Affiliation:
1. University of Northern Iowa, USA
2. National Taiwan Normal University, Taiwan
Abstract
Adapted physical education (APE) services have the same overall objectives as general physical education; however, adapted physical educators should implement accommodations and modifications to personalize the programs to meet the individual needs of students with disabilities. Because of the high levels of health disparity for people with disabilities, as well as cognitive and socio-emotional benefits associated with physical activity and exercise, it is crucial that students with disabilities receive high-quality APE programming. To give the readers a broad overview of APE and how it should be implemented, this chapter covers the following topics: physical education and physical literacy, the benefits of physical education and exercise for students with disabilities, federal laws in relation to physical education for students with disabilities, the role of adapted physical educators in interdisciplinary team approaches within the individualized education program process, and highlighting specialized teaching strategies and specialized equipment for students with disabilities.
Reference38 articles.
1. Community participation interventions for children and adolescents with a neurodevelopmental intellectual disability: a systematic review
2. Physical Activity Interventions for Children with Social, Emotional, and Behavioral Disabilities—A Systematic Review
3. Center for Disease Control and Prevention. (2010). Overweight and obesity. Retrieved from https://www.cdc.gov/ncbddd/disabilityandhealth/documents/obesityFactsheet2010.pdf
4. Center for Disease Control and Prevention. (2015). Results from the school health policies and practices study 2014. Retrieved from http://www.cdc.gov/healthyyouth/data/shpps/pdf/shpps-508-final_101315.pdf
5. Parental Expectations About Adapted Physical Education Services
Cited by
2 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献