Rent 9780023317019 | Developmental - Adapted Physical Education : Making Ability Count | Eichstaedt, Carl B.; Kalakian, Leonard H. @knetbooks.com

Table of Contents

Development	p. 1
But First I Have Some Questions, Professor	p. 3
Who Are Those Individuals with Disabilities?	p. 4
General Characteristics of a Disabling Condition	p. 4
Education of Individuals with Disabilities: A Brief History	p. 5
Education For All Children with Disabilities: The Laws	p. 12
Education of Individuals with Disabilities - 1954 to 1973: A Precedent Is Set	p. 1... MORE2
Section 504 of the Rehabilitation Act of 1973 (P.L. 93-112)	p. 13
Education Amendments of 1974 (P.L. 93-380)	p. 15
Education for All Handicapped Children Act of 1975 (P.L. 94-142)	p. 16
Education for All Handicapped Children Act Amendments of 1986 (P.L. 99-457)	p. 18
Physical Education and Recreation for the Child with Disabilities	p. 19
Americans with Disabilities Act of 1990 (P.L. 101-336)	p. 22
Problems and Solutions - The Law and Physical Education for Individuals with Disabilities	p. 23
Psychosocial Aspects of Disability	p. 34
Self-Concept	p. 34
Defense Mechanisms	p. 36
Body Image	p. 37
Striving for Acceptance Often Extracts Its Price	p. 37
Severity of Disability, Adjustment, and Self-Concept	p. 38
Empathy Versus Sympathy	p. 39
Handling of Death in Our Society	p. 39
Terminal Illness in Children	p. 40
Teacher's Roles	p. 40
The Helping Relationship	p. 42
Infants, Toddlers, and Young Children: Birth to Three	p. 45
Introduction	p. 46
Laws and Programs for Infants, Toddlers, and Preschoolers	p. 47
Early Intervention Programs: A Rationale	p. 50
Establishing a Need for Programs of Motor Stimulation	p. 54
Motor Learning	p. 57
Motor Assessment of the Infant	p. 59
Primary Infant Reflexes	p. 61
Postural Reflexes	p. 63
Learning Characteristics of Infants	p. 66
Motor Activities for Infants	p. 67
Task Analysis	p. 69
Infant Characteristics at 6 Months	p. 74
The Toddler: The Second Year of Motor Development (12 to 24 Months)	p. 82
The Young Child: The Third Year of Motor Development (24 to 36 Months)	p. 87
Appendix 4A: Four Major Periods of Piaget's Developmental Theory	p. 98
Appendix 4B: Gesell's Maturational Concepts	p. 99
Appendix 4C: APGAR (1953) Infant Rating Scale	p. 100
Assessment and Instruction	p. 101
Assessment and the IEP: Process and Product	p. 103
Overview of the IEP, IFSP, and Legal Requirements	p. 103
The Written Document	p. 105
Do All Children with Disabilities Need an IEP in Physical Education?	p. 106
The Transdisciplinary Team	p. 108
Parents' Approval of the IEP	p. 112
The Physical Educator's Role on the Transdisciplinary Team	p. 113
The Therapist's Role in Developing the IEP	p. 115
Specific Assessment Techniques Used by Therapists	p. 116
Assessment	p. 120
Writing Basic Physical Fitness and Motor Proficiency Objectives Into the IEP	p. 132
Basic Physical and Motor Proficiency	p. 138
Dissecting Fitness	p. 138
Specificity in Fitness	p. 140
Developing Fitness and the Overload Principle	p. 140
Physical Fitness Components	p. 141
Motor Fitness Components	p. 145
Assessing Basic Physical and Motor Fitness	p. 147
Different Ways of Reporting and Interpreting Test Scores	p. 148
Assessment Must Not Discriminate Unfairly	p. 148
Assessment Instruments	p. 149
Other Commonly Encountered Measures of Fitness by Component	p. 154
Selected Assessment Batteries for Special Populations	p. 159
Fitness Games and Activities	p. 160
Fundamental Motor Skills	p. 168
Causative Factors of Low Motor Skills	p. 169
Intervention for Children With Low Motor Skills Owing to Attitudinal and Environmental Influences	p. 169
Intervention for Children With Low Motor Skills Owing to Delayed CNS Development	p. 171
Intervention for Children With Low Skills Owing to Minimal Brain Dysfunction	p. 172
Screening, Diagnosis, and Activity Prescription	p. 173
