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402

Index

References to tables, figures and notes are indicated with a t, f, and n, respectively.

AAHPERD, see American Alliance for Health, Physical Education, Recreation, and Dance
AAI, see Atlantoaxial instability
AAIDD, see American Association on Intellectual and Developmental Disabilities
AAPAR, see American Association for Physical Activity and Recreation
ABC model, see Achievement-based curriculum model
Ableism, 379
Acceptance, collaborative teams and, 49, 49t
Accessibility, in Americans with Disabilities Act (ADA) of 1990 (PL 101-336), 335
Accuracy, curricular modifications for, 135
ACE behaviors, see Attention, comprehension, and effort behaviors
Achievement-based curriculum (ABC) model

assessment in, 57–59
benefits of, 85

components of, 57, 57f
criterion-referenced instruments (CRIs) in, 59, 79
daily planning and implementation with, 78–79, 91
evaluation for, 59, 91

assessment data as basis for, 85, 86f, 87, 87t–89t
cumulative program evaluation, 87, 88t–89t, 89–90
focal point needs for, 79–80
goal identification for
average objective mastery time for, 73–74, 74t
content amount determinations for, 74, 75t
emphasis determined for each goal, 71, 73t
factors for, 68–69, 69t
instructional time availability and, 71, 73, 73t
objectives for, 71, 72t
scope and sequence for, 74, 75t, 77, 78f
student’s goals defined for, 70, 70t
summary of, 74–76
implementation planning for, 59
instruction based on, 80, 85
norm-referenced instruments (NRIs) in, 58–59
placement decisions and, 77
program planning for, 57, 69, 70t, 74–76
teaching for, 59
top-down approach for, 57
see also Assessment; Program planning
ACM, see Arnold-Chiari malformation
Acquired hearing loss, 221
Activities
alternative, 127
disability sports, 201
duration of, 113
modified, 200–201, 201f
open, 200
parallel, 201
perceptual-motor, 179–180
for safety, 310
separate, 201
size and nature of group, 113–114
students with disabilities and chronological age-appropriate, 13
time modifications for, 133–134
Activities of daily living (ADLs), 42
Acts of god, negligence and, 292
ADA, see Americans with Disabilities Act of 1990 (PL 101-336)
Adapted physical education (APE)
assessment for, 61, 61t
curriculum relationship of general physical education (GPE) with, 68–69, 69t
definition of, 15–16
general physical education (GPE) compared to, 16

403

individualized education program (IEP) goals and, 66–67
multicultural education in, 369–373
needs assessment (NA) for

attention, comprehension, and effort (ACE) behaviors recorded for, 65
determining factors for general physical education (GPE) or, 65–66
goals and recommendations for, 64
instrument creation for, 62–63
prerequisites for, 62
summary report for, 63t, 64–65
norm-referenced instruments (NRIs) and qualifications for, 62
objectives of, 16
program planning for, 61, 61t
qualification criteria for, 61–62, 90
qualified providers of, 16–17, 40
students with disabilities and factors determining, 65–66
wheelchairs and, 61
Adapted Physical Education National Standards (APENS) examination, 16–17
Adapted physical education (APE) professionals
diversity of, 382–383
qualifications and roles of, 40
Adapted sports
assessment for, 149–151, 151f, 152f
in general physical education (GPE), 149–151, 149t, 150f–152f, 150t
inclusion promoted with, 148
Adaptive behavior, 159–160, 159t
Adequate yearly progress (AYP) requirement, 27–28
ADHD, see Attention-deficit/hyperactivity disorder
ADLs, see Activities of daily living
Administrative feasibility, 58t
Adventure games, 145–146
Aerobic endurance, see Cardiovascular endurance
After-school programming, for visual impairments, 238
Agility, 10
Alaskan Rules Baseball, 147
Albinism, 231–232
Allport’s contact theory, 274
Alternative activities, 127
Alternative placement options, 22–23, 23t
Amblyopia, 232t
Ambulation difficulties, treadmills for, 29
American Alliance for Health, Physical Education, Recreation, and Dance (AAHPERD), 5
American Association for Physical Activity and Recreation (AAPAR), 17
American Association on Intellectual and Developmental Disabilities (AAIDD), 158, 160
American Occupational Therapy Association, 42
American Physical Therapy Association, 42
American Psychological Association (APA), 182
American Sign Language (ASL), 221, 228
American Sign Language University, 228
American Therapeutic Recreation Association (ATRA), 43
American Youth Soccer Organization (AYSO), 355
Americans with Disabilities Act (ADA) of 1990 (PL 101-336), 334–337
Amoeba Tag game, 148
Amputations, 253–254, 253t
Anemia, 259, 266
Anger, understanding, 213–214
Antecedents, identifying, 198, 310–311, 316
Anxiety disorder, 177, 208
APA, see American Psychological Association
APE, see Adapted physical education
APENS examination, see Adapted Physical Education National Standards examination
Apps, for deafness and hearing loss, 228–229
Aquatics, 10
The Arc, 21
Arnold-Chiari malformation (ACM), 247–248
ASL, see American Sign Language
Assessment
in achievement-based curriculum (ABC) model, 57–59
benefits of, 85
for adapted physical education (APE), 61, 61t
for adapted sports, 149–151, 151f, 152f
evaluation based on data from, 85, 86f, 87, 87t–89t
Everyone Can! assessment
advantages of using, 80
for catch, 80f
for overhand throw, 60f, 79f, 81f–84f
score sheets for, 79f, 80f, 86f
functional behavior assessment, 311, 312f

404

least restrictive environment (LRE) determined with, 76–77
placement decisions aided by, 76–77, 91
score sheets for, 79–80, 79f, 80f, 86f
skill level in, 79–80, 79f, 80f
terminology for, 58t
for visual impairments in children, 235
see also Evaluation; Needs assessment; Standardized tests
Assistive Technology Act Amendments of 2004 (PL 108-364), 45
Assistive technology service personnel, 45
Association for Retarded Citizens, see The Arc
Asthma, 262–263, 262f, 263t, 266–267
Astigmatism, 232t
Atlantoaxial instability (AAI), 163–164
ATRA, see American Therapeutic Recreation Association
Atrial or ventricular septal defect, 261t
Attention, comprehension, and effort (ACE) behaviors, 65
Attention-deficit/hyperactivity disorder (ADHD), 174, 306t
autism spectrum disorder and, 192
behavior characteristics of, 184
causes of

environmental factors, 183
genetic factors, 182–183
definition of, 182
developmental delays with, 184
general physical education (GPE) teachers and students with, 184–185
medication for, 183, 183t
positive feedback for, 185
psychotherapy for, 183–184
resources for, 186
self-perception issues with, 184
Audiologists, 43
Auditory processing disorders, 176
Auditory prompts, 322
Authority, externalizing, 199
Autism spectrum disorder, 306t
attention-deficit/hyperactivity disorder (ADHD) and, 192
behavioral characteristics of, 192–193, 193t
causes of, 188–189
cognitive development and, 193
emotional regulation difficulties with, 195
fixated interests and, 195
fragile X syndrome and, 162
general physical education (GPE) teachers and, 190t
challenges facing, 194–195
strategies for, 195–201
health and medical problems with, 192, 192t
historical diagnosis of, 189
impairment characteristics of, 189–190
impulsivity and, 194
inclusion preparation with, 196–197, 196f
inclusion spectrum and, 200
instruction challenges with, 194–195
limited and/or repetitive patterns of, 190
motor skills and, 191–192, 191t
obesity and, 193–194
peer tutoring and, 198
prevalence of, 188
psychiatric conditions with, 192
resources for, 201
routine and structure inflexibility with, 195
severity levels of, 190–191
teaching challenges with, 188
Automatic dysreflexia, 245
Average objective mastery time, calculating, 73–74, 74t
Aversive behavior, requiring, 326–327
Aversive stimulus, presentation of, 326
AYP requirement, see Adequate yearly progress requirement
AYSO, see American Youth Soccer Organization

