As the number of students with autism and behavioral disorders in the classroom increase, and classes move toward a more collaborative model, training general physical education teachers to work with students with disabilities has become essential. This excellent resource encourages future teachers to consider the individual before the disability and to focus on what learners can do, rather than what they cannot. Talented experts in the field discuss how physical and motor functioning are relevant to the Physical Education teacher as well as the Adapted Physical Education teacher. The text offers a detailed overview of all aspects of adapted education, from critical laws and mandates to disability coverage and modification for safe physical activity.
The Fifth Edition is a larger trim size (8.5”x11”) and features substantial content updates—including expanded coverage of autism, diabetes, obesity, legal mandates, teaching aquatic skills, and a new chapter on sports for the disabled—and offers case studies, learning activities, and practical suggestions/tips for new teachers.
Table of contents
SECTION I. INTRODUCTION: PHYSICAL EDUCATION FOR CHILDREN WITH DISABILITIES
Chapter 1: But First I Have Some Questions, Professor
Chapter 2: Legal Mandates
Chapter 3: Continuum of Placements and Program Planning
Chapter 4: Psychosocial Aspects of Disability
Chapter 5: Parents and the Collaborative Team Approach
Chapter 6: Motor Development and Postural Control
Chapter 7: Information Processing and Perceptual Development
Chapter 8: Physical Fitness Development
SECTION II. TEACHING INDIVIDUALS WITH LEARNING AND BEHAVIOR DISABILITIES
Chapter 9: Intellectual Disabilities
Chapter 10: Learning Disabilities and Attention Deficit Disorders
Chapter 11: Autism
SECTION III. TEACHING INDIVIDUALS WITH SENSORY IMPAIRMENTS
Chapter 12: Visual Impairments
Chapter 13: Deafness/Hearing Loss
SECTION IV. TEACHING INDIVIDUALS WITH CONGENITAL AND ACQUIRED IMPAIRMENTS
Chapter 14: Posture and Orthopedic Impairments
Chapter 15: Neurological Disorders and Head Injuries
Chapter 16: Muscular Dystrophy and Arthritis
SECTION V. TEACHING INDIVIDUALS WITH HEALTH IMPAIRMENTS
Chapter 17: Respiratory Disorders
Chapter 18: Diabetes
Chapter 19: Nutritional Disorders
Chapter 20: Cardiovascular Disorders and Hypertension
SECTION VI. DEVELOPING AND IMPLEMENTING THE PHYSICAL ACTIVITY PROGRAM.
Chapter 21: Teaching Physical Fitness
Chapter 22: Teaching Motor, Sport, and Play Skills
Chapter 23: Teaching Aquatic Skills
Chapter 24: Sports for the Disabled
New to this edition
• Expanded coverage of autism, diabetes, and obesity addresses the growing prevalence of these issues.
• New case studies and learning activities have been added to every chapter. Each chapter begins with a case study; Learning Activities will be featured throughout the chapter and tie back to the initial case study.
• A brand-new chapter on Sports for the Disabled (Ch. 24) is provided.
• Updated information on federal laws and mandates, including IDEA 2004 and the No Child Left Behind Act is provided.
• The newly revised chapter on Psychosocial Aspects of Disability (Ch. 4, previously Ch. 12 and Ch. 22) consolidates important information and presents it much earlier for better overall organization and learning.
• New instructor supplements are available, including PowerPoints® that feature a video of master teachers working with developmental/adapted students.
• A larger trim size (8.5” x 11”) accommodates the increased coverage of the Fifth Edition.
Features & benefits
• The importance of a collaborative approach is emphasized, with special educators, physicians, administrators, therapists, and parents working together to meet the special needs of children with disabilities.
• Current legislation that affects Adapted Physical Education is discussed. Students need a thorough understanding of reauthorization of legislative changes in IDEA, ADA and the Amateur Sports Act in order to be well-informed teachers.
• Emphasis upon development as it applies to motor development, motor learning, perception and general physical development offers students a logical, understandable, unifying theme that better organizes the material.
• Methods of safely altering a PE lesson to meet the needs of all students (including those with a disability) are discussed.
• Writing an individualized education program (IEP) is covered.
Mike Horvat is a professor in the department of kinesiology at the University of Georgia,
and the director of the Movement Studies Laboratory and the Pediatric Exercise and Motor
Development Clinic. Dr. Horvat is extensively published, having authored numerous books,
monographs, chapters in books, and articles as well as dozens of refereed journal
publications. He is also a highly sought-after speaker, having presented at more than 100
international and domestic conferences.
Ron Croce is the athletic training department chair within the department of kinesiology at
the University of New Hampshire. Dr. Croce has been the recipient of several teaching
awards, including the "Teaching Excellence Award" in the School of Health and Human
Services (1992), the State of New Hampshire's "Excellence in Education Award (2001)," the
University of New Hampshire's "Jean Brierley Teaching Excellence Award (2001)," and the
University Fraternity Association's "Outstanding Faculty of The Year Award (2004)."
Leonard Kalakian, professor emeritus, taught at Minnesota State University, Mankato for 36
years. During that time, he was instrumental in advancing the cause of
developmental/adapted physical education throughout the state and nation. He played a
major role in development and implementation of Minnesota's developmental/adapted
physical education licensure law (one of the nation's first) and served as the state's university
representative on the Minnesota Statewide Developmental/Adapted Physical Education
Leadership Committee for many years.
Virginia Dahlstrom is a new addition to the author team. Virginia is superintendent for the
Wadena-Deer Creek Public Schools in Wadena, Minnesota.