Learning and Performance	p. 174
Massed Versus Distributed Practice	p. 175
Specificity	p. 175
Cephalocaudal and Proximodistal Progressions	p. 176
Gross and Fine Motor Control	p. 177
Summarizing the Skill Acquisition Process	p. 177
Developing Fundamental Motor Skills	p. 177
Evaluating Progress	p. 193
Perceptual-Motor Development	p. 196
Definitions and Rationale	p. 197
What does the Literature Say?	p. 199
Questioning the Validity of Perceptual-Motor Theory and Practice	p. 205
Components of Perceptual-Motor Efficiency	p. 206
Evaluating Perceptual-Motor Efficiency	p. 224
Mainstreaming and the Least Restrictive Environment	p. 240
Research and Mainstreaming	p. 241
The Law and Mainstreaming	p. 243
Social or Physical Development?	p. 244
Is Mainstreaming Appropriate for All Individuals with Disabilities?	p. 244
The Least Restrictive Environment	p. 248
Placement Alternatives	p. 249
Placement in the Regular Program	p. 249
Organization and Administration of a Flexible Curriculum	p. 251
The Teacher's Responsibility	p. 252
Teaching Techniques for Successful Mainstreaming	p. 253
Conditions	p. 257
Learning Disabilities	p. 259
Possible Causes and Diagnosis	p. 260
Nonverbal Disorders	p. 262
Verbal Disorders	p. 269
Behavior Disorders	p. 275
Degrees of Emotional Disturbance	p. 277
Behavior Disorders	p. 277
Behavior Modification	p. 282
All Reinforcers Are Not Created Equal	p. 285
Deviant Behavior	p. 288
Self-Injurious or Stereotypic Behavior	p. 288
Positive Reinforcement and Long-Term Positive Change	p. 291
Conditioning Responses in Children	p. 292
Neuroses	p. 294
Psychoses	p. 298
Mental Retardation	p. 305
Terminology	p. 306
A Definition	p. 307
Deficits in Intellectual Adaptations	p. 309
Mental Age as an Indicator of Intellectual Function	p. 311
Characteristics of Children by Level of Retardation	p. 312
Prevalence During School Years	p. 313
Deficits in Adaptive Behavior	p. 313
Causes of Retardation	p. 314
Motor Characteristics	p. 323
Is There a Relationship Between Motor and Cognitive Development?	p. 327
Communicating and Relating in a Physical Education Setting	p. 328
Use of Short Sentences and Single-Syllable Words	p. 329
Using Physical Education to Help Overcome Nonverbal Behavior	p. 329
Problem of Newness	p. 329
Attention Span	p. 330
The Need for Structure	p. 330
Praise and Recognition	p. 331
Culminating Activities	p. 331
Use of Mental Age in Selecting Activities	p. 332
Assessing Physical and Motor Performance	p. 332
Skill in Aquatics, Dance, and Individual and Group Games and Sports, Including Intramural and Lifetime Sports	p. 334
Translating Assessment into Individualized Education	p. 340
Incentives to Encourage Effort and Achievement	p. 340
Beyond the Physical Education Class, What Next?	p. 340
Hearing Impairment	p. 346
How Many?	p. 347
Hearing Impaired Defined	p. 347
Anatomy and Physiology of the Ear	p. 350
Etiology of Hearing Impairment	p. 351
Hearing Defects	p. 352
Acoustical Trauma	p. 353
Physical Education: Adapted or Regular?	p. 355
Fundamental Motor Skills	p. 357
Balance and the Hearing Impaired	p. 357
Tests of Balance	p. 360
Activities for Improvement of Static and Dynamic Balance	p. 362
Teaching Suggestions	p. 363
Special Motor Activities for Students with Hearing Impairment	p. 369
Hearing Aids	p. 371
Total Communication and the Physical Education Teacher	p. 372
Meeting the Individual Who is Hearing Impaired for the First Time	p. 376
Fingerspelling	p. 376
Signing	p. 376
Deaf/Blind	p. 377
Visual Impairment	p. 383
Definitions	p. 383
Physiology of the Eye	p. 385
Causes of Visual Defects	p. 387
Visual Aids: Glasses and Contact Lenses	p. 389
Professionals Who Work With Individuals With Visual Disabilities	p. 389
Common Concerns About Vision	p. 390
Physical Activity - How Much and for Whom?	p. 390
Regular or Adapted Physical Education...Or Both?	p. 391
