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Relevant bibliographies by topics / Physical education for children with disabilities Physical education teachers

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Academic literature on the topic 'Physical education for children with disabilities Physical education teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Physical education for children with disabilities Physical education teachers"

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Kudláček, Martin, Ondřej Ješina, and Pat Flannagan. "European Inclusive Physical Education Training." Advances in Rehabilitation 3, no. 1 (January 1, 2010): 14–17. http://dx.doi.org/10.2478/v10029-010-0003-6.

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European Inclusive Physical Education Training The purpose of this presentation is to introduce the outcomes of the project European Inclusive Physical Education Training (EIPET; LLP/LdV/TOI/2007/IRL-502). The project aims to tackle difficulties that arise associated with the inclusion of children with disabilities into general education; and associated current deficiencies in initial and continued physical education teacher training to deal with same. The purpose of this article is to describe job specific functions, which general PE teachers can face in inclusive physical education, and related professional competencies, which teachers should acquire in their pre-service or in-service training. The functional map was developed based on the model of service delivery titled PAPTECA to reflect systematic step in teaching children with disabilities in inclusive PE. We will discuss the implication of functional map and competence framework for teacher preparation programs in light of presented barriers and facilitators of inclusive physical education. We will provide practical examples of modules and courses build on the EIPET theoretical framework. We will discuss the possibilities and limitations related to the theoretical principles, practical training and practicum experiences working with persons with disabilities as part of EIPET module (introductory APA courses).

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Sideridis, Georgios D., and Judy P. Chandler. "Comparison of Attitudes of Teachers of Physical and Musical Education toward Inclusion of Children with Disabilities." Psychological Reports 78, no. 3 (June 1996): 768–70. http://dx.doi.org/10.2466/pr0.1996.78.3.768.

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56 elementary teachers of physical education and 54 teachers of elementary music education responded to the Teacher Integration Attitudes Questionnaire which assesses teachers' attitudes regarding inclusion of children with disabilities into regular education settings. Analysis indicated that children with emotional and behavioral disorders were perceived less favorably by teachers of music education and children with orthopedic handicaps were perceived less favorably by teachers of physical education. The type and severity of disability appeared to influence teachers' attitudes towards including children with disabilities in regular education classrooms.

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Majoko, Tawanda. "Inclusion of Children With Disabilities in Physical Education in Zimbabwean Primary Schools." SAGE Open 9, no. 1 (January 2019): 215824401882038. http://dx.doi.org/10.1177/2158244018820387.

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Since Zimbabwe adopted inclusion in 1994 in alignment with the world, the number of children with disabilities educated in regular schools has significantly increased. Teachers experience diverse challenges when including children with disabilities in physical education (PE) in regular classrooms. This qualitative study carried out individual interviews, document analysis and nonparticipant observations with 24 Zimbabwean primary school teachers to explore pedagogical practices for including children with disabilities in PE in regular classrooms. A comparative approach of organizing individual interviews, document analysis and observation data with continual adjustment was used throughout the analysis. Although participants had individual and institutional concerns, including inadequate preparation and resources, about the inclusion of children with disabilities in PE in regular classrooms, they had positive dispositions toward it. Knowing individual children, having positive social relationships with children, fostering positive social relationships among children, supporting collaborative structures and cultures, and utilizing adapted instruction facilitated the inclusion of children with disabilities in PE in regular classrooms. Individual and institutional capacity building, including comprehensive preservice and in-service teacher training and the passage and enforcement of specific policies and legislation on inclusion, could enhance the inclusion of children with disabilities in PE in regular classrooms. This study serves as a baseline for future studies on the subject.

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Alhumaid, Majed M., Selina Khoo, and Tânia Bastos. "The Effect of an Adapted Physical Activity Intervention Program on Pre-Service Physical Education Teachers’ Self-Efficacy towards Inclusion in Saudi Arabia." Sustainability 13, no. 6 (March 20, 2021): 3459. http://dx.doi.org/10.3390/su13063459.