Backstops, 135
Balance, 10

carpet surfaces for, 134
curricular modifications for students with limited, 134–135
deafness and, 222–223
vestibular function and, 222
Balance beam, modifying, 134

405

Balls, modifying, 133, 135
Bars, for stability, 134
Baseball, Alaskan Rules, 147
Basketball, 142–143, 150–151, 150f, 150t, 151f, 225
Beep kickball, 239f
Behavior intervention plan (BIP), 329–331
Behavior problems

behavior modification for, 307
classroom management techniques for, 315, 315t
communication for addressing, 328–329, 328t
differential reinforcement for, 324–325
inventory of disabilities related to, 306t
legal issues and, 330–331
leveling systems for, 307
management strategies for, 318–327, 329–332
positive behavior support (PBS) for

antecedent identification for, 310–311, 316
behavioral observation data sheet for, 314f
consequences examined in, 311, 314f, 315
functional behavior assessment and, 311, 312f
functions of behavior examined in, 311
goals of, 308
identifying target behaviors for, 309–310, 310f
overview of, 308–309, 309t
prevention techniques for, 315–316, 317t, 318
psychodynamic approach to, 306–307
punishment for, 325–328, 325t, 327t
Bias awareness, 373–374, 373t
BIP, see Behavior intervention plan
Bladder function, 245
Blindness, see Visual impairments
Body composition, 9
Body language, listening and, 51
Body type ideals, insecurities and, 30
BOT, see Bruininks-Oseretsky Test of Motor Proficiency
Bottom-up curriculum approach, 56, 66
Bowel function, 245
Bowling, modifications for, 135
BPFT, see Brockport Physical Fitness Test
Breaststroke/butterfly teaching station, 107f
Brockport Physical Fitness Test (BPFT), 235
Brown v. Board of Education (1954), 21–22
Bruininks-Oseretsky Test (BOT) of Motor Proficiency, 62
Building principles, 41

Camp Abilities, 240
Cancer, 263–264, 267
Canon Communicators, 43
CAPEs, see Certified Adapted Physical Educators
Cardiac problems, Down syndrome and, 163
Cardiorespiratory testing, 166, 166t
Cardiovascular conditions, 261–262, 261t, 267
Cardiovascular endurance, 9
Carol M. White Physical Education for Progress Grant, 13
Carpet surfaces, for balance, 134
Cataracts, 232
CDC, see Centers for Disease Control and Prevention
CEC, see Council for Exceptional Children
Center of gravity, modifying, 134
Centers for Disease Control and Prevention (CDC), 6–7
Cerebral palsy (CP), 249–251
Cerebral palsy International Sport and Recreation Association (CPISRA), 255
Certified Adapted Physical Educators (CAPEs), 17, 40
Chaining, for behavior management, 323
Challenger Baseball program, 355
Chiari II malformation, 247
Chromosomal abnormalities, intellectual disabilities from, 161
Chronological age, mental age compared to, 13
Circle of Friends process, 278, 278f
Circular running, 235
Civil Rights Act of 1964 (PL 88-352), 22
Clarification, in listening, 50
Class formats

cooperative learning, 101, 106, 108
peer tutoring, 25, 31, 101–104, 103f–105f, 106t
teaching stations, 101, 104, 106, 107f

406

types of, 101
using multiple, 108–109
Classroom management techniques
for behavior problems, 315, 315t
co-teaching arrangements, 25
for general physical education (GPE) teachers and emotional disturbance, 210–211
size reductions for, 177–178
teaching styles and, 98–99, 99t, 100t, 101
Classwide peer tutoring (CWPT), 102
Clean Out Your Backyard game, 147
CNVs, see “Copy number variants”
Cochlear implants, hearing loss and, 224
Cognitive development
autism spectrum disorder and, 193
cerebral palsy (CP) and, 250
emotional disturbance characteristics associated with, 210
executive function and, 165
fragile X syndrome and, 162
hearing loss and, 223
inhibitory control and, 165
intellectual disabilities and, 164–165
spina bifida and, 247–248
spinal cord injuries (SCIs) and, 246
visual impairments and, 233
Cognitive flexibility, 165
Collaborative teams
acceptance and, 48, 48t
characteristics of teamwork, 37t
communication strategies for, 48–51, 48t, 49t
compromise of, 49
conflict management for, 48–49
consensus reached by, 49–50
decision-making process of, 36–37
definition of, 37
individualized education program (IEP) development and implementation and, 36
listening skills for, 49t, 50
meetings of, 38
parents on, 45
physical education integration teams (PEITs), 38
reflection and, 50
resistance minimization for, 48
role release and, 38
students with disabilities on, 47
team members in, 38, 39f, 40–45, 46f, 47
Combined exercise training, positive effects of, 166
Communication
for behavior problems, 328–329, 328t
for collaborative teams, 48–51, 48t, 49t
hearing loss and difficulties with, 220, 223
student’s mode of, 112–113
Community recreation programs
accommodations in, 349–350, 349f
Americans with Disabilities Act (ADA) of 1990 (PL 101-336) and, 334–337
empowerment model for, 340–341, 340f
evaluation of, 351, 352f, 353
Fitness and Athletic Equity for Students with Disabilities Act of 2008 and, 337–338
implementation process for inclusive, 341–353, 342t
parent questions regarding, 348, 348t
participation in

benefits for, 333–334
support for, 350–351
progress report for, 353, 354f
students with disabilities and
barriers with, 338–340
special programs for, 353, 355–358, 355t, 358t
suitability of, 345, 348
training staff for, 350
Community-referenced leisure skill inventory, 359–360, 361f–363f, 363–365
Comparison, embarrassment from, 179
Competition, 138, 146–147
Complexity, modification of, 115
Component skills, 178
Compromise, of collaborative teams, 49
Conduct disorder, 208
Conductive hearing loss, 219
Conflict management, for collaborative teams, 48–49
Congenital hearing loss, 221

407

Consensus, collaborative teams reaching, 48–49
Constraints, 130–131
Contact theory, 274
Content, differentiated instruction and, 95
Contingencies, group, 320–321
Continuum of alternative placement options, 22–23, 23t
Contracts, in behavior management, 321–322, 322f
Contributory negligence, 292
Cooperative games, 146–147
Cooperative learning, 101, 106, 108
Cooperative teaching styles, 179
Coordination, 10, 135
COPEC, see Council on Physical Education for Children
“Copy number variants” (CNVs), 183
Cortical visual impairment (CVI), 232
Co-teaching arrangements, 25
Council for Exceptional Children (CEC), 24
Council for Learning Disabilities, 180
Council on Physical Education for Children (COPEC), 12
Countdown strips and visual timers, 111–112
CP, see Cerebral palsy
CPISRA, see Cerebral palsy International Sport and Recreation Association
Creating Equal Opportunities for Children and Youth with Disabilities to Participate in Physical Education and Extracurricular Athletics report, 28–29
CRIs, see Criterion-referenced instruments
Crisis management, 331
Criterion-referenced instruments (CRIs), 58

in achievement-based curriculum (ABC) model, 59, 79
training for, 59
value of, 85
see also Needs assessment (NA)
Cross-age peer tutoring, 102–103
Cumulative program evaluation, 87, 88t–89t, 89–90
Curricular modifications
appropriateness of, 126–127
“Five Ss” of equipment adaptations and, 132
general models for, 128–131
inclusion supported with, 29
safety of, 126
social inclusion facilitated with individualized, 275
for students with disabilities, 131–135
for students with functional impairments, 131–135, 133t

