Preface |
|
xi | |
|
|
1 | (32) |
|
Adapted Physical Education |
|
|
2 | (31) |
|
|
2 | (2) |
|
Definition of Special Education |
|
|
4 | (1) |
|
Definition of Physical Education |
|
|
4 | (1) |
|
Benefits of Physical Education for Learners with Disabilities |
|
|
4 | (2) |
|
The Adapted Physical Educator |
|
|
6 | (1) |
|
|
7 | (2) |
|
History of Adapted Physical Education |
|
|
9 | (3) |
|
Federal Legislation and the Rights of Individuals with Disabilities |
|
|
12 | (2) |
|
Educational Reform and Special Education |
|
|
14 | (3) |
|
Service Learning and Adapted Physical Education |
|
|
17 | (1) |
|
Physical Fitness, Health, and Wellness |
|
|
18 | (2) |
|
|
20 | (1) |
|
Escalation of Hate in the Schools |
|
|
20 | (1) |
|
|
21 | (1) |
|
|
22 | (1) |
|
Leisure and Recreation Opportunities for Individuals with Disabilities |
|
|
23 | (1) |
|
Sport for Individuals with Disabilities |
|
|
24 | (2) |
|
The Transformation of Physical Education for All Children |
|
|
26 | (3) |
|
|
29 | (1) |
|
|
29 | (1) |
|
|
29 | (1) |
|
|
29 | (2) |
|
|
31 | (1) |
|
|
31 | (1) |
|
|
32 | (1) |
|
|
33 | (222) |
|
Determining Educational Needs through Assessment |
|
|
34 | (33) |
|
|
34 | (1) |
|
|
35 | (1) |
|
Matching Type of Assessment to Purpose |
|
|
36 | (1) |
|
Legal Mandates for Determining Present Level of Performance |
|
|
36 | (3) |
|
|
39 | (2) |
|
|
41 | (8) |
|
|
49 | (16) |
|
Using Assessment for Classification |
|
|
65 | (1) |
|
|
65 | (1) |
|
|
66 | (1) |
|
|
66 | (1) |
|
|
66 | (1) |
|
|
66 | (1) |
|
Developing the Individual Education Program |
|
|
67 | (50) |
|
|
67 | (5) |
|
Description of Each Component of the IEP |
|
|
72 | (9) |
|
|
81 | (2) |
|
Participants in the IEP/Multidisciplinary Team Meeting |
|
|
83 | (2) |
|
|
85 | (1) |
|
|
86 | (2) |
|
Encouraging and Maximizing Parent Participation in the IEP Process |
|
|
88 | (2) |
|
Encouraging and Maximizing Student Participation in the IEP Process |
|
|
90 | (1) |
|
Concerns Regarding the IEP Process |
|
|
91 | (1) |
|
The Individual Transition Plan |
|
|
92 | (8) |
|
Personal Futures Planning |
|
|
100 | (3) |
|
Professional Personnel Who May Be Involved in the Individual Education Program and/or the Individual Transition Plan |
|
|
103 | (9) |
|
|
112 | (1) |
|
|
112 | (1) |
|
|
113 | (1) |
|
|
113 | (1) |
|
|
113 | (2) |
|
|
115 | (1) |
|
|
115 | (1) |
|
|
116 | (1) |
|
Teaching to Meet Learners' Needs |
|
|
117 | (36) |
|
|
117 | (1) |
|
|
118 | (2) |
|
Incidental versus Planned Learning |
|
|
120 | (1) |
|
Facilitating Skill Development |
|
|
120 | (25) |
|
|
145 | (3) |
|
|
148 | (1) |
|
Generalization to Community Environments |
|
|
148 | (2) |
|
|
150 | (1) |
|
Reporting the Results to Parents |
|
|
150 | (1) |
|
|
150 | (1) |
|
|
151 | (1) |
|
|
151 | (1) |
|
|
151 | (1) |
|
|
152 | (1) |
|
Delivering Services in the Most Inclusive Environment |
|
|
153 | (52) |
|
|
153 | (1) |
|
