{"product_id":"strategies-for-inclusion-4th-edition-epub","title":"Strategies for Inclusion 4th Edition epub","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cp\u003eSince the passage of the Individuals with Disabilities Education Act in 1975, the process of including students with disabilities in general physical education classes has become a reality for school districts. Unfortunately for many students with disabilities, the transition from traditionally segregated classrooms to supportive, inclusive environments has been a continual struggle for all parties involved.\u003cbr\u003e\u003cbr\u003e\u003ci\u003eStrategies for Inclusion, Fourth Edition,\u003c\/i\u003e facilitates a smooth transition and continues to raise the bar for successful integration of students with disabilities into general and adapted physical education settings. Its practical and easy-to-implement planning and assessment strategies make this a complete resource for current and future K-12 PE teachers.\u003cbr\u003e\u003cbr\u003eThe fourth edition provides background information and a clear road map for successful inclusion of students with disabilities in physical education settings. It offers 38 teachable units, complete with assessment tools and step-by-step guidelines for curriculum planning. Each unit contains an assessment rubric and provides ideas on how to incorporate objectives from the student’s individualized education plan (IEP). Adaptations and accommodations are also included in each unit and are divided into the categories of environment, equipment, instruction, and rules. The inclusive curriculum includes the following:\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003e10 elementary units for basic skills such as balance and object control\u003c\/li\u003e\n\u003cli\u003e11 sport units for team sports such as basketball and golf\u003c\/li\u003e\n\u003cli\u003e5 health and fitness units, including swimming and weight training\u003c\/li\u003e\n\u003cli\u003e12 recreation and life skills units such as paddleboarding and dancing\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003eEach chapter of the text includes an opening scenario designed to help the reader explore their thoughts and feelings regarding various aspects of inclusion and adapted physical education. Teaching tips and ready-to-use forms, charts, and strategies are included, as well as a brand-new chapter on interdisciplinary and transdisciplinary collaborative practices to promote student engagement. In places where the SHAPE America National Standards for K-12 Physical Education are mentioned, they have been updated to the latest revision of the standards.\u003cbr\u003e\u003cbr\u003eIn addition, the fourth edition now offers five ready-to-use PowerPoint training modules, delivered in HK\u003ci\u003ePropel\u003c\/i\u003e, that instructors or administrators can use for in-service workshops for their students or staff. Teachers will be empowered to advocate for themselves and their students with disabilities to receive the necessary supports that enable all students to lead a healthy and active lifestyle. The training module topics include\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eassessments,\u003c\/li\u003e\n\u003cli\u003euniversal design for learning,\u003c\/li\u003e\n\u003cli\u003eLieberman-Brian Inclusion Rating Scale for Physical Education (LIRSPE) intervention,\u003c\/li\u003e\n\u003cli\u003eparaeducator training, and\u003c\/li\u003e\n\u003cli\u003epeer training.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003ci\u003eStrategies for Inclusion\u003c\/i\u003e offers the most up-to-date and useful strategies to include children with disabilities in physical education classes. With it, physical and adapted physical educators will help empower all students with the knowledge that anything is possible and that their goals can be achieved through understanding, cooperation, and creativity.\u003cbr\u003e\u003cbr\u003eNote: A code for accessing HK\u003ci\u003ePropel\u003c\/i\u003e is included with this ebook.\u003cbr\u003e \u003c\/p\u003e\n\u003ch4\u003eAudience\u003c\/h4\u003e\n\u003ci\u003e\u003cb\u003eAudiences: \u003c\/b\u003eUndergraduate and graduate students in physical education, adapted physical education, recreation, and special education courses; also K-12 and special education teachers, recreation directors, and therapeutic recreation specialists.