balance, 134–135
coordination and accuracy, 135
strength, power, and endurance, 132–134
types of, 127
for visual impairments, 236
see also Instructional modifications
Curricular overlapping, 127, 128f
Curriculum models, 13–15
achievement-based curriculum (ABC) model
assessment in, 57–59, 85
components of, 57, 57f
criterion-referenced instruments (CRIs) in, 59, 79
cumulative program evaluation for, 87, 88t–89t, 89–90
daily planning and implementation with, 78–79, 91
evaluation based on assessment data for, 85, 86f, 87, 87t–89t
evaluation for, 59, 91
focal point needs for, 79–80
implementation planning for, 59
norm-referenced instruments (NRIs) in, 58–59
placement decisions and, 77
program planning for, 57, 69, 70t, 74–76
summary of, 74–76
teaching for, 59
top-down approach for, 57
achievement-based curriculum (ABC) model goal identification
average objective mastery time for, 73–74, 74t
content amount determinations for, 74, 75t
emphasis determined for each goal, 71, 73t
factors for, 68–69, 69t
instructional time availability and, 71, 73, 73t
objectives for, 71, 72t
scope and sequence for, 74, 75t, 77, 78f
student’s goals defined for, 70, 70t
summary of, 74–76
adapted physical education (APE) and general physical education (GPE) relationship with, 68–69, 69t
bottom-up approach to, 56, 66

408

curriculum definition of, 56
general physical education (GPE) pyramid for, 56, 56f
individualized education program (IEP) content selection for, 76, 90–91
top-down approach to, 56–57
see also Assessment; Program planning
CVI, see Cortical visual impairment
CWPT, see Classwide peer tutoring
Cystic fibrosis, 260t

Damage, negligence and, 291
Dance, 10
Deafblind, teaching children who are, 239–240, 239f
Deaflympics, 221, 229
Deafness

apps for, 228–229
balance and, 222–223
basketball and, 225
behavioral characteristics related to, 223–224
deafblind children and, 239–240, 239f
definition of, 218
as disability and culture, 221–222
general physical education (GPE) teachers and

accommodations for sports and recreation, 226–227
role models for, 227–228
sign language interpreter guidelines for, 226
strategies for, 225–226
health and medical problems associated with, 223
parental hearing level and, 225
resources for, 229
role models and, 227–228
special sports organizations for individuals with, 228
sports participation and, 224–225
see also Hearing loss
Deflated balls, 133
Demonstrations, modifications in, 109
Depression, 209
Developmental appropriate programming, 12–13, 12t–14t
Developmental task analysis, 128–129, 129f
Diabetes mellitus, 264–266, 265t, 267
Diagnostic and Statistical Manual of Mental Disorders, Third Edition (DSM-III), 189
Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV), 189
Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), 182, 189, 207–209
Differences and similarities discussion, 279
Differential reinforcements, 324–325
Differentiated instruction, 95–96
Difficulty levels, 115, 143–144, 143f, 144f
Diplegia, 250
Direct discussion, 326
Direct service, physical education as, 9
Disabilities
discussion on, 279–280, 280f, 281f
education and awareness experiences on, 285
famous people with, 280, 287–288
guest speakers with, 279
media depiction of people with, 379–382, 380t, 381t
as minority group, 379–383, 380t, 381t
movies featuring, 280, 282t
role playing for discussions about, 279, 279t
stereotypes and, 380–381, 380t
students with
adapted physical education (APE) factors for, 65–66
chronological age-appropriate activities for, 13
on collaborative teams, 48
community recreation programs and special programs for, 353, 355–358, 355t, 358t
community recreation programs barriers for, 338–340
curricular modifications for, 131–135
diversity of, 368, 368t, 374–379
empowerment model for, 340–341, 340f
general physical education (GPE) factors for, 65–66
general physical education (GPE) teachers’ beliefs on inclusion and, 32–34
grouping problems with, 284–285
inclusion beliefs and experiences of, 30–31
inclusion benefits for, 27t
information forms and checklists for, 293, 294f–296f
information sharing on, 28–29
legal issues concerning, 7t

409

peer tutoring and, 101
physical education benefits for, 7
poverty and, 377–378
refugees and, 378–379
safety inventory for, 293, 297f, 299f
safety issues for, 290, 293, 294f–297f, 298, 299f
severity of, 33
teacher assistants training for, 283
teacher-mediated interaction for, 285
teachers’ attitudes toward, 382
students without
inclusion beliefs and experiences of, 31–32
social inclusion preparation for, 275–282, 276t
utilizing, 283–284
surveys on, 280f, 281f
see also Inclusion; Social inclusion
Disability awareness programs, published, 276
Disability sports activities, 201
Disabled Sports USA (DSUSA), 254–255, 357–358, 358t
Disciplinary action, 330–331
Distance, modifying, 132–135
Distractions, eliminating, 114
Diversity
of adapted physical education (APE) professionals, 382–383
English as second language (ESL) and, 375–376, 375t, 376t
gender and, 374–375
refugees and, 378–379
religion and, 376
socioeconomic status and, 377–378
of students with disabilities, 368, 368t, 374–379
see also Multicultural education
Down syndrome, 162–164, 163f, 170–171
Dragon Dictation app, 228
Dravet syndrome, 258
Draw Free for iPad app, 229
DSM-III, see Diagnostic and Statistical Manual of Mental Disorders, Third Edition
DSM-IV, see Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition
DSM-5, see Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition
DSUSA, see Disabled Sports USA
Dual system of education, 26
Duration of activities, modification of, 113
Duration recording, 310, 310f
Duty, breach of, 291
Dyscalculia, 176
Dysgraphia, 176
Dyslexia, 176
Dyspraxia, 176

Ear anatomy, 220f, 220
ECC, see Expanded Core Curriculum
Ecological task analysis (ETA), 129–131
Education for All Handicapped Children Act (EHC) of 1975 (PL 94-142), 7t, 22
Education in separate facilities, 9, 21–22
Education of the Handicapped Act (EHA) Amendments of 1983 (PL 98-189), 7t
Education of the Handicapped Act (EHA) Amendments of 1986 (PL 99-457), 7t
Educational Kinesiology Brain Gym, 180
EHA, see Education of the Handicapped Act Amendments of 1983 (PL 98-189); Education of the Handicapped Act Amendments of 1986

(PL 99-457)
EHC, see Education for All Handicapped Children Act of 1975 (PL 94-142)
EIA, see Exercise-induced asthma
Elementary and Secondary Education Act of 1965 (PL 89-10), 27
Embarrassment, from comparison, 179
Emergency procedures, safety and, 302–303, 302t
Emotional disturbance, 306t

causes of
cultural discrepancies, 206
family factors, 205–206
heredity factors, 205
school environment, 206

characteristics associated with, 206–207
anxiety disorder, 208
cognitive development, 210
conduct disorder, 208
depression and suicidal behavior, 209
health and medical problems, 210
motor skills, 209–210

