
Many researchers have confirmed that students with disabilities engage in significantly less physical activity than their nondisabled peers in physical education class. One of the elements that influences student participation in physical education class is attitude and there is a gap in the literature with respect to investigating the attitudes of students with learning disabilities, emotional/behavioral disabilities, or attention difficulties. There is limited research on how teachers perceive and assist students to participate in physical education. This dissertation is looking specifically at enjoyment and useful attitudes of physical activity in physical education class for students with learning disabilities.
Author: Dr. Ellie Abdi Publisher: AuthorHouse ISBN: 1728330998 Category : Education Languages : en Pages : 286
Book Description
Many researchers have confirmed that students with disabilities engage in significantly less physical activity than their nondisabled peers in physical education class. One of the elements that influences student participation in physical education class is attitude and there is a gap in the literature with respect to investigating the attitudes of students with learning disabilities, emotional/behavioral disabilities, or attention difficulties. There is limited research on how teachers perceive and assist students to participate in physical education. This dissertation is looking specifically at enjoyment and useful attitudes of physical activity in physical education class for students with learning disabilities.
Author: Zuhair Abdaladeem Al Salim Publisher: ISBN: Category : Children with disabilities Languages : en Pages : 282
Book Description
Saudi Arabia is one of the biggest countries in the Middle East, and it has paid particular attention to public education to prepare students to become good citizens. Physical education (PE) can have a vital influence on all children and adolescents' lifestyles, including those with disabilities. The purpose of this study was to examine attitudes of Saudi Arabian students with and without disabilities toward PE as well as their sport and activities preferences. A second purpose was to investigate the effect of school levels and student participation in physical activity after school on students' attitudes in PE. A final purpose was to determine predictors of enjoyment and perceived usefulness of PE. Participants were 11-19-year-old elementary, middle, and high school students from the Eastern Province, Saudi Arabia. Participants included 195 students without disabilities and 205 with disabilities. Students were queried as to personal information, their student activities and sports preferences, and also completed the Student Attitudes Toward Physical Education Survey. The results of this study indicated that the overall mean score of attitudes of all participants toward PE was 3.48 on a scale of 1-5, indicting a moderate positive attitude toward PE. In general, students without disabilities had more positive attitudes toward physical education than students with disabilities. In addition, high school students without disabilities had less favorable attitudes toward PE than middle or elementary school students. Moreover, attitudes of high school students with disabilities toward PE showed less positive attitudes toward PE than middle and elementary school students with disabilities. However, there was no significant difference between elementary school students with disabilities and middle school students with disabilities in attitudes toward PE. Also, students who participated in physical activity outside school showed more positive attitudes toward PE than students who did not participate in physical activity outside school. Lastly, for students with disabilities, individual sport, competitive activities, cooperative activities, and aquatic activities were significant predictors of attitudes toward enjoyment of PE. For those without disabilities, cooperative activities, team sports, and fitness activities were significant predictors of attitudes toward enjoyment of PE.
Author: Rhea S. Butler Publisher: ISBN: Category : Languages : en Pages : 234
Book Description
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.
Author: Samuel Hodge Publisher: Routledge ISBN: 1351470795 Category : Education Languages : en Pages : 288
Book Description
The case studies in this book provide readers with opportunities to think critically about real-life situations that arise when working with children with varied abilities and disabilities, as well as opportunities to question and explore and to empower themselves in the process. The case scenarios illustrate actual experiences faced by a diverse group of general and adapted physical educators representing various contexts from self-contained APE classes and inclusive GPE (elementary, middle, and high school; urban, rural, and suburban) to youth sports, community recreation, and health club settings. When reading the book, pre-service and in-service teachers will be exposed to the issues facing physical educators as changes in federal law further mandate the inclusion of students with disabilities in general physical education classes and after-school sports. Identifying with the situations and characters in the cases will encourage readers to explore such issues as diversity and disability, attitude and ethics, behavior management and conflict resolution, and inclusion strategies. Questions following each case prompt readers to identify the critical issues and how the physical education professionals dealt with those issues, and then determine whether they would have handled the issues in the same way. Analyzing and discussing the cases will enable readers to formulate strategies for dealing with related issues and better prepare them to provide safe, satisfying, and successful physical activity experiences to individuals with varied abilities.
