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| Development | |
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| But First I Have Some Questions, Professor | |
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| Who Are Those Individuals with Disabilities? | |
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| General Characteristics of a Disabling Condition | |
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| Education of Individuals with Disabilities: A Brief History | |
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| Education For All Children with Disabilities: The Laws | |
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| Education of Individuals with Disabilities - 1954 to 1973: A Precedent Is Set | |
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| Section 504 of the Rehabilitation Act of 1973 (P.L. 93-112) | |
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| Education Amendments of 1974 (P.L. 93-380) | |
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| Education for All Handicapped Children Act of 1975 (P.L. 94-142) | |
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| Education for All Handicapped Children Act Amendments of 1986 (P.L. 99-457) | |
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| Physical Education and Recreation for the Child with Disabilities | |
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| Americans with Disabilities Act of 1990 (P.L. 101-336) | |
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| Problems and Solutions - The Law and Physical Education for Individuals with Disabilities | |
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| Psychosocial Aspects of Disability | |
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| Self-Concept | |
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| Defense Mechanisms | |
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| Body Image | |
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| Striving for Acceptance Often Extracts Its Price | |
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| Severity of Disability, Adjustment, and Self-Concept | |
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| Empathy Versus Sympathy | |
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| Handling of Death in Our Society | |
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| Terminal Illness in Children | |
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| Teacher's Roles | |
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| The Helping Relationship | |
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| Infants, Toddlers, and Young Children: Birth to Three | |
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| Introduction | |
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| Laws and Programs for Infants, Toddlers, and Preschoolers | |
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| Early Intervention Programs: A Rationale | |
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| Establishing a Need for Programs of Motor Stimulation | |
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| Motor Learning | |
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| Motor Assessment of the Infant | |
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| Primary Infant Reflexes | |
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| Postural Reflexes | |
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| Learning Characteristics of Infants | |
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| Motor Activities for Infants | |
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| Task Analysis | |
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| Infant Characteristics at 6 Months | |
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| The Toddler: The Second Year of Motor Development (12 to 24 Months) | |
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| The Young Child: The Third Year of Motor Development (24 to 36 Months) | |
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| Appendix 4A: Four Major Periods of Piaget's Developmental Theory | |
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| Appendix 4B: Gesell's Maturational Concepts | |
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| Appendix 4C: APGAR (1953) Infant Rating Scale | |
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| Assessment and Instruction | |
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| Assessment and the IEP: Process and Product | |
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| Overview of the IEP, IFSP, and Legal Requirements | |
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| The Written Document | |
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| Do All Children with Disabilities Need an IEP in Physical Education? | |
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| The Transdisciplinary Team | |
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| Parents' Approval of the IEP | |
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| The Physical Educator's Role on the Transdisciplinary Team | |
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| The Therapist's Role in Developing the IEP | |
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| Specific Assessment Techniques Used by Therapists | |
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| Assessment | |
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| Writing Basic Physical Fitness and Motor Proficiency Objectives Into the IEP | |
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| Basic Physical and Motor Proficiency | |
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| Dissecting Fitness | |
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| Specificity in Fitness | |
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| Developing Fitness and the Overload Principle | |
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| Physical Fitness Components | |
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| Motor Fitness Components | |
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| Assessing Basic Physical and Motor Fitness | |
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| Different Ways of Reporting and Interpreting Test Scores | |
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| Assessment Must Not Discriminate Unfairly | |
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| Assessment Instruments | |
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| Other Commonly Encountered Measures of Fitness by Component | |
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| Selected Assessment Batteries for Special Populations | |
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| Fitness Games and Activities | |
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| Fundamental Motor Skills | |
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| Causative Factors of Low Motor Skills | |
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| Intervention for Children With Low Motor Skills Owing to Attitudinal and Environmental Influences | |
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| Intervention for Children With Low Motor Skills Owing to Delayed CNS Development | |
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| Intervention for Children With Low Skills Owing to Minimal Brain Dysfunction | |
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| Screening, Diagnosis, and Activity Prescription | |
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| Learning and Performance | |
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| Massed Versus Distributed Practice | |
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| Specificity | |
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| Cephalocaudal and Proximodistal Progressions | |
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| Gross and Fine Motor Control | |
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| Summarizing the Skill Acquisition Process | |
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| Developing Fundamental Motor Skills | |
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| Evaluating Progress | |