410

obsessive-compulsive disorder (OCD), 209
oppositional defiant disorder, 207–208
definition of, 204–205
general physical education (GPE) teachers and
classroom management for, 210–211
Fish! Philosophy for, 214–215
Mandt System for, 212–213
prevention techniques for, 211
RADAR method for, 211–212
respect and dignity with, 211
understanding emotions, stress, and anger for, 213–214
resources for, 215–216
underidentification of, 204
Emotional regulation, autism spectrum disorder difficulties with, 195
Emotions, understanding, 213–214
Empowerment model, for community recreation programs, 340–341, 340f
Endurance impairments, curricular modifications for, 132–134
English as second language (ESL), 375–376, 375t, 376t
Environment
constraints of, 130
least restrictive environment (LRE), 7t, 22–23, 76–77, 91
safety and, 298, 300
Epilepsy, 260t
Equipment adaptations
“Five Ss” of, 132
for safety, 298, 300
for success, 178
visual impairments and, 238, 239t
ESL, see English as second language
Essential variables, 131
ETA, see Ecological task analysis
Evaluation
for achievement-based curriculum (ABC) model, 59, 91
assessment data as basis for, 85, 86f, 87, 87t–89t
cumulative program evaluation, 87, 88t–89t, 89–90
of community recreation programs, 351, 352f, 353
formative, 58t
of functional approach for modifying movement experiences (FAMME), 145
for individualized education program (IEP)
based on assessment data, 85, 86f, 87, 87t–89t
cumulative program evaluation, 87, 88t–89t, 89–90
summative, 58t
terminology of, 58t
Event recording, 310, 310f
Everyone Can! assessment, 60f, 79f–84f, 80, 86f
Evidence-based practice, for visual impairments, 237
Executive function, cognitive development and, 165
Exercise-induced asthma (EIA), 262–263, 263t
Expanded Core Curriculum (ECC), 236
Extensive support, 160
Externalized behaviors, 206–207
Externalizing authority, 199
Extinction of behavior, 325, 325t

Facilities, separate, 9, 21–22
Facility regulations, in Americans with Disabilities Act (ADA) of 1990 (PL 101-336), 335–336
Falls, teaching proper, 134
FAMME, see Functional approach for modifying movement experiences
Famous people, with disabilities, 280, 287–288
Fear, anxiety compared to, 208
First-then boards, 110, 200
Fish! Philosophy, for students with emotional disturbance, 214–215
Fitness, skill-related, 10
Fitness and Athletic Equity for Students with Disabilities Act of 2008, 337–338
FITNESSGRAM assessment program, 14
“Five Ss” of equipment adaptations, 132
Fixated interests, autism spectrum disorder and, 195
Flexibility, 9, 165
FMR1, see Fragile X mental retardation 1
Focal point needs, for achievement-based curriculum (ABC) model, 79–80
Foreseeability, negligence and, 291
Formative evaluation, 58t
Fragile X mental retardation 1 (FMR1), 161
Fragile X syndrome, intellectual disabilities from, 161–162, 161f
Friendship, inclusion and, 31, 278
Functional approach for modifying movement experiences (FAMME), 144–145, 144t

411

Functional behavior assessment, 311, 312f
Functional impairments, curricular modifications for, 131–135, 133t

Games design model, 140–144, 141t, 143f, 143t, 144f
GAO, see Government Accountability Office
Gender, diversity and, 374–375
General education classrooms, inclusion in, 23–24
General physical education (GPE)

adapted physical education (APE) compared to, 16
adapted sports in, 149–151, 149t, 150f–152f, 150t
curriculum pyramid for, 56, 56f
curriculum relationship of adapted physical education (APE) with, 68–69, 69t
multicultural education in, 369–373
needs assessment (NA) factors for adapted physical education (APE) or, 65–66
“normalized practices” in, 30
students with disabilities and factors determining, 65–66
General physical education (GPE) teachers
amputations and, 254
anemia and, 259
asthma and, 263
attention-deficit/hyperactivity disorder (ADHD) and, 184–185
autism spectrum disorder and, 190t

challenges facing, 194–195
strategies for, 195–201
cancer and, 264
cardiovascular conditions and, 261–262
cerebral palsy (CP) and, 251
co-teaching arrangements with, 25
deafness, hearing loss and
accommodations for sports and recreation, 226–227
role models for, 227–228
sign language interpreter guidelines for, 226
strategies for, 225–226
diabetes mellitus and, 265–266
emotional disturbance and
classroom management for, 210–211
Fish! Philosophy for, 214–215
Mandt System for, 212–213
prevention techniques for, 211
RADAR method for, 211–212
respect and dignity with, 211
understanding emotions, stress, and anger for, 213–214
group game modification and, 140
inclusion and students with disabilities beliefs of, 32–34
intellectual disabilities of students and
general modifications for, 167, 168t
level teaching for, 167–168, 185
simplify, refine, extend, and apply (SREA) for, 168–169, 169f
TREE framework for, 169–170
learning disabilities of students and, 178–180
patience of, 33
physical education integration teams (PEITs) and, 38
prejudice and bias awareness for, 373–374, 373t
qualifications and roles of, 40–41
response to intervention (RTI) considerations for, 68
safety techniques for, 300–302
sign language learned by, 226
social inclusion facilitated by
barriers to, 282–285
contact theory and, 274
individualized curricular modification for, 275
knowledge of student for, 275
modeling appropriate behavior for, 274
positive attitude for, 273
positive interactions reinforced for, 275
responsibility for all students and, 273–274
students without disabilities prepared for, 275–282, 276t
suggestions for, 272–273, 273t
support complaints of, 33
traumatic brain injury (TBI) and, 252
visual impairments and
after-school programming for, 238
assessment of children for, 235
curricular modification ideas for, 236
deafblind children and, 239–240, 239f
equipment modifications for, 238, 239t

412

evidence-based practice for, 237
Expanded Core Curriculum (ECC) for, 236
guide running techniques for, 235–236, 236f
incidental learning and, 234–235
paraeducator training for, 237–238
physical guidance and tactile modeling for, 234, 234f
preteaching for, 237
quota funds for, 238, 238t
trained peer tutoring incorporated for, 238
General task analysis (GTA), 128–129, 129f
“Get into It” program, of Special Olympics, 277–278
Glaucoma, 232, 233
Goals
achievement-based curriculum (ABC) model identifying
factors for, 68–69, 69t
objectives for, 71, 72t
student’s goals defined for, 70, 70t
of cooperative learning, 108
of group games, 141
for individualized education program (IEP)
adapted physical education (APE) and, 66–67
standardized tests developing, 76–78
of instructional modifications, 94
for needs assessment (NA), 64
of physical education, 6, 90
of positive behavior support (PBS), 308
Good Behavior Game, 321
Government Accountability Office (GAO), 28
GPE, see General physical education
GPE teachers, see General physical education (GPE) teachers
Grade-level outcomes, for physical education standards, 6
Group activities
group contingencies for, 320–321
modifications with size and nature of, 113–114
students with disabilities problems with, 284–285
Group discussions, 146
Group games
competition and frustration with, 138
functional approach for modifying movement experiences (FAMME) for, 144–145, 144t
games design model for, 140–144
difficulty management in, 143–144, 143f, 144f
key aspects of, 140–142, 141t
limits and, 141t, 142
movement types in, 141–142, 141t
objects and, 141t, 142
organization and, 141t, 142
players and, 141, 141t
purposes of games, 141, 141t
structure modifications in, 142–143, 143t
general physical education (GPE) teachers and modification of, 140
goals of, 141
inclusion and, 139
adventure and initiative games, 145–146
cooperative games, 146–147
new games, 147–148
modifying
appropriateness of, 140
principles for, 138–139
safety and modification of, 140
skills focus instead of, 178–179
see also Team sports
GTA, see General task analysis
Guest speakers, with disabilities, 279
Guide running techniques, for visual impairments, 235–236, 236f

Hard of hearing, 218
see also Deafness; Hearing loss

Healthy People 2020 report, 12
Hearing impairments, audiologists and, 43
Hearing loss

acquired, 221
apps for, 228–229
behavioral characteristics related to, 223–224
causes of, 220–221
cochlear implants for, 224
cognitive development and, 223