\u003c\/i\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003ci\u003e\u003cb\u003ePart I. Understanding Inclusion\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 1. Inclusion in Physical Education\u003c\/b\u003e\u003cbr\u003e Legislative Mandates: A Historical Perspective\u003cbr\u003e Placement Options in Physical Education\u003cbr\u003e Roles and Responsibilities of General Physical Education Teachers\u003cbr\u003e Roles and Responsibilities of Adapted Physical Education Specialists\u003cbr\u003e Benefits of Including Students With Disabilities With Their Peers\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 2. Assessment: The Cornerstone of Effective Instruction\u003c\/b\u003e\u003cbr\u003e Features of Effective Assessment\u003cbr\u003e Traditional Assessment Techniques\u003cbr\u003e Authentic Assessment\u003cbr\u003e Alternative Assessment\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 3. The Placement Process in Physical Education\u003c\/b\u003e\u003cbr\u003e Physical Education Placement Challenges\u003cbr\u003e Special Education Process\u003cbr\u003e Dignity of Risk\u003cbr\u003e Assessing the Placement\u003cbr\u003e The Lieberman-Brian Inclusion Rating Scale for Physical Education\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 4. Individualized Education Plans\u003c\/b\u003e\u003cbr\u003e The IEP Process\u003cbr\u003e The Role of Assessment in IEPs\u003cbr\u003e Components of the IEP\u003cbr\u003e Electronically Generated IEPs\u003cbr\u003e Physical Educator’s Role in the IEP Process\u003cbr\u003e Incorporating Goals and Objectives Into the General Physical Education Class\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 5. Collaborative Practice That Promotes Student Engagement\u003c\/b\u003e\u003cbr\u003e Nuts and Bolts of Collaboration\u003cbr\u003e Overcoming Barriers to Collaborative Participation\u003cbr\u003e Getting a Place at the Table\u003cbr\u003e Steps in the Collaborative Process\u003cbr\u003e Practical Applications to the Collaborative Process\u003cbr\u003e Coteaching as a Practice for Working With the APE or GPE Teacher\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 6. Positive Interventions to Manage Behaviors and Increase Student Performance\u003c\/b\u003e\u003cbr\u003e Strategies to Identify and Avoid Behavior Challenges\u003cbr\u003e Understanding the Reasons for Inappropriate Behavior\u003cbr\u003e Interventions and Strategies to Improve Behavior\u003cbr\u003e Strategies to Decrease or Redirect Inappropriate Behavior\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 7. Universal Design for Learning\u003c\/b\u003e\u003cbr\u003e Universal Design in Physical Education\u003cbr\u003e Self-Advocacy\u003cbr\u003e Differentiation, Adaptions and Accommodations\u003cbr\u003e Process of Adapting Activities\u003cbr\u003e Types of Adaptation\u003cbr\u003e Infusing the Paralympics Into the Curriculum\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 8. Support Personnel\u003c\/b\u003e\u003cbr\u003e Peer Tutors\u003cbr\u003e Paraeducators\u003cbr\u003e College Students\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 9. Transition Planning\u003c\/b\u003e\u003cbr\u003e Dr. Amaury Samalot-Rivera\u003cbr\u003e Transition Services and the IEP\u003cbr\u003e Functional Approach in Transition Planning\u003cbr\u003e Transition Activities for Effective Social Inclusion\u003cbr\u003e Assessment in Transition\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart II. Strategies for Inclusion\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 10. Basic Skills\u003c\/b\u003e\u003cbr\u003e Balance\u003cbr\u003e Body Awareness\u003cbr\u003e Hula-Hoop Activities\u003cbr\u003e Jump Rope\u003cbr\u003e Locomotor Skills\u003cbr\u003e Cooperative Games\u003cbr\u003e Object Control Skills\u003cbr\u003e Parachute Activities\u003cbr\u003e Rhythmic Skills\u003cbr\u003e Scooter Board Activities\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 11. Sport Skills\u003c\/b\u003e\u003cbr\u003e Softball\u003cbr\u003e Volleyball\u003cbr\u003e Basketball\u003cbr\u003e Soccer\u003cbr\u003e Tennis\u003cbr\u003e Badminton\u003cbr\u003e Flag Football\u003cbr\u003e Golf\u003cbr\u003e Track and Field\u003cbr\u003e Gymnastics\u003cbr\u003e Wrestling\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 12. Health and Fitness\u003c\/b\u003e\u003cbr\u003e Swimming\u003cbr\u003e Aerobics\u003cbr\u003e Weight Training\u003cbr\u003e Cross-Country Skiing\u003cbr\u003e Fitness Activities\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 13. Recreation and Life Skills\u003c\/b\u003e\u003cbr\u003e Backpacking and Hiking\u003cbr\u003e Bowling\u003cbr\u003e Fishing\u003cbr\u003e Rock Climbing\u003cbr\u003e Skating and In-Line Skating\u003cbr\u003e Canoeing\u003cbr\u003e Line Dancing\u003cbr\u003e Martial Arts\u003cbr\u003e Yoga\u003cbr\u003e Dancing\u003cbr\u003e Spikeball\u003cbr\u003e Paddleboarding\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAppendix A. \u003c\/b\u003eTeachers’ Guide to Helping Students Appreciate Their Peers With Disabilities\u003cbr\u003e\u003cb\u003eAppendix B. \u003c\/b\u003eSpecial Education Terminology\u003cbr\u003e\u003cb\u003eAppendix C. \u003c\/b\u003eBrockport Aquatic Skills Checklist\u003cbr\u003e\u003cb\u003eAppendix D. \u003c\/b\u003eParent and Teacher IEP Checklist for Physical Education\u003cbr\u003e\u003cbr\u003e References\u003cbr\u003e Index\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cb\u003eLauren J. Lieberman, PhD,\u003c\/b\u003e is a distinguished service professor at State University of New York, College at Brockport. She has taught higher education since 1995 and previously taught at Perkins School for the Blind. She teaches undergraduate and graduate courses in adapted physical education.\u003cbr\u003e\u003cbr\u003e Lieberman has written 24 books on adapted physical education and more than 210 peer-reviewed articles. She started Camp Abilities, an overnight educational sports camp for children with visual impairments. This camp is now replicated in 20 states and eight countries. She was awarded a Global Fulbright Scholarship in fall 2019 to replicate Camp Abilities in Ghana, Ireland, and Brazil.\u003cbr\u003e\u003cbr\u003e 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 Education and Rehabilitation of the Blind and Visually Impaired, and she has served on the editorial boards of the \u003ci\u003eJournal of Visual Impairment and Blindness\u003c\/i\u003e and \u003ci\u003ePalaestra\u003c\/i\u003e. In her leisure time, she enjoys ultimate Frisbee, biking, running, kayaking, hiking, pickleball, reading, and playing the guitar.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eCathy Houston-Wilson, PhD, \u003c\/b\u003eis a professor at State University of New York, College at Brockport, and also serves as chairperson for the department of kinesiology, sport studies, and physical education. She has taught in higher education since 1993, teaching classes in adapted physical education and pedagogy. She is a frequent presenter on adapted physical education (APE) at conferences and workshops and provides in-service training on APE to school districts across New York State. Houston-Wilson has taught APE in a residential facility as well as in public schools.\u003cbr\u003e\u003cbr\u003e She is past president of the adapted physical education section of New York State AHPERD, and she is past president and a current board member of Phi Epsilon Kappa. In addition, she is actively involved in a variety of community-based activities, including Lifetime Assistance, an agency dedicated to serving individuals with developmental disabilities; Brockport Community Rowing Club, a club of which she is president and a founding member; and Camp Koinonia, a faith-based camp for families for which she serves as president of the board of directors.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eMichelle Grenier, PhD,\u003c\/b\u003e is a professor emeritus from the University of New Hampshire. She has extensive experience working in the field of adapted physical education, using inclusive pedagogies that address the needs of all students. She has published several books, including \u003ci\u003eUniversal Design for Learning in Physical Education, Physical Education for Students With Moderate to Severe Disabilities,\u003c\/i\u003e and \u003ci\u003ePhysical Education for Students With Autism Spectrum Disorders: A Comprehensive Approach\u003c\/i\u003e. Grenier is internationally recognized for her work on inclusive practices and disability sports. She recently served as president for the National Consortium for Physical Education for Individuals with Disabilities (NCPEID).\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/chapter-eight-s-opening-scenario\"\u003eChapter eight’s opening scenario\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/hula-hoop-activities-potential-accommodations-and-adaptations\"\u003eHula hoop activities: potential accommodations and adaptations\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/overcoming-barriers-to-collaborative-participation\"\u003eOvercoming barriers to collaborative participation\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e","brand":"Lauren J. Lieberman,Cathy Houston-Wilson,Michelle Grenier","offers":[{"title":"Ebook With Online Resource","offer_id":42699665834071,"sku":null,"price":93.95,"currency_code":"CAD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/2470\/1958\/files\/9781718217867.jpg?v=1777104231","url":"https:\/\/canada.humankinetics.com\/products\/strategies-for-inclusion-4th-edition-epub","provider":"Human Kinetics Canada","version":"1.0","type":"link"}