Through Paraeducators in Physical Education: A Training Guide to Roles and Responsibilities, you can help paraeducators 
-support students with disabilities in physical education;
-understand their roles and responsibilities in physical education; and
-discover strategies for communication, collaboration, behavior management, and instruction.
Paraeducators work in virtually every school--but until now, no systematic training program has existed to teach them how to work effectively with children in physical education settings. 
Paraeducators in Physical Education: A Training Guide to Roles and Responsibilities is a comprehensive yet easy-to-use training package for teachers, administrators, and paraeducators. This book and CD-ROM package puts everything you need at your fingertips for effective training from prekindergarten through high school settings for both general and adapted physical education.
Through this package, paraeducators will improve their knowledge, expertise, and experience in physical education. Written by more than a dozen experts in the field of adapted physical education, Paraeducators in Physical Education provides
-information, tips, and strategies based on decades of experience, all tested in school settings; 
-ready-to-go tools to help you record training sessions and pre- and postassessments of trainees' knowledge and performance, thus helping in risk management and reduction; and
-best practices to foster a safe environment for all children to enjoy physical activity and learn new skills.
Paraeducators in Physical Education presents thorough and practical information across a wide spectrum of issues, including the roles and responsibilities of paraeducators, providing for physical and emotional safety, dealing with difficult behavior, instructional strategies, assessment, and individualized education program (IEP) development. The CD-ROM includes seven PowerPoint presentations to guide training sessions along with easy-to-print handouts in the book to reinforce and extend paraeducators' learning. This package is useful for in-service days, staff meetings, and independent study programs in school settings. It's also applicable in college settings, where the material can be used in teaching paraeducators and training the trainers of preservice and in-service teachers. 
With Paraeducators in Physical Education, practitioners will be empowered to be actively involved in physical education through effective training in an economical but complete package that promotes healthy and active lifestyles for the children they work with.

Paraeducators in Physical Education: A Training Guide to Roles and Responsibilities

Health, Fitness & Dieting

Lieberman, Lauren J.

Exercise & Fitness

Human Kinetics

Our society has never been more diverse, and teachers need to be culturally responsive educators in order to be most competent. But being culturally responsive is no simple task. 
Promoting Language Through Physical Education makes that task easier. This text offers strategies that physical education teachers can use to integrate non-English speakers and Deaf children in their classes. Sign language and Spanish are used as examples of how teachers can integrate students of any language background into classes. The use of sign language and Spanish phrases not only enhances communication among students and between students and teachers but promotes learning, open-mindedness, and appreciation for other cultures. 
 Physical education is the ideal setting for integrating other languages because play fosters language development; children interact so much with each other and have ample opportunity to express themselves in physical education. With this book, teachers can expertly guide that development—even if they don’t have a Spanish-speaking or Deaf child in their class. 
Promoting Language Through Physical Education grounds teachers in the importance of language and the value of learning about other cultures. Teachers will also 
 • use games and strategies that help them infuse language into their daily classes; 
 • have access to Spanish and sign language dictionaries, with vocabulary organized by movement concepts, games, and activities; and 
 • use a DVD-ROM to facilitate both their teaching and their students’ learning. 
 The DVD includes video footage of key physical education terms and common words and phrases in Spanish and American Sign Language. Students can follow along as teachers play the footage, thus taking pressure off teachers who are not familiar with sign language or Spanish. The DVD also contains reproducibles and assessment tools that teachers can print and use, saving preparation time. 
 With this practical text, teachers can promote language development and cultural appreciation while offering developmentally appropriate games and activities for students from elementary grades through high school. The games and strategies blend into and enhance regular physical education curricula. And the book includes appendixes of resources that can augment students’ learning and ability to overcome language barriers.

Promoting Language Through Physical Education: Using Sign Language and Spanish to Engage Everyone

Columna, Luis

Lieberman, Lauren J., Cowart, Jim F.

Games for People With Sensory Impairments: Strategies for Including Individuals of All Ages

Cowart, Jim F.