413

communication difficulties with, 220, 223
conductive, 219
congenital, 221
deafblind children and, 239–240, 239f
as disability and culture, 221–222
general physical education (GPE) teachers and

accommodations for sports and recreation, 226–227
role models for, 227–228
sign language interpreter guidelines for, 226
strategies for, 225–226
health and medical problems associated with, 223
levels of, 218–219, 219f, 219t
mixed, 220
motor skills and, 222–223
parental hearing level and, 225
resources for, 229
sensorineural, 219–220
special sports organizations for individuals with, 228
terminology of, 218
see also Deafness
Heart rate, reduction in maximum, 245
Hellison’s leveling systems model, 307
Hemiplegia, 250
Hemophilia, 260t
Herkowitz’s developmental task analysis, 128–129, 129f
Hierarchical needs, Maslow’s model of, 211
“Highly qualified teachers” requirement, 27
Human immunodeficiency virus infection/acquired immune deficiency syndrome (HIV/AIDS), 260t
Hydrocephalus, 247
Hyperactivity, 182
see also Attention-deficit/hyperactivity disorder (ADHD)
Hyperglycemia, 264–266, 265t
Hyperopia, 232t
Hypoglycemia, 264–266, 265t
Hypotension, 245
Hypotonia, 162

IDEA, see Individuals with Disabilities Education Act of 1990 (PL 101-476); Individuals with Disabilities Education Act of 1997 (PL 105-17);
Individuals with Disabilities Education Act of 2004 (PL 108-446)

IEP, see Individualized education program
IFSP, see Individualized family service plan
Implementation planning, 59
Improving America’s Schools Act of 1994 (PL 103-382), 27
Impulsivity, autism spectrum disorder and, 194
Incidental learning, visual impairments and, 234–235
Inclusion

adapted sports promoting, 148
autism spectrum disorder and preparation for, 196–197, 196f
benefits of, 26–27, 27t
curriculum modification supporting, 29
federal laws affecting, 27–29
friendship and, 31, 278
in general education classrooms, 23–24
general physical education (GPE) teachers’ beliefs on teaching students with disabilities and, 32–34
group games and, 139

adventure and initiative games, 145–146
cooperative games, 146–147
new games, 147–148
historic rationale of, 26
historical evolution of, 20–25
instructional modifications facilitating, 94, 94t
natural proportions principle and, 29–30
personnel integration and resources supporting, 29
philosophy of, 25–26
research on, 30–34
special education and, 25
strategies supporting, 29–30
students with disabilities, beliefs and experiences with, 30–31
students without disabilities, beliefs and experiences with, 31–32
team sports and, 139, 148–151
see also Social inclusion
Inclusion spectrum, autism spectrum disorder and, 200
Individual sports and pursuits, 10, 11t, 152
see also Team sports
Individualized education program (IEP), 35
content selection for, 76, 90–91

414

development and implementation of, 36
timing for, 66

evaluation for
based on assessment data, 85, 86f, 87, 87t–89t
cumulative program evaluation, 87, 88t–89t, 89–90

goals for
adapted physical education (APE) and, 66–67
standardized tests developing, 76–78

parents and development of, 45
physical education in, 8–9
safety information from, 293
Individualized family service plan (IFSP), 221
Individuals with Disabilities Education Act (IDEA) of 1990 (PL 101-476), 7t, 8, 22–23, 61
Individuals with Disabilities Education Act (IDEA) of 1997 (PL 105-17), 7t, 8, 382
Individuals with Disabilities Education Act (IDEA) of 2004 (PL 108-446), 4, 7t, 8, 36, 158, 204–205, 258
LRE and, 22–23
specific learning disability (SLD) definition from, 174
Information processing disorders, 176
Information sharers, 111
Inhibitory control, cognitive development and, 165
Initiative games, 145–146
Instruction
achievement-based curriculum (ABC) model basis for, 80, 85
autism spectrum disorder challenges with, 194–195
goal identification with time of, 71, 73, 73t
setting modification for, 114
Instructional cues, safety and, 300–301
Instructional modifications
class formats and

cooperative learning, 101, 106, 108
multiple, 108–109
peer tutoring, 25, 31, 101–104, 103f–105f, 106t
teaching stations, 101, 104, 106, 107f
types of, 101
complexity and, 115
demonstrations and, 109
difficulty levels and, 115
distraction eliminations and, 114
for duration of activities, 113
goals of, 94
with group size and nature, 113–114
inclusion facilitated by, 94, 94t
levels of methodology and, 112, 112f
models related to, 94–97
motivation levels and, 115
order of learning and, 113
of routine and structure, 114, 114f
selection criteria for, 97–98, 98t
setting and, 114
starting and stopping signals and, 113
student’s mode of communication and, 112–113
support for, 94
teaching styles and, 98–99, 99t, 100t, 101
for time of day and seasons, 113
verbal instructions and, 109
visual supports and
benefits of, 109–110
countdown strips and visual timers, 111–112
information sharers and, 111
visual behavioral support systems, 111
visual schedules and, 110–111, 110f, 111f
see also Curricular modifications
Instruments, 58t
Integrated therapy model, 37
see also Collaborative teams
Intellectual disabilities, 306t
adaptive behavior and, 159–160, 159t
causes of
categories of, 161, 161f
chromosomal abnormalities, 161
Down syndrome, 162–164, 163f
fragile X syndrome, 161–162, 161f
characteristics of, 164–167
cognitive traits of, 164–165
defining, 158–160
general physical education (GPE) teachers and students with
general modifications for, 167, 168t

415

level teaching for, 167–168, 185
simplify, refine, extend, and apply (SREA) for, 168–169, 169f
TREE framework for, 169–170
intellectual functioning and, 158–159, 159f
levels of support and, 159–160
motor and physical fitness traits with
behavior management techniques for, 167
social and behavior traits of, 166–167
testing and teaching recommendations for, 166, 166t
variety of, 165–166
organizations for, 172
see also Special Olympics
Intellectual functioning, 158–159, 159f
Intermittent support, 160
Internalized behaviors, 206–207
International Paralympic Committee (IPC), 255
International Sports Federation for Persons with Intellectual Disability, 165
Interval recording, 310, 310f
Intrinsic reinforcement, 318
IPC, see International Paralympic Committee
IQ scores, 158–159, 159f

Joint laxity, 162

Kawasaki disease, 261t
Kicking, modifications for, 142–143, 143f, 143t
King of the Mountain game, 146–147
Kyphosis, 249

Language disorders, speech therapists and, 43
Large group format, 101
LCA, see Leber congenital amaurosis
Learning

cooperative, 101, 106, 108
order of, 113
strategies for, 178
universal design for learning (UDL), 95, 96–97, 97t
Learning disabilities
behavior characteristics of, 176–177
causes of, 175–176
definition of, 174
general physical education (GPE) teachers and students with, 178–180
health and medical characteristics of, 177
incidence of, 175
information processing disorders, 176
motor skills and, 177
resources for, 180
response to intervention (RTI) diagnosing, 175
types of, 176
Least restrictive environment (LRE), 7t, 22–23
assessment data determining, 76–77
program planning and determination of, 76–77, 91
Leber congenital amaurosis (LCA), 232
Legal issues
behavior problems and, 330–331
inclusion and federal, 27–29
liability, 290–291
negligence and, 291–293
physical education definition and, 7–9
special education definition and, 8
students with disabilities and, 7t
see also Safety
Leisure activity selection checklist, 345, 346f–347f
Leisure interest survey, 342, 343f–344f
Leisure skill inventory, 359–360, 361f–363f, 363–365
LEP, see Limited English proficiency
Level teaching, 167–168, 185
Leveling systems model, for behavior problems, 307
Levels of methodology, 112, 112f
Levels of motivation, modification of, 115
Levels of support, 159–160
Liability, legal, 290–291
Likert scale, 185
Limited English proficiency (LEP), 375–376, 375t, 376t
Limited support, 160

416

Limits, games design model and, 141t, 142
Listening skills, for collaborative teams, 49t, 50
Little League of America, Challenger Baseball, 355
Locomotion, 130
Lordosis, 249
LRE, see Least restrictive environment