Unique Characteristics of Individuals Who Are Blind	p. 392
Internal (Kinesthesis) and External Orientation	p. 392
Mobility Training	p. 393
The Sixth Sense	p. 393
Students Who Are Congenitally Blind	p. 395
The Adventitious, or Newly Blinded	p. 396
Individuals Who Are Visually Impaired or Partially Sighted Are Not Blind	p. 396
Teaching Techniques	p. 397
Specific Suggestions for Teaching Individuals with Visual Disabilities	p. 397
Manual Assistance, or the Sighted Guide	p. 398
Body Image and Spatial Awareness	p. 399
Gross Body Movement	p. 400
Developing Concepts	p. 401
Methods to Increase Visual Tracking	p. 402
A Special Exercise Program	p. 402
Physical Fitness for Individuals Who Are Blind	p. 407
Special Equipment	p. 408
Athletic Competition	p. 410
Seizures and Convulsive Disorders	p. 413
Definition	p. 413
Abnormal Brain Wave Patterns	p. 415
Etiology	p. 416
Diagnosis	p. 417
Types of Seizures	p. 418
Medication	p. 422
Controversial Issues Regarding Seizure Disorders	p. 425
First Aid for Tonic-Clonic Grand Mal Seizures	p. 427
General Guidelines for Teachers	p. 428
Social Acceptance	p. 429
Physical Education Activity Recommendations	p. 429
Cerebral Palsy	p. 433
A Definition	p. 434
Etiology	p. 435
Severity Classification	p. 437
Topographic Classification	p. 438
Physiological Classification	p. 438
Initial Physical Education Program Considerations	p. 443
Assessment	p. 445
Activities and Rehabilitation	p. 458
Balance Improvement	p. 464
Walking Progressions	p. 466
Orthotic Devices or Braces	p. 468
Surgical Techniques	p. 469
Programming for Cardiorespiratory Improvement	p. 469
Games and Activities to Improve Eye-Hand Coordination and Object Release	p. 471
Lifetime Sport Skills and Athletic Competition	p. 473
Chronic Disabilities	p. 477
Muscular Dystrophy	p. 478
Spina Bifida	p. 485
Congenital Hip Dislocation	p. 494
Talipes (Clubfoot)	p. 497
Skeletal Dysplasia	p. 499
Congenital Heart Disease	p. 500
Physical Activity for Children with Congenital Heart Defects	p. 504
Functional Classification of Individuals with Heart Disease	p. 505
Therapeutic Classification of Individuals with Heart Disease	p. 505
Summary of Activity Planning for Students with Cardiovascular Conditions	p. 506
Role of Exercise in Rehabilitation of Cardiovascular Defects	p. 507
Beginning Program of Progressive Calisthenics	p. 508
Precautions	p. 508
A Test and Exercise Program for Students with Cardiovascular Abnormalities	p. 513
Sickle-Cell Anemia	p. 514
Hemophilia	p. 515
Acquired Conditions	p. 524
Juvenile Rheumatoid Arthritis	p. 526
Pregnancy	p. 532
Acquired Immune Deficiency Syndrome	p. 534
Asthma	p. 536
Diabetes Mellitus	p. 540
Limb Deficiency	p. 547
Spinal Cord Injury	p. 555
Severe and Profound Disabilities	p. 561
Assessment of Motor Development	p. 566
Sports	p. 577
Swimming	p. 579
Goals and Benefits of a Swimming Program for Students with Disabilities	p. 579
Safety Considerations	p. 581
Facilities for the Swimmer with Disabilities	p. 582
Therapeutic Benefits	p. 584
General Teaching Techniques	p. 585
Techniques for the Student with Mental Retardation	p. 596
Techniques for the Student with Cerebral Palsy	p. 597
Techniques for the Student with Spina Bifida or Traumatic Paralysis	p. 598
Concerns Related to Students Who Experience Seizures	p. 599
Opportunities in Sport	p. 605
Sports Participation and Mainstreaming	p. 606
Americans With Disabilities Act of 1990 (ADA) and Access to Opportunities in Sports and Athletics	p. 606
Examples of Access Denial	p. 606
When Special Sport Program Participation Is Indicated	p. 608
Concern for Participant Dignity in Modified Sport	p. 608
Risk Sports	p. 609
A Final Word About Competition	p. 617
Glossary	p. 621
Index	p. 633
Table of Contents provided by Blackwell. All Rights Reserved.

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