Inclusion: The Controversy Continues |
|
|
154 | (2) |
|
Emphasis on Education within the General Education Program |
|
|
156 | (1) |
|
|
156 | (2) |
|
Preparing for Inclusion---A Proactive Approach |
|
|
158 | (8) |
|
Variables Affecting Instruction in Physical Education in the Least Restrictive Environment |
|
|
166 | (14) |
|
Working Document for the IEP Committee: Least Restrictive Environment in Physical Education |
|
|
180 | (10) |
|
The Consultant and Inclusion |
|
|
190 | (3) |
|
|
193 | (6) |
|
|
199 | (1) |
|
|
199 | (1) |
|
|
200 | (1) |
|
|
200 | (3) |
|
|
203 | (1) |
|
|
204 | (1) |
|
|
204 | (1) |
|
Enhancing Student Behavior |
|
|
205 | (23) |
|
|
205 | (1) |
|
Assertive, Effective Discipline |
|
|
206 | (3) |
|
Identifying Problematic Performance and Behavior |
|
|
209 | (1) |
|
Maximizing Student Performance |
|
|
210 | (11) |
|
Techniques to Ensure Persistence of Learning or Change |
|
|
221 | (3) |
|
Violations of School Conduct Rules |
|
|
224 | (1) |
|
|
224 | (1) |
|
|
225 | (1) |
|
|
225 | (1) |
|
|
225 | (2) |
|
|
227 | (1) |
|
|
227 | (1) |
|
|
227 | (1) |
|
Adapted Physical Education in the Public Schools |
|
|
228 | (27) |
|
|
228 | (1) |
|
Adapted Physical Education |
|
|
228 | (5) |
|
Service Delivery in Adapted Physical Education |
|
|
233 | (2) |
|
Interaction with Other Special Education Personnel |
|
|
235 | (5) |
|
|
240 | (2) |
|
|
242 | (3) |
|
The State and Local Education Agency |
|
|
245 | (3) |
|
Computer Technology and the Physical Educator/Adapted Physical Educator |
|
|
248 | (1) |
|
|
249 | (2) |
|
|
251 | (1) |
|
|
251 | (1) |
|
|
251 | (1) |
|
|
251 | (1) |
|
|
252 | (1) |
|
|
253 | (1) |
|
|
253 | (2) |
|
PART III Children and Youth at Risk |
|
|
255 | (52) |
|
Physical Fitness and Sport Conditioning |
|
|
256 | (26) |
|
|
256 | (1) |
|
Definition of Physical Fitness |
|
|
257 | (2) |
|
Physical Activity in the United States |
|
|
259 | (1) |
|
Causes of Poor Physical Fitness |
|
|
260 | (1) |
|
Evaluating Physical Fitness |
|
|
260 | (2) |
|
Programming for Physical Fitness |
|
|
262 | (1) |
|
|
263 | (2) |
|
Developing Training Programs |
|
|
265 | (5) |
|
Selected Fitness Problems |
|
|
270 | (4) |
|
Family Involvement in Active Lifestyles |
|
|
274 | (1) |
|
Implications for Physical Education |
|
|
275 | (1) |
|
|
275 | (2) |
|
|
277 | (1) |
|
|
277 | (1) |
|
|
277 | (1) |
|
|
278 | (2) |
|
|
280 | (1) |
|
|
280 | (1) |
|
|
281 | (1) |
|
Children in Crisis: Psychosocial Delays |
|
|
282 | (25) |
|
|
282 | (1) |
|
|
283 | (1) |
|
Alcohol and Other Drug Abuse |
|
|
284 | (1) |
|
|
285 | (5) |
|
|
290 | (1) |
|
School Violence and the Gang Culture |
|
|
290 | (2) |
|
|
292 | (4) |
|
Teaching Strategies for Physical Educators Working with Children Who Have Been Abused |
|
|
296 | (2) |
|
Model Physical Education and Recreation Programs for At-Risk Children and Youth |
|
|
298 | (4) |
|
