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Principles & Methods of Adapted Physical Education & Recreation (8th)

ISBN: 9780815108917 | 0815108915
Edition: 8th
Format: Hardcover
Publisher: Harcourt Health Sciences
Pub. Date: 8/1/1996

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Table of Contents
Part One The Scope
Educating People with Disabilities
3(28)
Prevalence
4(1)
Histor... MORE
5(2)
Definitions of disabling conditions
7(1)
Physical education for persons with disabilities
8(2)
Recreational sport opportunities for persons with disabilities
10(1)
Legislation for individuals with disabilities
11(9)
Transition
20(1)
Accommodating the student with disabilities in integrated settings
21(1)
Most appropriate placement
21(1)
Role of the adapted physical educator
22(1)
Community-based programming
22(1)
Normalization
23(1)
Educational accountability
24(1)
Current status of adapted physical education
25(6)
Part Two Key Techniques
Determining Educational Needs Through Assessment
31(30)
Purposes of assessment
32(1)
Matching type of assessment to purpose
32(1)
Test selection criteria
33(7)
Assessment tools
40(10)
The testing process
50(6)
Using assessment for classification
56(5)
Developing the Individual Education Program
61(28)
Content of the IEP
62(1)
Description of each component of the IEP
62(6)
Parent/guardian rights
68(1)
Participants of the IEP meeting
68(1)
Discipline concerns
69(1)
The IEP meeting agenda
70(2)
Encouraging and maximizing parent participation in the IEP process
72(1)
Encouraging and maximizing student participation in the IEP process
73(1)
Concerns regarding the IEP process
74(1)
The individual transition plan
75(1)
Personal futures planning
75(2)
Professional personnel who may be involved in the IEP, ITP, or PFP process
77(12)
Selecting an Intervention Strategy
89(19)
Levels of function
90(1)
Incidental versus planned learning
91(1)
Facilitating skill development
91(6)
Functional adaptations
97(4)
Programmed instruction
101(4)
Reporting the results to parents
105(3)
Delivering Services in the Most Inclusive Environment
108(48)
Least restrictive environment and inclusion---federal interpretation and explanation
109(2)
National standards for physical education
111(1)
Preparing for inclusion---a proactive approach
112(5)
Evaluating the physical education environment for inclusion
117(1)
Lease restrictive environment alternatives on a continuum of services
118(10)
Determination of appropriate physical education placement
128(6)
Specific strategies for including learners with disabilities
134(5)
Enhancing instruction in inclusive settings through computer technology
139(2)
Grading (marking) children with disabilities in an inclusive setting
141(1)
Collaboration and inclusion
141(2)
The consultancy and inclusion
143(6)
Transition
149(2)
Inclusion in leisure, recreation, and sports
151(5)
Facilitating Learning
156(23)
Behavioral technology
157(1)
Identifying behaviors that need to be learned or changed
157(3)
Selecting an intervention strategy to facilitate learning
160(4)
Reinforcement
164(1)
Intervention strategies to control disruptive behaviors
165(5)
Consistent management techniques
170(2)
Techniques to ensure persistence of learning or change
172(7)
Part Three Generic Educational Needs
Motor Development Delays
179(18)
Facilitating motor development
180(17)
Physical Fitness Deficiencies
197(18)
Definition of physical fitness
198(1)
Physical fitness in the United States
198(1)
Causes of poor physical fitness
199(1)
Evaluating physical fitness
200(1)
Types of physical fitness tests
200(1)
Programming for physical fitness
201(1)
Principles of training
202(1)
Developing training programs
203(3)
Modification of the physical fitness training system
206(1)
Accommodating for specific types of disabilities
207(1)
Selected fitness problems
208(4)
Family involvement in active lifestyles
212(1)
Implications for physical education
213(2)
Psychosocial Delays
215(26)
At-risk infants, children, and adolescents
216(9)
Psychosocial deficits of children and youth with disabilities
225(1)
Psychosocial assessment
226(2)
Psychosocial delays and their implications for physical education for at-risk children and youth, including those with disabilities
228(2)
Model physical education and recreation programs for at-risk children and youth
230(1)