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| Perceptual-Motor Development | |
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| Definitions and Rationale | |
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| What does the Literature Say? | |
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| Questioning the Validity of Perceptual-Motor Theory and Practice | |
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| Components of Perceptual-Motor Efficiency | |
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| Evaluating Perceptual-Motor Efficiency | |
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| Mainstreaming and the Least Restrictive Environment | |
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| Research and Mainstreaming | |
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| The Law and Mainstreaming | |
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| Social or Physical Development? | |
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| Is Mainstreaming Appropriate for All Individuals with Disabilities? | |
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| The Least Restrictive Environment | |
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| Placement Alternatives | |
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| Placement in the Regular Program | |
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| Organization and Administration of a Flexible Curriculum | |
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| The Teacher's Responsibility | |
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| Teaching Techniques for Successful Mainstreaming | |
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| Conditions | |
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| Learning Disabilities | |
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| Possible Causes and Diagnosis | |
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| Nonverbal Disorders | |
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| Verbal Disorders | |
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| Behavior Disorders | |
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| Degrees of Emotional Disturbance | |
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| Behavior Disorders | |
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| Behavior Modification | |
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| All Reinforcers Are Not Created Equal | |
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| Deviant Behavior | |
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| Self-Injurious or Stereotypic Behavior | |
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| Positive Reinforcement and Long-Term Positive Change | |
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| Conditioning Responses in Children | |
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| Neuroses | |
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| Psychoses | |
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| Mental Retardation | |
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| Terminology | |
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| A Definition | |
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| Deficits in Intellectual Adaptations | |
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| Mental Age as an Indicator of Intellectual Function | |
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| Characteristics of Children by Level of Retardation | |
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| Prevalence During School Years | |
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| Deficits in Adaptive Behavior | |
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| Causes of Retardation | |
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| Motor Characteristics | |
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| Is There a Relationship Between Motor and Cognitive Development? | |
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| Communicating and Relating in a Physical Education Setting | |
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| Use of Short Sentences and Single-Syllable Words | |
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| Using Physical Education to Help Overcome Nonverbal Behavior | |
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| Problem of Newness | |
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| Attention Span | |
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| The Need for Structure | |
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| Praise and Recognition | |
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| Culminating Activities | |
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| Use of Mental Age in Selecting Activities | |
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| Assessing Physical and Motor Performance | |
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| Skill in Aquatics, Dance, and Individual and Group Games and Sports, Including Intramural and Lifetime Sports | |
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| Translating Assessment into Individualized Education | |
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| Incentives to Encourage Effort and Achievement | |
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| Beyond the Physical Education Class, What Next? | |
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| Hearing Impairment | |
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| How Many? | |
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| Hearing Impaired Defined | |
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| Anatomy and Physiology of the Ear | |
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| Etiology of Hearing Impairment | |
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| Hearing Defects | |
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| Acoustical Trauma | |
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| Physical Education: Adapted or Regular? | |
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| Fundamental Motor Skills | |
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| Balance and the Hearing Impaired | |
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| Tests of Balance | |
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| Activities for Improvement of Static and Dynamic Balance | |
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| Teaching Suggestions | |
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| Special Motor Activities for Students with Hearing Impairment | |
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| Hearing Aids | |
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| Total Communication and the Physical Education Teacher | |
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| Meeting the Individual Who is Hearing Impaired for the First Time | |
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| Fingerspelling | |
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| Signing | |
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| Deaf/Blind | |
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| Visual Impairment | |
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| Definitions | |
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| Physiology of the Eye | |
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| Causes of Visual Defects | |
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| Visual Aids: Glasses and Contact Lenses | |
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| Professionals Who Work With Individuals With Visual Disabilities | |
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| Common Concerns About Vision | |
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| Physical Activity - How Much and for Whom? | |
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| Regular or Adapted Physical Education...Or Both? | |
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| Unique Characteristics of Individuals Who Are Blind | |
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| Internal (Kinesthesis) and External Orientation | |
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| Mobility Training | |