Psychological Goals and Objectives on the IEP |
|
|
302 | (1) |
|
|
302 | (1) |
|
|
302 | (1) |
|
|
303 | (1) |
|
|
303 | (2) |
|
|
305 | (1) |
|
|
306 | (1) |
|
|
306 | (1) |
|
PART IV Needs of Specific Populations |
|
|
307 | (316) |
|
Infants, Toddlers, and Preschoolers |
|
|
308 | (59) |
|
|
308 | (1) |
|
The Potential of Quality Early Intervention |
|
|
309 | (1) |
|
The Eight Types of Intelligence---The Philosophical Foundation of Effective and Appropriate Early Intervention |
|
|
309 | (2) |
|
Developmentally Appropriate Assessment of Infants, Toddlers, and Preschoolers |
|
|
311 | (1) |
|
Guidelines for Screening and Assessment of Infants, Toddlers, and Preschoolers |
|
|
312 | (1) |
|
Transdisciplinary, Play-Based Assessment |
|
|
313 | (5) |
|
Comprehensive Motor Assessment |
|
|
318 | (1) |
|
|
318 | (1) |
|
The Portfolio Assessment Process |
|
|
318 | (2) |
|
Ages and Stages---Understanding Typical and Atypical Development |
|
|
320 | (1) |
|
Early Childhood Intervention Programs---Birth to Three Years |
|
|
320 | (22) |
|
The Preschool Program for Children Ages Three to Five Years |
|
|
342 | (6) |
|
The Indoor Active Learning Center |
|
|
348 | (1) |
|
The Outdoor Active Learning Center |
|
|
349 | (4) |
|
Preschool Inclusion Programs |
|
|
353 | (3) |
|
Responsibilities of the Adapted Physical Education Specialist |
|
|
356 | (6) |
|
|
362 | (1) |
|
|
362 | (1) |
|
|
362 | (1) |
|
|
362 | (3) |
|
|
365 | (1) |
|
|
365 | (1) |
|
|
366 | (1) |
|
|
367 | (32) |
|
|
367 | (1) |
|
Definition of Mental Retardation |
|
|
368 | (1) |
|
Incidence of Mental Retardation |
|
|
369 | (1) |
|
Causes of Mental Retardation |
|
|
370 | (1) |
|
Characteristics of Mental Retardation |
|
|
370 | (4) |
|
Testing to Determine Functioning Levels |
|
|
374 | (1) |
|
Fetal Alcohol Syndrome, Down Syndrome, and Fragile X Syndrome |
|
|
375 | (3) |
|
|
378 | (1) |
|
The Physical Education Program |
|
|
379 | (11) |
|
Community-Based Opportunities |
|
|
390 | (3) |
|
|
393 | (1) |
|
|
393 | (1) |
|
|
393 | (1) |
|
|
394 | (4) |
|
|
398 | (1) |
|
|
398 | (1) |
|
|
398 | (1) |
|
Pervasive Developmental Disorders |
|
|
399 | (31) |
|
|
399 | (1) |
|
Pervasive Developmental Disorders |
|
|
400 | (3) |
|
Cognitive, Motor, Physical, Behavioral, and Psychosocial Characteristics |
|
|
403 | (5) |
|
|
408 | (1) |
|
|
409 | (1) |
|
|
410 | (5) |
|
Strategies for Maximizing Instructional Opportunity within an Inclusive Environment (If Appropriate) |
|
|
415 | (9) |
|
|
424 | (1) |
|
|
425 | (1) |
|
|
425 | (1) |
|
|
425 | (1) |
|
|
426 | (3) |
|
|
429 | (1) |
|
|
429 | (1) |
|
|
429 | (1) |
|
Specific Learning Disability |
|
|
430 | (15) |
|
|
430 | (1) |
|
Definition of Specific Learning Disability |
|
|
431 | (1) |
|
Incidence of Specific Learning Disability |
|
|
431 | (1) |
|
Causes of Specific Learning Disability |
|
|
431 | (2) |
|
Characteristics of Specific Learning Disability |
|
|