Psychosocial skills necessary for successful participation in play, games, and leisure, recreation, and sport activities
231(2)
Hierarchy of incentives for demonstrating socially appropriate behavior
233(2)
Psychosocial goals and objectives of the IEP
235(6)
Part Four Needs of Specific Populations
Infants, Toddlers, and Preschoolers
241(57)
The eight types of intelligence---the philosophical foundation of early intervention
242(2)
Developmentally appropriate assessment of infants, toddlers, and preschoolers
244(9)
Ages and stages---understanding typical and atypical development
253(1)
Early childhood intervention programs---birth to age 3 years
253(9)
Early childhood intervention in natural settings
262(10)
The preschool program for children ages 3 to 5 years
272(2)
Quality movement/play experiences in preschool programs
274(5)
The indoor active learning center
279(2)
The outdoor active learning center
281(5)
Preschool inclusion programs
286(3)
Role of the preschool adapted physical educator in inclusion programs
289(9)
Mental Retardation
298(25)
Definition
299(2)
Incidence
301(1)
Causes
301(1)
Characteristics
301(2)
Testing to determine functioning levels
303(1)
Special considerations
304(3)
Teaching strategies
307(2)
The physical education program
309(2)
Modifications, adaptations, and inclusion techniques
311(5)
Community-based opportunities
316(7)
Autism
323(16)
Definition
324(1)
Incidence
324(1)
Causes
324(1)
Cognitive, motor, physical, behavioral, and psychosocial characteristics
325(3)
Testing
328(2)
Special considerations: facilitated communication
330(1)
Teaching strategies
330(2)
The physical education program
332(3)
Modifications, adaptations, and inclusion techniques
335(1)
Community-based opportunities
336(3)
Specific Learning Disabilities
339(14)
Definition
340(1)
Incidence
340(1)
Causes
340(2)
Characteristics
342(3)
Testing to determine motor-functioning levels
345(1)
Special considerations
346(1)
Drug therapy
347(1)
Teaching strategies
347(1)
The physical education program
348(1)
Modifications
349(1)
Community-based opportunities
350(3)
Emotional Disturbances
353(19)
Definition
354(1)
Incidence
354(1)
Causes
355(1)
Characteristics
355(4)
Testing
359(1)
Special considerations
359(2)
Teaching strategies
361(2)
The physical education program
363(1)
Modifications, adaptations, and inclusion techniques
363(5)
Community-based opportunities
368(4)
Physically Disabling Conditions
372(47)
Definition and scope
373(1)
Neurological disorders
373(13)
Orthopedic disabilities
386(8)
Traumatic injuries
394(6)
Testing
400(1)
Modifications, adaptations, and inclusion techniques
401(10)
Community-based opportunities
411(8)
Hearing Impairments
419(14)
Definition
420(1)
Incidence
420(1)
Causes
420(1)
Clues that indicate hearing loss
421(1)
Psychological and behavioral characteristics
421(1)
Motor characteristics of individuals who are hearing impaired
422(1)
Deaf-blind children
423(1)
Testing
423(1)
Special considerations
423(2)
Teaching strategies
425(4)
The physical education program
429(1)
Integrating the student who is hearing impaired
429(2)
Community-based activities
431(2)
Visual Impairments
433(19)
Definition
434(1)
Incidence
434(1)
Causes
435(1)
Characteristics
436(2)
Testing
438(1)
Special considerations
439(1)
Teaching strategies
440(3)
The physical education program
443(3)
Modifications, adaptations, and inclusion techniques
446(2)
Community-based activities
448(4)
Other Conditions
452(37)
AIDS
453(2)
Anemia
455(3)
Asthma
458(3)
Child abuse and neglect
461(3)
Childhood cancer
464(4)
Cystic fibrosis
468(1)
Diabetes
469(5)
Prader-Willi syndrome
474(2)
Premenstrual syndrome and dysmenorrhea
476(3)
Tourette syndrome
479(2)
Traumatic head injuries
481(8)
Part Five Organization and Administration
Program Organization and Administration
489(84)
The education system
490(1)
Adapted physical education and the administrative hierarchy
490(2)
Basic components of the adapted physical education program
492(2)
Interaction with other special education personnel
494(5)
School reform initiatives
499(6)
Communication with parents
505(2)
Equipment
507(10)
Appendixes
A Posture and Body Mechanics
517(42)
B Stress Reduction Techniques
559(9)
C Sports Organizations for Persons with Disabilities
568(5)
Glossary573

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