Articles

Collaboration Articles To View

  Murata, N. M., & Tan, C. A. (2009). CollaborativeTeaching of Motor Skills for Preschoolers with Developmental Delays. Early Childhood Education Journal, 36(6), 483-489

The goal of this study was to see how team of experts (PE, APE, PT, and OPT) could help in teaching the preschool teacher proper techniques to help in the development of motor skills. The conclusion of the report states everyone needs to contribute to the training of the preschool teacher, because the sooner the scaffolding occurs and the development of progressive activities there is potential to lead to age appropriate functional skills.

  CindyPiletic , Ronald Davis & Amy Aschemeier (2005): Paraeducators in PhysicalEducation. Journal of Physical Education,Recreation & Dance, 76:5, 47-55

The purpose of this article is to give the physical educator ideas on how to use a paraeducator in the physical education class. For a paraeducator to work in the physical education environment the paraeducator needs to have a firm foundation about the learning environment, teaching styles, and student assessments. The authors feel that there should be some meaningful training for the paraeducator with the physical educator and that there should be an environment of mutual respect for the paraeducator and the physical education teacher.

 RebeccaLytle , Lauren Lieberman & Rocco Aiello (2007): Motivating Paraeducators toBe Actively Involved in Physical Education Programs. Journal of Physical Education, Recreation & Dance, 78:4, 26-50

The authors want to encourage paraeducator in physical education classes to be involved in the class and to remember that the paraeducator, student, and physical education teacher must facilitate instruction through a team approach. When training a paraeducator to work with physical education classes the physical education teacher should lead by example. The authors conclude that a paraeducator is a valuable asset to help the teacher alleviate some of the struggles that teachers may encounter when working with student with special needs and the only way to do it is with a lot of training for both parties.

Consultation Articles To View

      Pope, J.M., (2009) General Physical Education Teachers’ Perceptions of Adapted PhysicalEducation Consultation (Masters Thesis) Available from Chico State DigitalRepository, Accession number ( chico.b1853063)

This study examined the perceptions that general physical education teachers have with the consultation of the adapted physical education teacher to include children with disabilities in general PE. A list of possible action and outcomes were established for possible issues i.e. teacher needing more time, more information, more frequency, and more concrete strategies. The outcome would be for both GPE teacher and APE teacher to come up with a model that will help them have an effective collaborative consultation model.

    DeVore,S., Miolo, G., & Hader, J., (2011) Individualizing Inclusion for PreschoolChildren Using Collaborative Consultation. Young Exceptional Children, 14(4),31-43 
This article follows the implementation of inclusive services by a collaborative team of specialist that will help with Cory a preschool student with spastic cerebral palsy. The authors felt that if the collaborative team was able to have a single point of contact as noted by research that states that families feel more comfortable when there is one point of contact in a medical team. The researchers found that for a collaborative team to work they need to have some basic building block like: building relationships, gathering information, identifying goals and strategies, and implementing strategies and monitoring progress. By doing these steps the collaborative consulting team is assured consistency.

 Lytle, K.R., Collier, D., (2002)The Consultation Process: Adapted Physical EducationSpecialists’ Perceptions. Adapted Physical Activity Quarterly, 2002, 19,261-279

The author’s objective in this study was to see the type of perception that adapted physical education specialist had in the way they consulted with general physical education teachers. In their findings the author’s found that consultation benefited the student as the student evolved from elementary to middle school to high school. It was more effective because as the student moves forward academically they want to feel like a “normal” student. The only way to for this to happen is for the APE specialist to improve communication skills and general knowledge as well. Of course there needs to be a willingness from schools and districts to support this effort by money and training. 

Inclusion Articles To View

   Grener,A, Michelle, (2011) Coteaching in Physical Education: A Strategy for InclusivePractice. Adapted Physical ActivityQuarterly, 2011, 28, 95-112

The author wanted to see how general physical education teacher and adapted physical education teacher work together when students with special needs are placed in general physical education classes. The author believes through her research that both GPE and APE teachers need to have a collaborative partnership when teach student with special needs and the only way is for further research to “capture” teachers voices when it comes to working with student with disabilities.

   Combs,S., Elliot, S., & Whipple, K., (2010) Elementary Physical EducationTeachers’ Attitudes Towards The Inclusion of Children With Special Needs: AQualitative Investigation. InternationalJournal of Special Education, 25(1)

The investigators wanted to follow the attitudes of two General PE (GPE) teachers with positive views of students with disabilities and two GPE teachers with negative view of inclusion of students with disabilities. They found that teachers with a positive view had been trained to work with students with disabilities i.e. modifying and adapting lesson to the needs of their students with disabilities. They recommend that teacher in training be given more training on how to plan, modify and deliver developmentally appropriate activities for student with and without special needs.

  McCollum,Sean, (2012) Game Changers: New concepts of PE and sports programs are makingit more fun for everyone to play. TheEducation Digest: Essential Readings Condensed For Quick Review, 77(5),38-42

Author would like to see the typical stereotype of the PE “coach” to change for the up and coming teacher/coach in physical education. The author would like to see a more inclusive style of teaching were they are passionate about helping kids discover the physical, social and emotional benefits of physical activity. A survey done on inclusive PE programs found that a culture of respect and community values are found and includes a list that would make any PE class more welcoming.