433 | (5) |
|
Testing to Determine Motor Functioning Levels |
|
|
438 | (1) |
|
|
438 | (4) |
|
|
442 | (1) |
|
|
442 | (1) |
|
|
442 | (1) |
|
|
442 | (2) |
|
|
444 | (1) |
|
|
444 | (1) |
|
|
444 | (1) |
|
Mental Health Disorders: Conduct, Behavior, and Emotional Disorders |
|
|
445 | (25) |
|
|
445 | (1) |
|
Definition of Conduct, Behavior, and Emotional Disorders |
|
|
446 | (2) |
|
Continuum of Conduct, Behavior, and Emotional Disorders |
|
|
448 | (1) |
|
Types of Conduct, Behavior, and Emotional Disorders |
|
|
449 | (4) |
|
Incidence of Conduct, Behavior, and Emotional Disorders |
|
|
453 | (1) |
|
Causes of Mental Health Disorders |
|
|
454 | (1) |
|
Characteristics of Learners with Mental Health Disorders |
|
|
454 | (2) |
|
|
456 | (1) |
|
|
457 | (1) |
|
A Supportive Learning Environment for Children with Mental Health Disorders |
|
|
458 | (1) |
|
|
459 | (3) |
|
The Physical Education Program |
|
|
462 | (2) |
|
Modifications/Adaptations/Inclusion Techniques |
|
|
464 | (1) |
|
Community-Based Opportunities |
|
|
464 | (1) |
|
|
465 | (1) |
|
|
465 | (1) |
|
|
465 | (1) |
|
|
466 | (2) |
|
|
468 | (1) |
|
|
468 | (1) |
|
|
469 | (1) |
|
Physically Disabling Conditions |
|
|
470 | (56) |
|
|
470 | (1) |
|
Definition and Scope of Physically Disabling Conditions |
|
|
471 | (34) |
|
|
505 | (2) |
|
Modifications, Adaptations, and Inclusion Techniques |
|
|
507 | (5) |
|
Community-Based Opportunities |
|
|
512 | (2) |
|
Opportunities for Participation in Competition |
|
|
514 | (3) |
|
|
517 | (2) |
|
|
519 | (1) |
|
|
519 | (1) |
|
|
519 | (5) |
|
|
524 | (1) |
|
|
524 | (1) |
|
|
524 | (2) |
|
|
526 | (31) |
|
|
526 | (1) |
|
Deafness and Hearing Impairments |
|
|
527 | (18) |
|
Speech and Language-Learning Disorders |
|
|
545 | (7) |
|
|
552 | (1) |
|
|
552 | (1) |
|
|
553 | (1) |
|
|
553 | (2) |
|
|
555 | (1) |
|
|
556 | (1) |
|
|
556 | (1) |
|
|
557 | (24) |
|
|
557 | (1) |
|
Definition of Visual Impairments |
|
|
558 | (1) |
|
Incidence of Visual Impairments |
|
|
559 | (1) |
|
Causes of Visual Impairments |
|
|
559 | (1) |
|
Characteristics of Visual Impairments |
|
|
560 | (2) |
|
|
562 | (2) |
|
|
564 | (1) |
|
|
565 | (5) |
|
The Physical Education Program |
|
|
570 | (3) |
|
Modifications, Adaptations, and Inclusion Techniques |
|
|
573 | (2) |
|
Community-Based Activities |
|
|
575 | (2) |
|
|
577 | (1) |
|
|
578 | (1) |
|
|
578 | (1) |
|
|
578 | (1) |
|
|
579 | (1) |
|
|
580 | (1) |
|
|
580 | (1) |
|
|
581 | (42) |
|
|
581 | (1) |
|
Attention Deficit Hyperactive Disorders |
|
|
582 | (3) |
|
|
585 | (3) |
|
|
588 | (4) |
|
|
592 | (3) |
|
|
595 | (4) |
|
|
599 | (2) |
|
|
601 | (6) |
|
|
607 | (3) |
|
Premenstrual Syndrome and Dysmenorrhea |
|
|
610 | (4) |
|
|
614 | (2) |
|
|
616 | (1) |
|
|
617 | (1) |
|
|
617 | (1) |
|
|
617 | (4) |
|
|
621 | (1) |
|
|
621 | (1) |
|
|
622 | (1) |
Glossary |
|
623 | (20) |
Index |
|
643 | |