Author: Samuel Hodge Publisher: Routledge ISBN: 1351217372 Category : Education Languages : en Pages : 433
Book Description
Essentials of Teaching Adapted Physical Education: Diversity, Culture, and Inclusion offers a wealth of knowledge for teaching today's diverse student population, including those with disabilities. Readers will learn how to teach a variety of students, organize learning within various curricular models, assess and evaluate students, and manage behavior. Readers will also learn more about the conditions and disabilities they may encounter when teaching, how to understand students' various abilities, and how to adapt and modify instructional methods to include all students. The book emphasizes the importance of being culturally responsive and acquiring the necessary knowledge to infuse appropriate, socially just practices into educational settings. Future teachers will learn how to apply culturally responsive instructional methods and behavior management strategies and will understand broader social and economic contexts for their students' behavior. At the same time, this book provides more than a how-to approach to teaching adapted physical education. Its content and features promote reflective learning, encouraging readers to anticipate the types of teaching situations and challenges that may arise and think through how they will respond. Scenarios and vignettes throughout provide context for the material and promote critical thinking and problem solving.
Author: Susan L. Kasser Publisher: Human Kinetics ISBN: 1492581569 Category : Education Languages : en Pages : 314
Book Description
The second edition of Inclusive Physical Activity is an excellent resource for physical activity practitioners or students preparing to work with diverse populations in schools, fitness facilities, community recreation sites, and sport programs. This text shows how to provide optimal programming for all individuals—regardless of capability—so they can be healthy and active throughout the life span. Inclusive Physical Activity, Second Edition, can help you • provide well-designed and appropriate physical activity for individuals of all abilities, • increase opportunities for meaningful participation in lifelong physical activity, and • facilitate physical activity to increase health and and wellness for individuals with disabilities. The book covers programming considerations and strategies for infants and toddlers, school-age children, and adults; examples of inclusive practices for commonly offered physical activities; and suggestions for more effectively individualizing programming. Inclusive Physical Activity also provides information on adapting instruction and providing activity alternatives across the life span in five content areas: 1. Movement skills 2. Games and sports 3. Health-related fitness 4. Outdoor recreation and adventure 5. Aquatics Inclusive Physical Activity outlines a systematic approach to planning and implementing appropriate programs for individuals of varying abilities. Using the unique Functional Approach to Modifying Movement Experiences (FAMME) model, practitioners can learn—step by step—how to connect modifications directly to participants’ capability differences to provide optimal challenge and success. Updated and expanded, the second edition offers three new chapters plus special learning features: • Including All Individuals chapter-opening scenarios • Think Back questions that encourage readers to apply chapter content to each scenario • What Do You Think? questions and What Would You Do? case examples that promote reflective thinking and problem solving Instructors who adopt the text get online access to an instructor guide, test package, and presentation package. New to the second edition, the presentation package offers approximately 200 slides highlighting the most important concepts from the book plus essential figures, tables, and photos. With Inclusive Physical Activity, both students and professionals will find the knowledge and support to make meaningful and inclusive physical activity a reality and promote better health for everyone.
Author: Susanne Schwab Publisher: Routledge ISBN: 0429559216 Category : Education Languages : en Pages : 169
Book Description
This book provides deep insight into the social situation of students with different kinds of special needs in various European countries. Research findings concerning students’ attitudes towards peers with disabilities, and teachers’ feedback on students’ social behaviour, are also presented. Full inclusion of students with special educational needs in mainstream education requires equity in each student’s chances for academic and social-emotional development, and their participation in society. In the context of inclusive education, it is important to take students’ social participation into consideration. Are students with special educational needs (SEN) accepted by their peers? Do they interact with their peers during breaks and classes? Do they have friends, or do they feel lonely in their class? This book seeks to answer such questions, seeing social participation as a crucial ingredient, as well as an outcome, of inclusive education. This topic is critical because many previous studies show students with SEN having a high risk of social exclusion. This volume will be of interest to everyone studying special needs education, especially those concerned with future improvement of social participation for all students. This book was originally published as a special issue of the European Journal of Special Needs Education. Chapter 1 is available Open Access at https://www.routledge.com/products/9780367209186.
Author: Ellie Abdi
Author: Ellie Abdi
Author: Dr. Ellie Abdi
Author: Zuhair Abdaladeem Al Salim
Author: Rhea S. Butler
Author: Robert Eugene Pellegrino
Author: Samuel Hodge
Author: Samuel Hodge
Author: Rebecca Collins
Author: Susan L. Kasser
Author: Susanne Schwab