Sports & Outdoors

From three prominent educators and athletes comes this important new sourcebook on teaching the skills that will enable both children and adults with visual impairments and deafblindness to participate in physical education, recreation, sports, and lifelong health and fitness activities.Physical Education and Sports for People with Visual Impairments and Deafblindness includes methods of modifying physical skills instruction; techniques for adapting sports and other physical activities; teaching methods and curriculum points for physical skills instruction throughout the lifespan; and information about sports and related activities, providing rules, adaptations, and information about competition options. It is an ideal manual for physical educators, adapted physical education specialists, teachers of students with visual impairments, orientation and mobility specialists, occupational and recreational therapists, and anyone else interested in sports and recreation for persons who are visually impaired or deafblind.

Physical Education and Sports for People with Visual Impairments and Deafblindness: Foundations of Instruction

Ponchillia, Susan V.

Ponchillia Ph.D., Paul E

American Printing House for the Blind

Education & Teaching

Schools & Teaching

AFB Press

Self-advocacy is a key component to meeting the standards in health, physical education, and social-emotional learning. Infusing Self-Advocacy in Health and Physical Education is a unique publication that provides an interdisciplinary approach to promote the benefits of self-advocacy for every child. Through the use of key teaching and learning elements, like real-world scenarios, lessons, and equity and inclusion sections, the text ensures that all instructors are equip with tools to prepare students for life's challenges.

Infusing Self-Advocacy into Physical Education and Health Education

Connolly, Mary

Childs, Ruth

Jones& Bartlett Learning

In 1995, Lauren Lieberman was an assistant professor with a dream: to form an educational sports camp for children who are visually impaired. Beginning with a small grant, Lieberman built a local program that grew into a worldwide movement. The Camp Abilities model has now been replicated all over the United States and in ten other countries. The Camp Abilities Story relates Lieberman's journey--from her earliest experiences in sports, to her "aha moment" during college, to her Fulbright scholarship and starting Camp Abilities programs worldwide. With an inspirational yet honest view of how a dream to make a difference in the world was tempered by the reality of the hard work necessary to change lives, the lessons herein are applicable to anyone with a dream to make the world a better place.

The Camp Abilities Story: The Global Evolution of Sports Camps for Children Who Are Visually Impaired (Excelsior Editions)

History

Americas

Excelsior Editions/State University of New York Press

Transitioning students with disabilities into inclusive physical education environments is an important and sometimes challenging task. But Strategies for Inclusion, Third Edition, makes that transition much smoother and better for all parties involved. 
Lots of New Resources and Material
 The latest edition of this popular text will empower you with the information and tools necessary to successfully include students with disabilities in your program. Strategies for Inclusion reflects the latest research and legislation, so you can be sure that your program is not only successful but also compliant with the goals and requirements of the Individuals with Disabilities Education Improvement Act. 
 The text has retained and updated its instruction on assessing students, making placement decisions, developing and implementing individualized education plans (IEPs), and more. And it offers this completely new material: 
 • A new chapter on the referral, eligibility, and placement process, covering the nine steps required by law 
 • A new chapter on transition planning and how you can help students integrate into their communities after leaving school 
 • A new section on Paralympic sports and how they can be infused into your curriculum 
 • New material on functional behavioral assessments, behavior intervention plans, leadership opportunities, training techniques for peer tutors and paraeducators, and more 
 • A new inclusion rating scale that will help you rate how inclusive your classes are and show you areas for improvement 
 • A new web resource with numerous useful tools 
 • More than double the number of teaching units (38 units, up from 17), giving you more options for inclusion 
 The new web resource offers fillable digital versions of all the modification checklists and rubrics in the book. You can save materials in order to build an IEP for each student. You can also access the materials on a mobile device to use them in the classroom or gym. In addition, the web resource has an interactive inclusion rating scale that allows you (or an administrator) to assess how you are doing at including all students in class activities. This handy tool calculates your total rating as you fill in the form. Finally, the web resource directs you to high-quality adaptation information available elsewhere online. 
Book Organization and Content
 The text is split into two parts. Part I provides foundational information and a roadmap for how to successfully include children with disabilities in traditional PE settings. Topics in this part include legislative issues, roles and responsibilities of the teacher, effective assessment techniques, the eight-step placement process, and the teacher’s role in the IEP process. Part I also explores how to manage student behavior, make adaptations to promote universal design for learning, work with support personnel, and plan for transition. 
Part II offers 38 teachable units—a sizable leap from the previous edition’s 17—complete with assessment tools for curriculum planning. Here you will learn specific strategies for inclusion as you use a step-by-step implementation guide forr 14 elementary units, 11 sport units, 8 recreation units, and 5 fitness units—all with potential modifications. Adaptations are categorized by environment, equipment, instruction, and rules. 
 Each unit’s assessment rubric has quantitative and qualitative measures of skill level. And you’ll find ideas in each unit on how to incorporate IEP objectives that may not be part of the general PE class objectives. 
A Complete Resource for Inclusion
Strategies for Inclusion offers you the most up-to-date and useful strategies to include children with disabilities in your physical education activities. Its practical applications and easy-to-implement planning and assessment strategies make this a complete resource that you can use to empower all students with the knowledge that they can enjoy the full range of benefits that physical activity offers.