Macular degeneration, 232
Mainstreaming, 23–24

see also Inclusion
Mandt System, for students with emotional disturbance, 212–213
Manifestation determination, 330
Maslow’s model of hierarchical needs, 211
MATP, see Motor Activities Training Program
Measles, mumps, and rubella (MMR) vaccine, 189
Measurement, 58t
Media, people with disabilities depicted in, 379–382, 380t, 381t
Meetings, of collaborative teams, 38
Mental age, chronological age compared to, 13
Methodology, levels, 112, 112f
Mills v. Board of Education of District of Columbia (1972), 22
Miscommunication, 50
Mixed group format, 101
Mixed hearing loss, 220
MMR vaccine, see Measles, mumps, and rubella vaccine
Modified activities, 200–201, 201f
Monoplegia, 250
Mood disorders, 177
Motivation levels, modification of, 115
Motor Activities Training Program (MATP), 171, 355–356
Motor development, fragile X syndrome and, 162
Motor fitness

cerebral palsy (CP) and, 251
definitions of, 9–10
intellectual disabilities and

behavior management techniques for, 167
social and behavior traits of, 166–167
testing and teaching recommendations for, 166, 166t
variety of, 165–166
Motor skills and patterns
autism spectrum disorder and, 191–192, 191t
emotional disturbance characteristics and, 209–210
fundamental, 10, 11t
hearing loss and, 222–223
learning disabilities and, 177
skill-learning gap and, 210
spina bifida and, 248
visual impairments and, 233
Movement, games design model and types of, 141–142, 141t
Movies, disabilities featured in, 280, 282t
Moving into the Future: National Standards for Physical Education, 5
Multicultural education
in adapted physical education (APE), 369–373
challenges of, 368–369
definition of, 369
in general physical education (GPE), 369–373
prejudice and bias awareness for, 373–374, 373t
see also Diversity
Multilevel curricular selection, 127
Muscular strength and endurance, 9–10
Musical Hoops game, 147
Mutual contract, 322, 322f
Myopia, 232t

NA, see Needs assessment
NASPE, see National Association for Sport and Physical Education
National Association for Sport and Physical Education (NASPE), 4–5, 12, 15
National Consortium for Physical Education and Recreation for Individuals with Disabilities (NCPERID), 16–17
National standards, for physical education, 4–5, 15
National Survey of Children’s Health, 208
National Wheelchair Basketball Association (NWBA), 255
Natural proportions principle, 29–30
NCLB, see No Child Left Behind Act of 2001 (PL 107-110)
NCPERID, see National Consortium for Physical Education and Recreation for Individuals with Disabilities
Needs assessment (NA)

417

adapted physical education (APE) or general physical education (GPE) determined by, 65–66
attention, comprehension, and effort (ACE) behaviors recorded for, 65
goals and recommendations for, 64
instrument creation for, 62–63
prerequisites for, 62
summary report for, 63t, 64–65
see also Assessment
Negative reinforcement, 323–324
Negligence, legal issues and, 291–293
Nephritis, 260t
New games, 147–148
“New physical education,” 13
No Child Left Behind Act (NCLB) of 2001 (PL 107-110), 27
Nonessential variables, 131
Nonspastic cerebral palsy, 250
Nonverbal communication, 50
“Normalized practices,” in GPE, 30
Norm-referenced instruments (NRIs)
in achievement-based curriculum (ABC) model, 58–59
adapted physical education (APE) qualification with, 62
problems with, 85
Notability app, 228–229
NRIs, see Norm-referenced instruments
Nurses, school, 41–42
NWBA, see National Wheelchair Basketball Association
Nystagmus, 232t

Oberti v. Board of Education of the Borough of Clementon School District, 290
Obesity

amputations and, 253–254
autism spectrum disorder and, 193–194
spinal cord injuries (SCIs) and, 246
Objective mastery time, average, 73–74, 74t
Objects, games design model and, 141t, 142
Obsessive-compulsive disorder (OCD), 192, 207, 209
Occupational therapists, 42–43
OCD, see Obsessive-compulsive disorder
OHI, see Other health impairment
O&M specialists, see Orientation and mobility specialists
One-to-one instruction, 101
One-to-one peer tutoring, 101–102
Open activities, 200
Oppositional defiant disorder, 207–208
Order of learning, modification of, 113
Organismic constraints, 130
Organization, games design model and, 141t, 142
Orientation and mobility (O&M) specialists, 44
Other health impairment (OHI)
anemia, 259, 266
asthma, 262–263, 262f, 263t, 266–267
cancer, 263–264, 267
cardiovascular conditions, 261–262, 261t, 267
characteristics of lower incidence, 260t
definition of, 258
diabetes mellitus, 264–266, 265t, 267
resources for, 266–267
special sports organizations for, 266
variations within, 258
Outcomes of Quality Physical Education Programs, 5
Overcorrection, 327
Overhand throw, 60f, 79f, 81f–84f

PA program, see Project Adventure program
Paraeducator training, for visual impairments, 237–238
Parallel activities, 201
Paralympic School Day (PSD), 276–277
Paralympic Sport Clubs, 357
Paraplegia, 250
Paraprofessionals, 44–45
Parents

on collaborative teams, 45
community recreation program questions for, 348, 348t
hearing level of, 225
identifying interests of, 342
individualized education program (IEP) development and, 45

418

progress report sent to, 87t, 353, 354f
PBS, see Positive behavior support
PDD, see Pervasive developmental disorder
Peabody Developmental Motor Scales, 66
Pedometers, 196, 196f
Peer Tutor Training Evaluation form, 123–124
Peer Tutor Training Manual 2014, 117–121
Peer tutoring, 25, 178

autism spectrum disorder and, 198
classwide peer tutoring (CWPT), 102
cross-age, 102–103
definition of, 101
imbalance challenges with, 284
implementation of, 103–104, 105f, 106t
one-to-one, 101–102
research studies on, 31
selection for, 103
small-group, 102
students with disabilities and, 101
taking turns in, 284
training for, 103, 104f

visual impairments and, 238
visual impairments and trained, 238
PEITs, see Physical education integration teams
Pennsylvania Association for Retarded Children v. Commonwealth of Pennsylvania (1971), 22
People of the Mountain game, 147
People to People game, 148
People with disabilities, media depiction of, 379–382, 380t, 381t
Perceptual-motor activities, 179–180
Personal responsibility, 330
Personnel integration, for inclusion, 29
Pervasive developmental disorder (PDD), 189
see also Autism spectrum disorder
Pervasive supports, 161
Phenylketonuria (PKU), 188
Physical and motor fitness, see Motor fitness
Physical Best curriculum, 13–14
Physical Best Fitness Test, 62
Physical disabilities
amputations, 253–254, 253t
cerebral palsy (CP), 249–251
organizations for, 254–255
resources for, 255–256
scoliosis, 249
spina bifida, 247–248
spinal column deviations, 248–249
spinal cord injuries (SCIs), 244–247, 244t, 247t
traumatic brain injury (TBI), 251–252, 252t, 306t
Physical education
benefits of, 6–7
components of, 9–11
curriculum models in, 13–15
developmentally appropriate programming for, 12–13, 12t–14t
as direct service, 9
goals of, 6, 90
grade-level outcomes for standards on, 6
in individualized education program (IEP), 8–9
legal definition of, 7–9
national standards for, 4–5, 15
objectives of, 11–12
quality, 4–7
regular, 8
state requirements for, 7
status of, 15
students with disabilities and benefits of, 7
see also Adapted physical education (APE)
Physical education integration teams (PEITs), 38
Physical guidance, for visual impairments, 234, 234f
Physical guidance prompts, 322
Physical literacy, 5–6
Physical therapists, 42
Physically educated person, benchmarks of, 5
Picture schedules, 110, 110f
Pins, bowling, 135
PKU, see Phenylketonuria
PL 88-352, see Civil Rights Act of 1964
PL 89-10, see Elementary and Secondary Education Act of 1965

