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Inclusive Physical Activity: A Lifetime of Opportunities provides practitioners with practical strategies and hands-on applications for physical activity programming to include all people. In doing so, it bridges the gap between school-based and community-based programs to help people with differences in ability become and remain physically active throughout their lives.
This book has many unique features in addition to the life-span approach. The authors use an ability-based, noncategorical approach that is on the cutting edge. In doing so, they maintain a program emphasis on performance and skill components rather than on labels and general disability guidelines. The authors recognize that knowledge of common conditions is necessary for safe program design and have therefore included this information in the appendix.
This book prepares practitioners to do the following:
* Become critical thinkers and problem solvers as they develop the knowledge and skills to provide meaningful, inclusive physical activity
* Prepare and plan individualized physical activity programs for four major content areas: movement skills and sports, games design, health-related fitness, and adventure and outdoor recreation
* Develop strategies and techniques to increase awareness of varying abilities, foster more positive attitudes of peers, and increase advocacy efforts aimed at inclusive physical activity
* Overcome barriers associated with inclusive programming
Throughout, the authors emphasize how to modify instruction and provide activity alternatives for differing abilities via their FAMME (functional approach to modifying movement experiences) model. This unique model provides a conceptual framework and a four-step process for accommodating all participants in physical activity. Assessment considerations across the life span are integrated in the planning process, and each skill component (such as eye-hand coordination, strength, attention span) is presented in chart form with information on influencing factors and a number of effective modifications to accommodate varied skill levels.
Each chapter features the following reader-friendly sections:
* Including All Individuals presents opening scenarios that set the stage for the topics in the chapter.
* Did You Know? contains helpful facts and information.
* Think Back is a list of reflection questions related to the opening scenario or to the previous text.
* What Do You Think? contains reflective questions related to the chapter content.
* What Would You Do? offers two sample scenarios at the end of each chapter detailing situations for readers to address.
Part I addresses historical and sociological aspects of inclusive physical activity and the changing perspectives as they relate to individuals with differences in ability. Strategies to overcome barriers associated with inclusive programming are also discussed.
Part II focuses on how, when, and why practitioners should make modifications in instructional settings. This section offers insight into effective collaborative partnerships, determination of programming focus and related assessment, and individualized program planning.
Part III illustrates examples of inclusive practices as they relate to commonly implemented physical activities. This part focuses on modifying instruction and providing activity alternatives in four major content areas: movement skills and sports, games design, health-related fitness, and adventure and outdoor recreation.
Among the appendixes is a Person-Related Factors Reference Guide that presents definitions of specific conditions, selected facts of the common conditions and general considerations and contraindications as they relate to physical activity participation.
Inclusive Physical Activity: A Lifetime of Opportunities progresses from understanding the profession and professional responsibilities to practical strategies for programming. This book is based on the philosophy that all people, with all their distinctive abilities and interests, can and should benefit from participation in physical activity. This involvement should be lifelong, empowering, and inclusive of the range of possible programs, settings, and activities available to everyone.
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This fully updated third edition contains practical and useful advice that will be invaluable for students with dyslexia, their parents and all of those involved in teaching and supporting them in their studies. Including the latest research into dyslexia, changes in legislation and information technology and the real-life experiences of six former Bangor students this book will:
• guide students through the process of applying for university, suggesting strategies for general organisation and for particular aspects of study
• outline how to get the best personally and academically from higher education
• give practical advice on setting up and using support facilities (both human and technological)
• be an accessible text for mainstream lecturers and tutors who need to be aware of the implications of the Disability Discrimination Act.
New chapters include 'Dyslexia plus', giving information on dyspraxia, attention disorders, Asperger's syndrome, and the more controversial 'dyscalculia'. ‘Out of College and into Work’ gives advice for students on the challenges they face after graduation.
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A practical handbook designed to help special education administrators, principals and assistant principals address many of the issues they will confront relating to students with disabilities.
This unique book is developed specifically to help new administrators survive the pressure of working with students with disabilities. Many texts are filled with theories, but very little practical advice has been available specifically about day-to-day operations. This book is organized to give new special education administrators that practical advice. Current administrators with extensive knowledge of special education share their experience through contributed chapters. The practical, real world advice will prove useful not only for special education administrators, but also for principals and assistant principals.