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Self-efficacy of pre-service physical education (PE) teachers is an effective predictor of successful inclusion of students with disabilities. However, physical disability is one of the most challenging disabilities to include in PE settings. This study aimed to examine the effectiveness of a 6-week intervention program on the self-efficacy of Saudi pre-service PE teachers towards including students with physical disabilities in general PE classes. Two groups of pre-service PE teachers (35 each in the experimental and control groups; mean age: 22.69 ± 1.17 years) enrolled in two universities in Saudi Arabia were recruited into this study. Self-efficacy was measured before and after the intervention program using the Arabic version of the Self-Efficacy Scale for Physical Education Teacher Education Majors toward Children with Disabilities (SE-PETE-D). One-way analysis of covariance (ANCOVA) revealed that a significant improvement in self-efficacy was demonstrated for the experimental group after participation in the intervention program compared to the control group (p < 0.001, ηp2 = 0.53, large). The results support the systematic implementation of this type of intervention program as an integral part of physical education teacher education programs.

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Sigafoos, Jeff, and John Elkins. "Concerns of Teachers About the Integration of Children with Physical versus Multiple Disabilities." Australasian Journal of Special Education 18, no. 2 (1994): 50–56. http://dx.doi.org/10.1017/s1030011200023216.

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The present study compared the attitudes and concerns of regular school teachers towards the integration of children with physical versus multiple disabilities. Teachers were generally positive towards integration for students with physical disabilities and only slightly less favourable towards the integration of students with multiple disabilities. Concerns about integration often depended on the child’s individual needs and degree of disability. Teachers were also concerned that integration might disrupt the classroom and indicated the need for more time and support. Educating children with special needs in the regular classroom was often said to be stressful. While the potential social benefits of integration were recognised, many teachers had observed a lack of positive peer interaction. Specific strategies to facilitate the integration of children with special needs emerged from these data and these are discussed.

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Protic-Gava, Branka, Ksenija Boskovic, Miroslav Smajic, Dusica Simic-Panic, and Nada Naumovic. "Work with children with disabilities - the teachers’ attitudes towards inclusion." Medical review 71, no. 7-8 (2018): 227–34. http://dx.doi.org/10.2298/mpns1808227p.

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Introduction. The aim of this paper was to determine the attitudes of physical education teachers and primary school teachers towards inclusive physical education in Serbia. Material and Methods. The research included 132 examinees of both genders: 59.09% females and 40.91% males. Data were collected using an anonymous questionnaire with a 4-point Likert scale. The questionnaire dealt with teachers? previous experience, their qualifications for implementation of inclusive physical education, support and additional training for realization of inclusive physical education. Data were processed using Statistical Package for the Social Sciences 20. Normality distribution was tested by Kolmogorov-Smirnov and Shapiro-Wilk test, whilst the differences between groups (sexual dimorphism, environment, professional orientation) were examined using Mann-Whitney and Kruskal-Wallis tests at the significance level of p ? 0.05. Results. The findings showed that the average scores were inclined towards positive attitudes to inclusive physical education. The findings also showed that there was no statistically significant gender-related difference of attitudes between physical education teachers and primary school teachers. However, there was a statistically significant difference related to geographical background in terms of qualification levels (p = 0.02) for work with children with disorders and disabilities, as well in terms of additional training (p = 0.02) and professional orientation, since physical education teachers have less experience working with students with developmental disorders. Conclusion. Both physical education teachers and primary school teachers have positive attitudes towards inclusion. Physical education teachers have less experience working with challenged students than primary school teachers, therefore additional training programs may be required.

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Alhumaid, Majed M., Selina Khoo, and Tânia Bastos. "Self-Efficacy of Pre-Service Physical Education Teachers Toward Inclusion in Saudi Arabia." Sustainability 12, no. 9 (May 10, 2020): 3898. http://dx.doi.org/10.3390/su12093898.