419

PL 94-142, see Education for All Handicapped Children Act (EHC) of 1975
PL 98-189, see Education of the Handicapped Act (EHA) Amendments of 1983
PL 99-457, see Education of the Handicapped Act (EHA) Amendments of 1986
PL 101-336, see Americans with Disabilities Act (ADA) of 1990
PL 101-476, see Individuals with Disabilities Education Act (IDEA) of 1990
PL 103-382, see Improving America’s Schools Act of 1994
PL 105-17, see Individuals with Disabilities Education Act (IDEA) of 1997
PL 107-110, see No Child Left Behind Act (NCLB) of 2001
PL 108-364, see Assistive Technology Act Amendments of 2004
PL 108-446, see Individuals with Disabilities Education Act (IDEA) of 2004
Placement decisions

achievement-based curriculum (ABC) model and, 77
assessments aiding, 76–77, 91
continuum of alternative placement options, 22–23, 23t
fluidity of, 77
natural proportions principle and, 29–30
see also Least restrictive environment (LRE)
Planning, see Implementation planning; Program planning
Players, group games and, 141, 141t
PLOP, see Present level of performance
Point system, 185–186
Positive attitude
for safety, 301–302
for social inclusion, 273
Positive behavior support (PBS)
antecedent identification for, 310–311, 316
behavioral observation data sheet for, 314f
consequences examined in, 311, 314f, 315
functional behavior assessment and, 311, 312f
functions of behavior examined in, 311
goals of, 308
identifying target behaviors for, 309–310, 310f
overview of, 308–309, 309t
Positive feedback, for attention-deficit/hyperactivity disorder (ADHD), 185
Positive illusory bias, 184
Positive interactions, social inclusion reinforcing, 275
Positive reinforcement, 318
Poverty, 377–378
Power, 10
Power impairments, curricular modifications for, 132–134
Practice, 178–179
Prejudice awareness, 373–374, 373t
Premack principle, 200
Present level of performance (PLOP), 64, 91–92
Pressure sores, 245
Preteaching, for visual impairments, 237
Principled negotiation, 48–49
Principles, 41
Process
differentiated instruction and, 95–96
measures, 58t
Processing disorders, 176
Proclamation, 322
Product
differentiated instruction and, 96
measures, 58t
Productive teaching styles, 98–99, 99t, 100t
Professionals
“highly qualified teachers” requirement for, 27
inclusion benefits for, 27t
specialists, 40–45
see also Adapted physical education (APE) professionals; General physical education (GPE) teachers
Program planning
for achievement-based curriculum (ABC) model, 57, 69, 70t, 74–76
for adapted physical education (APE), 61, 61t
application of, 90–91
daily implementation and, 78–79, 91
empowerment model and, 340f, 341
individualized education program (IEP) content selection and, 76, 90–91
least restrictive environment (LRE) determination for, 76–77, 91
universal design for learning (UDL) and, 96
see also Curriculum models
Progress report, 87t, 353, 354f
Project Adventure (PA) program, 145–146
Prompts, in behavior management, 322
Propulsion, 131
Proximate cause, negligence and, 291–292

420

PSD, see Paralympic School Day
Psychodynamic approach to behavior problems, 306–307
Psychometrics, 58t
Psychotherapy, for attention-deficit/hyperactivity disorder (ADHD), 183–184
Published disability awareness programs, 276
Pull-out programs, 24, 36
Punishment, for behavior problems, 325–328, 325t, 327t
Purposes of games, 141, 141t
Push-ups, 106, 106t, 108

Quadriplegia, 250
Quality physical education, 4–7
Questioning, for listening, 50

Racquets, modifying, 133
RADAR method, for students with emotional disturbance, 211–212
Reach for the Sky game, 146
Reaction time, 10
Reasonable accommodation, in Americans with Disabilities Act (ADA) of 1990 (PL 101-336), 335
Recreation therapists, 43
Reflection, collaborative teams and, 50
Refugees, diversity and, 378–379
Regular education initiative (REI), 24
Reinforcements

differential, 324–325
guidelines for, 318t
intrinsic, 318
negative, 323–324
positive, 318
sensory stimuli as, 320
survey for, 319f
tangible, 320
Relaxation training, 179
Reliability, 58t
Religion, diversity and, 376
Reproductive teaching styles, 98–99, 99t, 100t
Resistance, collaborative teams minimizing, 49
Resources, inclusion supported with, 29
Response cost, in behavior management, 325–326
Response to intervention (RTI)
general physical education (GPE) teachers considerations for, 68
learning disabilities diagnosed with, 175
Tier 1, 67, 175
Tier 2, 67, 175
Tier 3, 67–68, 175
Tier 4, 68
Retinitis pigmentosa, 232
Retinoblastoma, 232
Retinopathy of prematurity (ROP), 232, 233
Rheumatic fever, 260t
Rheumatic heart disease, 261t
Rhythm, 10
Role playing, disabilities discussions with, 279, 279t
Role release, collaborative teams and, 38
ROP, see Retinopathy of prematurity
Routine
autism spectrum disorder and inflexibility with, 195
modification of, 114, 114f
RTI, see Response to intervention
running techniques, guide, 235–236, 236f

Safety
activities for, 310
of curricular modifications, 126
emergency procedures and, 302–303, 302t
environment and, 298, 300
equipment adaptations for, 298, 300
general physical education (GPE) teacher techniques for, 300–302
group game modification and, 140
individualized education program (IEP) information for, 293
instructional cues and, 300–301
optimizing, 135
positive attitude for, 301–302
students with disabilities and, 290
information forms and checklists for, 293, 294f–296f

421

safety inventory for, 293, 297f, 299f
warm-up and, 301
see also Legal issues
School nurses, 41–42
SCIs, see Spinal cord injuries
Scoliosis, 249
Scope and sequence charts, 74, 75t, 77, 78f
SD, see Standard deviation
Seasons, effect on children, 113
Self-paced independent work, 101
Self-perception issues, with attention-deficit/hyperactivity disorder (ADHD), 184
Self-system, 184
Sensorineural hearing loss, 219–220
Sensory impairments, Down syndrome and, 163
Sensory stimuli, as reinforcement, 320
Separate activities, 201
Separate facilities, education in, 9, 21–22
Setting, instructional, 114
SHAPE, see Society of Health and Physical Educators
Shape of the Nation survey, 15
Shaping, for behavior management, 323
Sighted guide, 235
Sign language, general physical education (GPE) teachers learning, 226
Sign language interpreter, guidelines for, 226
Signals, starting and stopping, 113
Signing Savvy, 228
Silent looks, 326
Simplify, refine, extend, and apply (SREA), 168–169, 169f
Six Ss framework, 201, 201f
Skill level
advanced, 179
in assessment, 79–80, 79f, 80f
see also Motor skills and patterns
Skill-learning gap, 210
Skill-related fitness, 10
Skin bruising, 245
Skipping, 130
SLD, see Specific learning disability
Small group format, 101
Small-group peer tutoring, 102
Soccer, 142, 143t, 150t, 355
Social inclusion
benefits of, 272
general physical education (GPE) teachers facilitating

barriers to, 282–285
contact theory and, 274
individualized curricular modification for, 275
knowledge of student for, 275
modeling appropriate behavior for, 274
positive attitude for, 273
positive interactions reinforced for, 275
responsibility for all students and, 273–274
students without disabilities prepared for, 275–282, 276t
suggestions for, 272–273, 273t
see also Inclusion
Social praise, 318
Social responsibility, 330
Socialized, aggressive conduct disorder, 208
Society of Health and Physical Educators (SHAPE), 4–6
Socioeconomic status, diversity and, 377–378
Soft signs, 175–176
Softball, 29
Space, task, equipment, and people (STEP) process, 200–201
SPARK curriculum, 13–15
Spastic cerebral palsy, 250
Speak It! app, 228
Special education
historical evolution of, 20–25
inclusion and, 25
legal definition of, 8
qualifications and labels from, 61
Special education teachers
attitudes of, 382
co-teaching arrangements with, 25
qualifications and roles of, 41
Special Olympics
Down syndrome athletes and policy of, 170–171