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| The Sixth Sense | |
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| Students Who Are Congenitally Blind | |
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| The Adventitious, or Newly Blinded | |
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| Individuals Who Are Visually Impaired or Partially Sighted Are Not Blind | |
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| Teaching Techniques | |
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| Specific Suggestions for Teaching Individuals with Visual Disabilities | |
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| Manual Assistance, or the Sighted Guide | |
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| Body Image and Spatial Awareness | |
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| Gross Body Movement | |
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| Developing Concepts | |
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| Methods to Increase Visual Tracking | |
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| A Special Exercise Program | |
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| Physical Fitness for Individuals Who Are Blind | |
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| Special Equipment | |
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| Athletic Competition | |
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| Seizures and Convulsive Disorders | |
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| Definition | |
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| Abnormal Brain Wave Patterns | |
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| Etiology | |
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| Diagnosis | |
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| Types of Seizures | |
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| Medication | |
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| Controversial Issues Regarding Seizure Disorders | |
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| First Aid for Tonic-Clonic Grand Mal Seizures | |
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| General Guidelines for Teachers | |
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| Social Acceptance | |
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| Physical Education Activity Recommendations | |
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| Cerebral Palsy | |
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| A Definition | |
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| Etiology | |
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| Severity Classification | |
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| Topographic Classification | |
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| Physiological Classification | |
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| Initial Physical Education Program Considerations | |
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| Assessment | |
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| Activities and Rehabilitation | |
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| Balance Improvement | |
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| Walking Progressions | |
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| Orthotic Devices or Braces | |
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| Surgical Techniques | |
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| Programming for Cardiorespiratory Improvement | |
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| Games and Activities to Improve Eye-Hand Coordination and Object Release | |
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| Lifetime Sport Skills and Athletic Competition | |
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| Chronic Disabilities | |
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| Muscular Dystrophy | |
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| Spina Bifida | |
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| Congenital Hip Dislocation | |
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| Talipes (Clubfoot) | |
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| Skeletal Dysplasia | |
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| Congenital Heart Disease | |
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| Physical Activity for Children with Congenital Heart Defects | |
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| Functional Classification of Individuals with Heart Disease | |
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| Therapeutic Classification of Individuals with Heart Disease | |
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| Summary of Activity Planning for Students with Cardiovascular Conditions | |
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| Role of Exercise in Rehabilitation of Cardiovascular Defects | |
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| Beginning Program of Progressive Calisthenics | |
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| Precautions | |
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| A Test and Exercise Program for Students with Cardiovascular Abnormalities | |
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| Sickle-Cell Anemia | |
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| Hemophilia | |
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| Acquired Conditions | |
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| Juvenile Rheumatoid Arthritis | |
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| Pregnancy | |
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| Acquired Immune Deficiency Syndrome | |
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| Asthma | |
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| Diabetes Mellitus | |
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| Limb Deficiency | |
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| Spinal Cord Injury | |
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| Severe and Profound Disabilities | |
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| Assessment of Motor Development | |
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| Sports | |
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| Swimming | |
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| Goals and Benefits of a Swimming Program for Students with Disabilities | |
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| Safety Considerations | |
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| Facilities for the Swimmer with Disabilities | |
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| Therapeutic Benefits | |
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| General Teaching Techniques | |
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| Techniques for the Student with Mental Retardation | |
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| Techniques for the Student with Cerebral Palsy | |
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| Techniques for the Student with Spina Bifida or Traumatic Paralysis | |
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| Concerns Related to Students Who Experience Seizures | |
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| Opportunities in Sport | |
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| Sports Participation and Mainstreaming | |
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| Americans With Disabilities Act of 1990 (ADA) and Access to Opportunities in Sports and Athletics | |
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| Examples of Access Denial | |
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| When Special Sport Program Participation Is Indicated | |
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| Concern for Participant Dignity in Modified Sport | |
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| Risk Sports | |
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| A Final Word About Competition | |
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| Glossary | |
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| Index | |