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This study aims to determine the differences in levels of self-efficacy toward inclusion in general physical education (PE) classes among Saudi pre-service PE teachers. It also aims to evaluate the effect of independent variables with the covariate of attitude scores on participants’ self-efficacy toward including students with intellectual disabilities (ID), physical disabilities (PD), and visual impairments (VI). In total, 260 pre-service PE teachers enrolled in a university in Saudi Arabia completed the Arabic version of the self-efficacy scale for a physical education teacher education major toward children with disabilities. Repeated-measures multivariate analysis of covariance (MANCOVA) revealed that self-efficacy was highest towards including students with intellectual disability in general PE class and lowest towards students with physical disabilities. Having previous experience of observing a PE teacher teaching a student with a disability significantly influenced participants’ self-efficacy. Participants’ attitudes toward inclusion were only significant with participants’ self-efficacy toward students with physical disabilities. The findings suggest that observing a role model significantly predicts self-efficacy toward the inclusion of students with a disability.

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Terzieva, Galena. "PROFESSIONAL COMPETENCE DEVELOPMENT FOR ADAPTED PHYSICAL EDUCATION." Педагогически форум 7, no. 1 (2019): 40–50. http://dx.doi.org/10.15547/pf.2019.005.

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The children with special educational needs are educated in a friendly environment in kindergarden and in primary school icluding during gym classes. The aim of this study is to analyze the level of development of prfessional competency of future kindergarten and primary school teachers for adapted education during gym classes. To analyze the methods of didactical testing, resolving of casus and pedagogical observation were applied. After completing specialized training the students from “Pre-school and primary school pedagogy” major developd sufficient level of competency for inclusion of children with physical disabilities in the educational process during gym classes.

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Petkova, Anna, Martin Kudlacek, and Elena Nikolova. "ATTITUDES OF PHYSICAL EDUCATION STUDENTS (LAST UNIVERSITY YEAR) AND PHYSICAL EDUCATION TEACHERS TOWARD TEACHING CHILDREN WITH PHYSICAL DISABILITIES IN GENERAL PHYSICAL EDUCATION CLASSES IN BULGARIA." European Journal of Adapted Physical Activity 5, no. 2 (July 31, 2012): 82–98. http://dx.doi.org/10.5507/euj.2012.010.

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Daughrity, Belinda, Melissa Bittner, Alaine Ocampo, Barry Lavay, Shauna Chevalier, Susana Jimenez, and Andrew Le. "Interprofessional Collaboration: Training Preservice Adapted Physical Education Teachers to Facilitate Peer Engagement Among Children With Disabilities." Perspectives of the ASHA Special Interest Groups 5, no. 5 (October 23, 2020): 1313–23. http://dx.doi.org/10.1044/2020_persp-19-00180.

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Purpose Speech-language pathologists (SLPs) and adapted physical education (APE) teachers working in schools have a distinct opportunity to collaborate and serve students with communication and movement needs. Method Twenty-three preservice APE teachers were given a brief presentation led by SLPs and then rated using a fidelity checklist during the duration of a summer physical activity camp for children with disabilities. A cumulative link mixed model was used to determine APE preservice teachers' ability to facilitate peer engagement and social interaction among children with disabilities within tasks related to their discipline following speech-language pathology training and live coaching. Results Following intervention, preservice APE teachers demonstrated significant gains in increasing peer engagement between campers with disabilities. In addition, observers rated the preservice APE teachers as more skilled in demonstrating comprehension of and implementing the engagement techniques. Discussion Results indicate even a brief in-service from SLPs to APE preservice teachers can help them better recognize and support opportunities for peer engagement for children with disabilities while targeting tasks related to their discipline. Future research is warranted with a larger sample size to elucidate collaboration opportunities that promote optimal outcomes for children with needs across disciplines.