422

“Get into It” program of, 277–278
Motor Activities Training Program (MATP) and, 171, 355–356
programs of, 355–356
prohibited sports from, 171t
sports in, 355t
summer sports in, 170t
Unified Sports program with, 171
winter sports in, 170t
Young Athletes Program in, 171–172
Special physical education, legal definition of, 8
Special schools/special classes model, 21–22
Specific learning disability (SLD), 174
Specific task analysis (STA), 128–129, 129f
Speech therapists, 43
Speed, 10, 134
Spina bifida, 247–248
Spinal column deviations, 248–249
Spinal cord injuries (SCIs)
cognitive development and, 246
health and medical characteristics of, 244–245
levels of, 244, 244t
obesity and, 246
psychological characteristics of, 246–247, 247t
Spinal cord tethering, 247
Sport education, curriculum model, 13
Sports, see Adapted sports; Team sports
Sports rules discussions, on modifications, 279
SREA, see Simplify, refine, extend, and apply
STA, see Specific task analysis
Stability, bars for, 134
Standard deviation (SD), 158–159, 159f
Standardized tests, 62, 76–78
see also Norm-referenced instruments (NRIs)
Starting signals, 113
State requirements, for physical education, 7
STEP process, see Space, task, equipment, and people process
Stereotypes, disabilities and media, 380–381, 380t
Stopping signals, 113
Strabismus, 232t
Strength impairments, curricular modifications for, 132–134
Stress, understanding, 214
Striking
general task analysis (GTA) for, 128, 129f
modifications for, 135
simplify, refine, extend, and apply (SREA) for, 169, 169f
specific task analysis (STA) for, 129, 129f
Structure
autism spectrum disorder and inflexibility with, 195
modification of, 114, 114f
practice and, 178
Student progress report, 87t, 353, 354f
Student-controlled contract, 322, 322f
Students with disabilities, see Disabilities, students with
Success, identifying, 178
Suicidal behavior, 209
Summative evaluation, 58t
Supplementary aids, support, and services, 22–23
Support
for community recreation program participation, 350–351
empowerment model and, 340f, 341
general physical education (GPE) teachers complaining on lack of, 33
for instructional modifications, 94
levels of, 159–160
research studies on, 30–34
Suspended balls, 133

“T position” focal point, for overhand throw, 81f–84f
Tactile modeling, for visual impairments, 234
Tag, 144, 144t, 148
Tangible reinforcement, 320
TAP, see Teaching, assisting, practicing
Targets, modifying, 132, 135
Task analysis

constraints and, 130–131
ecological task analysis (ETA), 129–131
general task analysis (GTA), 128–129, 129f

423

specific task analysis (STA), 128–129, 129f
Task complexity (TC) spectrum, 143–144, 144f
Task constraints, 130
Task sheets, 185
Task teaching, 104, 106
TBI, see Traumatic brain injury
TC spectrum, see Task complexity spectrum
Teacher assistants

roles and responsibilities of, 44–45
students with disabilities training for, 283
Teacher-controlled contract, 322, 322f
Teacher-mediated interaction, for students with disabilities, 285
Teachers
“highly qualified teachers” requirement, 27
prejudice and bias awareness for, 373–374, 373t
students with disabilities and attitudes of, 382
training, 27
see also Adapted physical education (APE) professionals; General physical education (GPE) teachers; Special education teachers
Teaching
for achievement-based curriculum (ABC) model, 59
autism spectrum disorder challenges for, 188
level, 167–168, 185
styles, 98–99, 99t, 100t, 101, 179
Teaching, assisting, practicing (TAP), 119–121
Teaching stations, 101, 104, 106, 107f
Team sports
competition and frustration with, 138
definition and types of, 11, 11t
inclusion and, 139, 148–151
modifying, 152

appropriateness of, 140
principles for, 138–139
see also Adapted sports; Group games; Individual sports and pursuits
TED Talks, 381, 381t
Test of Gross Motor Development, 59, 96
Test of Gross Motor Development III (TGMD III), 235
Tests, 58t
Tether, 235
Tethering, of spinal cord, 247
TGMD III, see Test of Gross Motor Development III
Thermoregulation, 245
Throwing, 130–131, 135
Time of day, effect on children, 113
Time sampling, 310, 310f
Time-outs, 326
Tips for teaching, assisting, practicing (TIP-TAP), 121
Title I grants, 27
Token economies, 185–186, 199, 321, 321f
Top-down curriculum approach, 56–57
Tort liability, 290–291
Tourette syndrome, 260t
Training
community recreation programs and staff, 350
for criterion-referenced instruments (CRIs), 59
empowerment model and, 340–341, 340f
of paraeducators for visual impairments, 237–238
for peer tutoring, 103, 104f
visual impairments and, 238
relaxation, 179
of teacher assistants for students with disabilities, 283
teachers, 27
Transdisciplinary team model, 37
see also Collaborative teams
Traumatic brain injury (TBI), 251–252, 252t, 306t
Travel instructors, 45
Treadmills, for ambulation difficulties, 29
TREE framework, 169–170
Triggers, identifying, 198

UDL, see Universal design for learning
Undue hardship, in Americans with Disabilities Act (ADA) of 1990 (PL 101-336), 335–336
Unified Sports program, with Special Olympics, 171
United States Association of Blind Athletes (USABA), 232, 240–241, 356
Universal design for learning (UDL), 95

principles of, 96–97, 97t
program planning and, 96

424

U.S. Youth TOPSoccer programs, 355
USABA, see United States Association of Blind Athletes

Validity, 58t
Variables, essential and nonessential, 131
Verbal instructions, modifications in, 109
Verbal reprimands, 326
Vestibular function, balance and, 222
Video modeling, 197–198
Vineland Adaptive Behavior Scale, 159
Vision specialists, 44
Visual impairments

behavior characteristics of, 233–234
causes of, 231–232, 232t
cognitive development and, 233
definition of, 231
general physical education (GPE) teachers and

after-school programming for, 238
assessment of children for, 235
curricular modification ideas for, 236
deafblind children and, 239–240, 239f
equipment modifications for, 238, 239t
evidence-based practice for, 237
Expanded Core Curriculum (ECC) for, 236
guide running techniques for, 235–236, 236f
incidental learning and, 234–235
paraeducator training for, 237–238
physical guidance and tactile modeling for, 234, 234f
preteaching for, 237
quota funds for, 238, 238t
trained peer tutoring incorporated for, 238
medical characteristics associated with, 233
motor skills and, 233
resources for, 241–242
sports programs for children with, 240
United States Association of Blind Athletes (USABA) for children with, 240–241
Visual processing disorders, 176
Visual prompts, 322
Visual schedules, 110–111, 110f, 111f, 196
Visual supports
benefits of, 109–110
countdown strips and visual timers, 111–112
information sharers and, 111
visual behavioral support systems, 111
visual schedules and, 110–111, 110f, 111f
Visual timers, countdown strips and, 111–112
Volleyball, 139

Warm-up, safety and, 301
Wheelchair & Ambulatory Sports USA (WASUSA), 255, 357
Wheelchairs

adapted physical education (APE) and, 61
in basketball, 150f, 151f
racing, 236
Working memory, 165

Young Athletes Program, in Special Olympics, 171–172

425