Case Studies in Adapted Physical Education

Covering self-contained adapted physical education classes, general physical education programs, and youth sports and community recreation, this book presents a series of case studies of teaching individuals of varied ability and disability in physical activity settings. Outlining realistic scenarios, it encourages an interactive, problem-solving teaching and learning style and the development of critical thinking skills. Now in a fully revised and updated second edition, the book covers a wide range of different professional issues, themes, disabilities, and conditions, from assessment and behavior management processes to working with students with intellectual disabilities, motor difficulties, chronic illness, or obesity. Each case study includes questions that challenge the reader to reflect on the practical issues involved and how to build inclusive teaching strategies. This book is valuable reading for all physical education students, teacher candidates, and novice and experienced teachers looking to deepen their understanding of adapted physical education and to improve their professional practice. It is an essential companion to any adapted physical education or physical activity course.

Samuel R. Hodge is Professor of Kinesiology in the Department of Human Sciences in the College of Education and Human Ecology at The Ohio State University, USA. Nathan M. Murata is Professor and Dean of the College of Education at the University of Hawai'i at Manoa, USA. Martin E. Block is Professor and Director of the Kinesiology for Individuals With Disabilities (KID) Program at the University of Virginia, USA. Lauren J. Lieberman is Distinguished Service Professor and Director of Camp Abilities in the Department of Kinesiology, Sport Studies and Physical Education at The College at Brockport, State University of New York, USA.

Introduction: Using the Case Study Method to Empower Critical Thinking, 1. Changing Attitudes: Out of the Shadows and Into the Gym, 2. Teachers Navigating Placement Decisions, 3. Culturally Sustainable and Relevant Pedagogy in Physical Education, 4. Inclusion without Accompaniment, 5. Support Personnel, 6. Creating and Conducting a Self-Contained APE Program, 7. Consultation: PE Generalist and APE Specialist, 8. Evaluating Skill Development: TGMD-3, 9. Evaluating Physical Fitness: Brockport, 10. Are Integrated Physical Education Classes Inclusive, 11. Peer Tutoring for Physical Education, 12. Teaching Children with Speech and Language Impairments, 13. Technological Applications in Physical Education, 14. A Team Approach to Inclusion, 15. Children with Disabilities on the Playground, 16. After School Sports, 17. Addressing the Motor Domain through the IEP/ITP Process, 18. Opportunities for Adults at their Local Recreation Center, 19. Taking Advantage of Membership in a Local Health Club, 20. Social Inclusion of Students with Physical Disabilities, 21. Principles of Behavior Management, 22. Reinforcement to Increase Appropriate Behaviors, 23. Punishment to Decrease or Eliminate Misbehaviors, 24. Strategies in Resolving Conflict, 25. Teaching Students with Learning Disabilities, 26. Teaching Students with Attention Deficit Disorder and Hyperactivity, 27. Teaching Students with Developmental Coordination Disorder, 28. Teaching Students with Intellectual Disabilities, 29. Teaching Students with Disabilities: The Itinerant APE Teacher, 30. Teaching Students who are Hard of Hearing, 31. Teaching Students with Visual Impairments, 32. Teaching Students with CHARGE Syndrome, 33. Teaching Students with Severe Disabilities, 34. Teaching Students with Severe Spastic Cerebral Palsy, 35. Teaching Students with Autism Spectrum Disorders, 36. Teaching Students with Motor Delays and Mobility Difficulties, 37. Teaching Students with Seizure Disorders, 38. Teaching Students with Physical Disabilities, 39. Teaching Students with Asthma, 40. Teaching Students with Diabetes and Obesity