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Dissertations / Theses on the topic "Physical education for children with disabilities Physical education teachers"

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Pope, Marcia J. "General physical education teachers' perceptions of adapted physical education consultation." [Chico, Calif. : California State University, Chico], 2009. http://hdl.handle.net/10211.4/102.

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Kwan, Tze-keung. "Potential for development of physical education in physically handicapped schools in Hong Kong." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B38626123.

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Aschemeier, Amy R. "The roles of paraprofessionals in physical education." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1286500.

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Eight years after the passage of the Individuals with Disabilities Education Act (PL 105-17), there still appears to be gaps in the efforts to ensure that students with disabilities are given a free and appropriate public education. While the No Child Left Behind Act of 2001 aims to create school environments where teachers and paraprofessionals are highly qualified for all students, the issue of having adequately trained paraprofessionals assisting in physical education continues to be ignored. The purpose of this study was to determine the basic profiles of paraprofessionals assigned to physical education and to conduct a needs assessment for training. Participants (N=76) were comprised of paraprofessionals from city and county public schools grades Pre K -12 in Northwest and East Central Indiana, and Northwest Ohio. A twopart questionnaire was given to paraprofessionals in the classrooms to assess current responsibilities in physical education as well as identify training needs they might have in physical education. Data was analyzed using descriptive statistics, frequency counts, and measures of central tendency (means) to answer all research questions. Results indicated that paraprofessionals who assisted in physical education perceived themselves to be adequately trained despite not having much professional training. Paraprofessional responsibilities in physical education remained vague and unclear; however, results showed paraprofessionals were willing to receive training depending on training length of time and training topics offered.
School of Physical Education

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Kwan, Tze-keung, and 關子強. "Potential for development of physical education in physically handicapped schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B38626123.

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Fok, Chun-wing Daniel, and 霍俊榮. "Home-school collaboration and parent education for students with physical disabilities: a school-basedstudy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27708068.

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Kashimba, Sally Salome. "The need for physiotherapy support for teachers in inclusive education for the inclusion of learners with physical disabilities in selected schools in Zambia." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2580_1254402740.

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The purpose of the study was to explore the need for physiotherapy support for teachers in selected inclusive schools in Zambia. The study aimed to determine teachers skills and teachers attitudes as they included learners with physical disabilities in their classrooms.

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Akuffo, Patrick B. "A descriptive analysis of the roles, responsibilities, and concerns of adapted physical education teachers in an urban school district." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1124301495.

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Davis, Fuad. "Stress and coping skills of educators with a learner with a physical disability in inclusive classrooms in the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50107.

