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PE for Children with Moderate to Severe Disabilities

PE for Children with Moderate to Severe Disabilities

$66.95 CAD


Product Format

    For students with moderate to severe disabilities, instruction in physical education can be a challenge. Many teachers struggle with understanding these students’ complex needs, selecting appropriate content, and finding ways to motivate these students. While many educators consider the social aspects of inclusion a priority, the authors in this text stress active engagement with the curriculum and the use of grade-level outcomes to adapt learning for students with a range of abilities. One thing is certain: The keys to making physical education a positive learning experience are the physical education teachers and adapted physical education teachers who work with these students. This text is for you!

    Edited by experienced educators with expertise in general and adapted physical education programming, Physical Education for Children With Moderate to Severe Disabilities will serve as a valuable resource:

    • Offers comprehensive strategies for instruction, assessment, communication, collaborative practices, peer supports, and effective use of paraeducators

    • Describes unique equipment modifications and alternative programming suggestions

    • Includes sample lesson plans and assessments that you can use as is or use as models to create your own

    • Is applicable for children with moderate to severe disabilities in general physical education classes and self-contained PE environments

    Physical Education for Children With Moderate to Severe Disabilities was written by a team of higher education professionals, practicing physical educators, and adapted PE teachers. These contributors combine to bring a rich diversity and a variety of perspectives that ensure the content is relevant to all teachers. Through this comprehensive text, you will be able to make sure you are complying with the legal requirements associated with the Individuals with Disabilities Education Improvement Act and the Every Student Succeeds Act, which require that children with disabilities be given the same opportunities for meaningful physical education as other children.

    The text is organized into three parts. Part I provides foundational information on key adapted physical education issues, including Universal Design for Learning, collaborative processes, assessment strategies, communication practices, and how to use peer tutors and paraeducators in physical education.

    Part II helps you acquire the skills you need to teach students with disabilities. The five chapters in this section will help you understand sensory integration theory, develop foundational skills, put your plan into action, and understand your role and the paraeducator’s role in disability sport. You’ll also learn how to establish and assess disability sport, how to program for and assess students in aquatics, and how to help students transition to recreational opportunities in the community.

    In Part III, you receive a blueprint for implementing successful activities at all levels. Included are team sports and target games (track and field, basketball, golf, bowling, and more) as well as lifetime activities (bicycling, tennis, personal fitness planning, and more).

    The result is a resource that provides all the information and guidance you need to deliver appropriate physical education to children wiith moderate to severe disabilities. The book will inspire you to consider the unlimited avenues for participation in sport and physical activity for all your students—even those with the most severe disabilities.


    Reference for K-12 physical education teachers, adapted physical educators, direct service providers, related service providers, parents, and district administrators. Supplemental undergraduate text for physical education and adapted physical education teaching methods courses.




    Part I: Best Practices for Engaging All Students

    Chapter 1: Understanding Severe Disabilities and Universal Design for Learning

    Severe Disabilities

    Individuals with Disabilities Education Act

    Universal Design for Learning


    Chapter 2: Collaborative Processes in Physical Education

    The Practice of Collaboration

    Becoming Part of the Education Team

    Developing Adapted Physical Education Goals Through Shared Goals

    Steps in the Collaborative Process


    Chapter 3: Assessment Strategies

    Functional Assessment of Students With Severe Disabilities


    Task Analysis Assessment

    Ecological Task Analysis

    Basic Skills Assessment


    Chapter 4: Communication Practices That Enhance Participation

    Considerations for Communication Practices in Physical Education

    Types of Communication Practices


    Chapter 5: Peer Tutoring

    Selecting Peer Tutors

    Training Peer Tutors

    Evaluating the Tutoring Experience


    Chapter 6: Paraeducators in Physical Education

    Understanding the Paraeducator’s Role

    Training for Paraeducators

    Ideas for Acknowledging Paraeducators’ Contributions


    Chapter 7: Creating Accessible Equipment

    Adapting Equipment With SENSE

    Six Ss for Adapting Equipment


    Part II: Participation for All in Sport Activities

    Chapter 8: Foundational Skills and Sensory Integration

    Understanding Sensory Integration Theory

    Developing Foundational Skills

    Putting Your Plan Into Action


    Chapter 9: Disability Sport in Physical Education

    Sport Opportunities for Children With Severe Disabilities

    Role of the Teacher and Coach in Disability Sport


    Chapter 10: Modified Programming in Physical Education

    Establishing Disability Sports Within the Physical Education Curriculum

    Assessment in Disability Sport


    Chapter 11: Transitioning to Recreational Opportunities Beyond School

    Transition Services and Individuals’ Rights

    Initiating the Transition Plan

    Transition Processes in Physical Education

    Training Personnel for Community-Based Programs


    Chapter 12: Aquatics for Children With Disabilities

    Benefits of Aquatics

    Medical Issues, Precautions, and Safety Issues

    Assessment in Aquatics

    Planning Goals and Objectives

    Teaching and Safety Strategies

    Transitioning to Aquatics in the Community


    Part III: Sample Lessons Using Universal Design for Learning

    Chapter 13: Team Sports and Target Games

    Soccer: Passing

    Basketball: Spot Remover

    Hockey: Rip Off

    Track and Field: Hurdling

    Golf: Putting

    Golf: Stations

    Golf: Alien Invasion

    Throlf (Throwing Golf)

    Bowling for Junk

    Bowling: Battleships

    Bowling for Bucks

    Archery: Safety First

    Archery: Add It Up

    Chapter 14: Lifetime and Health-Related Activities

    Hand Function Challenges

    Hand Functions for Sports

    Scooter Train

    Climbing Wall: Periwinkle Rescue


    Bicycling: Rules of the Road

    Tennis: Forehand Stroke

    Tabletop Shuffleboard

    Personal Fitness Plan

    Appendix: Resources

    Michelle Grenier, PhD, is an associate professor and coordinator of the health and physical education program and adapted physical education program at the University of New Hampshire. She has substantial experience working in the field of physical education and utilizing inclusive strategies for students with disabilities. She is an accomplished researcher and is editor of the text Physical Education for Students With Autism Spectrum Disorders. Dr. Grenier is internationally recognized for her work on inclusion and has presented throughout the United States. She enjoys running, cycling, swimming, and traveling the world to meet others who share her professional and personal interests.

    Lauren J. Lieberman, PhD, is a distinguished service professor at The College at Brockport, State University of New York. She has taught higher education since 1995 and previously taught in the Deafblind Program at Perkins School for the Blind. She is fluent in sign language and used sign as her language in earning her PhD. She infuses sign language throughout her courses.

    Lieberman has written 18 books on adapted physical education and more than 118 peer-reviewed articles. She started Camp Abilities, an overnight educational sports camp for children with visual impairments. This camp is now replicated in 18 states and eight countries.

    Lieberman is past chair of the Adapted Physical Activity Council (APAC). She is currently on the board of the division of recreation and sport for the Association for the Education and Rehabilitation of the Blind and Visually Impaired (AER), and she serves on the board of the United States Association of Blind Athletes (USABA). She acts as a consultant for the New York Deaf-Blind Collaborative. In her leisure time, she enjoys playing Ultimate Frisbee, biking, running, kayaking, hiking, reading, and playing the guitar.