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Also available:
Consent Handbook for Self-Advocates and Support Staff - ISBN 0940898691
People Planning Ahead: A Guide to Community Healthcare and End of Life Wishes - ISBN 0940898985
Since 1876, the American Association on Intellectual and Developmental Disabilities (AAIDD) has been providing worldwide leadership in the field of disabilities. AAIDD is the oldest and largest interdisciplinary organization of professionals and citizens concerned about intellectual and developmental disabilities.
AAIDD publishes books for professionals in developmental disability in the areas of:
-Supported living
-Definition of intellectual disability
-Disability funding
-Positive behavior support
-Palliative care
-Quality of life
-Health
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Through case studies and clearly presented content, this book helps readers learn what they can do to assist students with disabilities in achieving positive adult outcomes.
Professionals, students of special education and families of students with disabilities will all benefit from this comprehensive introduction to transition services.
This book provides a comprehensive and clear introduction to effective transition services for students with disabilities who are leaving the special education system. The Prologue and Chapter 1 provide an overview of the topic of transition services, and the remaining chapters go into detail about specific aspects of the transition planning process. The central roles of students with disabilities and their families are emphasized. Case studies of two individuals, one with mild disabilities and one with severe disabilities, are followed throughout the text to illustrate effective practices, ensuring readers are able to apply the content to students with different types and severity of disabilities, and are able to understand how practices can be tailored to meet individual student needs. The content is presented so that readers can apply key strategies immediately in their work as teachers or in other professional capacities. Research Summaries in each chapter address the research basis for effective practices that are discussed throughout the book. Spotlight on History in most chapters provides a short biography on an individual who made a significant contribution to the development of transition services. Additional resources and websites are included at the end of each chapter.
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101 School Success Tools for Students with ADHD provides materials and the guidance necessary to assist teachers and parents as they empower students with ADHD to become successful learners. Based on field-tested strategies for use with learners with ADHD, the book provides a brief overview of the specific learning needs of these students before including a wide variety of tools teachers can immediately pull out and use in the classroom and parents can use in the home setting.
Each tool is explained in a brief how-to section that includes specific information on adapting the tool based on the individual student's needs. The book covers topics like observing and collecting data on students, creating schedules, assessing a child's strengths, refocusing a child's attention, managing difficult behaviors, implementing calming techniques, providing motivation, and improving study and homework skills. A collection of worksheets, forms, checklists, charts, Web site listings, and other tools are included as reproducible pages.
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This popular case-based text applies behavior management principles to classroom teaching, with an emphasis on analyzing behavior management as an instructional problem.
Managing Classroom Behavior summarizes principles of good instruction, the acting-out cycle, and how to work with students, other teachers, and parents. Behavioral principles and practices are based on empirical research and illustrated with numerous examples. This text gives students practice in applying these principles through analysis of actual case studies through self-questioning and reflection. Topics include identifying and analyzing behavior problems, basic behavior change strategies, talking with students, using the peer group, and working with other educators and parents. Appropriate for both general and special educators in training or in service.
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Disability is rarely considered a social issue. Scholars tend to discuss it in the abstract; medical personnel view it as a health issue; and legal concerns for the disabled focus on how to advocate or protect organizations against demands for accommodation. As a result, disabled individuals are seen as bits and pieces of everyone's constituency but their own. The writers of this work, both having long personal experiences with disabilities, offer a holistic understanding of the lives of disabled individuals from representations in the media to issues of civil rights.
Written to educate and inform readers about the social roles of disability, this accessible and informative work addresses: social classifications of disability; social reactions to disability; legal rights and classifications of persons with disabilities; issues of accessibility to information and communication technologies; representations of disability in a range of media, including literature, painting, film, televsion and advertising; and major issues shaping the comtemporary social roles of persons with disabilities. By examining the social roles of disability in the past and present from a range of perspectives and disciplines, this book reveals a portrait of the social place, limitations, and rights of persons with disabilities.
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