Strategies for Inclusion: Physical Education for Everyone

Houston-Wilson, Cathy

The practice of universal design—of making a product or environment accessible to all individuals—has been around for a long time. But, until now, that practice has never been explored in depth in the field of physical education. This groundbreaking text provides a much-needed link between universal design and physical education, extending boundaries as it offers physical educators a systematic guide to create, administer, manage, assess, and apply universal design for learning (UDL). Universal Design for Learning in Physical Education is for all physical educators—those who are or are preparing to become general PE teachers as well as those who are in the field of adapted physical education. This resource offers the following: 
<ul>
<li>Ready-to-use curricular units for grades K-12, with 31 universally designed lessons that demonstrate how teachers can apply UDL in specific content areas (teachers can also use those examples to build their own units and lessons)</li>
<li>Rubrics for the 28 items on the Lieberman–Brian Inclusion Rating Scale for Physical Education (LIRSPE) to help teachers follow best practices in inclusion</li>
<li>Tables, timelines, and paraeducator training checklists to ensure that UDL is effectively delivered from the beginning of the school year</li>
</ul> In her earlier text, Strategies for Inclusion, Third Edition, coauthor Lauren Lieberman included a valuable chapter about UDL that focused on detailed, practical steps for making classes inclusive. Universal Design for Learning in Physical Education approaches inclusion from the macro level, providing a comprehensive conceptual model of UDL and how to incorporate it into curriculum planning and teaching methods for K-12 physical education. Outcomes for Universal Design for Learning in Physical Education are aligned with SHAPE America’s physical education standards and grade-level outcomes. Given that 94 percent of students with disabilities are taught in physical education settings, this text offers highly valuable guidance to general physical educators in providing equal access to, and engagement in, high-quality physical education for all students. Part I of Universal Design for Learning in Physical Education defines universal design and explains how it relates to physical education. It identifies barriers that teachers may face in adapting UDL to their programs and how to overcome these barriers. It also addresses critical assessment issues and guides teachers in supporting students with severe or multiple disabilities. Part I also covers advocacy issues such as how to teach students to speak up for their own needs and choices. Readers will gain insight into where their programs excel and where barriers might still exist when they employ the Lieberman–Brian Inclusion Rating Scale, a self-assessment tool that helps measure physical, programmatical, and social inclusion. Finally, part I reinforces several UDL principles by sharing many examples of how physical educators have applied UDL in their programs. Part II offers a trove of universally designed units and lesson plans for use across grades K-12, with separate chapters on lessons for elementary, sports, fitness, recreation, and aquatics. Universal Design for Learning in Physical Education is the first text to delve deeply into the concept of universal design in physical education. As such, it is a valuable resource for all PE teachers—both those leading general classes and adapted classes—to learn how to successfully implement universally designed units and lesson plans that enrich all their students’ lives. The accompanying web resource provides 40 forms, tables, checklists, and a sample lesson plan from the book, as well as a list of websites, books, and laws. These resources are provided as reproducible PDFs for practical use.

Universal Design for Learning in Physical Education

Grenier, Michelle

Brian, Ali

Arndt, Katrina

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