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Thesis (MEd)--University of Stellenbosch, 2004.
ENGLISH ABSTRACT: Education systems are in a constant change, more so now in the post-modern global era that we live in. With change comes the stressors associated with it. Some of us are able to cope while others are unable. This thesis focuses on the effect of stress on educators who have learners with physical disabilities in their classroom as well as the coping methods used by these educators to manage these learners in the classroom. Participants were five female educators from disadvantaged areas of the Western Cape. A qualitative research approach was taken and the results indicate the following: Major stress experienced by educators is caused by the fact that educators do not know how far to sustain, let alone challenge an active learning environment, because of lack of experience and relevant in-service training relating to learners with physical disabilities. It was found that the nature of the disability and its severity influences the attitudes of the educators in inclusive practice. The absence of communication or rather the lack of information about the learner from the parent and other parties involved caused stress amongst the participants. Participants identified that improving their self-esteem was one of the key coping methods in dealing with stress. It is clear that educators need some form collaborative support to know they are on the right path or in order to progress in the right direction.
AFRIKAANSE OPSOMMING: Opvoedkundige stelsels is gedurig onderworpe aan verandering, veral tans in die post-modêrne globale era waarin ons leef. Verandering word vergesel deur stressors wat daarmee geassosieer word. Sommige van ons is instaat om hierdie te hanteer en ander nie. Hierdie tesis fokus op die effek van stres op opvoeders wat leerders met fisies gestremde in hul klaskamers het, asook die hanteringsstrategieë wat deur hierdie opvoeders gebruik word om hierdie leerders in die klaskamer te hanteer. Deelnemers was vyf vroulike opvoeders uit agtergeblewe areas in die Wes-Kaap. 'n Kwalitatiewe navorsingsbenadering is gevolg en resultate dui op die volgende. 'n Belangrike stressor wat deur opvoeders ervaar word, is dat hulle nie weet hoe om 'n aktiewe leeromgewing te volhou of uit te daag nie. Dit is die gevolg van 'n tekort aan ondervinding en relevante indiensopleiding aangaande leerders met fisiese gestremdhede. Daar is gevind dat die tipe en graad van gestremdheid die ingesteldheid van die opvoeders in 'n inklusiewe praktyk beïnvloed. Die afwesigheid van kommunikasie of liewer die gebrek aan informasie deur die ouer of ander betrokke partye aangaande die leerder, het stres onder die deelnemers veroorsaak. Deelnemers het die verbetering van hulle eie selfbeeld as 'n belangrike hanteringstategie geïdentifiseer. Dit is duidelik dat opvoeders 'n vorm van samewerking en ondersteuning benodig om te weet of hulle op die korrekte weg is óf om hulle in die regte rigting te stuur.

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Goodwin, Lorna. "The inclusion of children with physical disabilities in physical education : rhetoric or reality?" Thesis, University of Surrey, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.685073.

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Seymour, Helena. "Friendship in inclusive physical education from the perspective of students with and without physical disabilities." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99601.

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The role of a best friend for students with and without a disability in inclusive physical education has been conspicuously neglected in sport psychology and adapted physical activity research. Although the last decade has seen an increase in empirical research pertaining to the perceived experiences of students with a physical disability in inclusive physical education (Blinde & McCallister, 1998; Goodwin & Watkinson, 2000; Hutzler, Fliess, Chacham, & Van den Auweele, 2002), the effect of a best friend for both students with and without a disability has generally been overlooked. Thus the current study compared friendship in inclusive physical education from the perspective of students with (n=8) and without (n=8) physical disabilities. All participants attended a reversely integrated school and were interviewed using an unstructured, open-ended interview format. An interview guide from Weiss, Smith, and Theeboom (1996) that explored friendship in the sport domain was adapted to account for the context of inclusive physical education. Four categories emerged from the analysis: spectrum of friendship, best friend, preferred physical activities and outcomes, and dealing with disability. Specifically, similarities and differences were noted in best friendship, between the two groups regarding physical activity patterns, and features of best friendship valued in physical education.

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Books on the topic "Physical education for children with disabilities Physical education teachers"

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Luke, Kelly, ed. Adapted physical education national standards. 2nd ed. Champaign, IL: Human Kinetics, 2006.

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Luke, Kelly, ed. Adapted physical education national standards. Champaign, IL: Human Kinetics, 1995.

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The effective teacher's guide to sensory impairment and physical disability: Practical strategies. London: Routledge, 2006.

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Michael, Farrell. The effective teacher's guide to sensory impairment and physical disability: Practical strategies. London: Routledge, 2006.

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Special physical education: A resource guide for professionals and students. Dubuque, Iowa: Kendall/Hunt Pub. Co., 1992.

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National Consortium for Physical Education and Recreation for Individuals with Disabilities (U.S.). Adapted physical education national standards: Study guide : a project of the National Consortium for Physical Education and Recreation for Individuals with Disabilities in accordance with its mission to serve the profession. Edited by Kelly Luke. [S.l.]: The Consortium, 1997.

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The effective teacher's guide to sensory and physical impairments: Sensory, orthopaedic, motor and health impairments, and traumatic brain injury. 2nd ed. Abingdon, Oxon, England: Routledge, 2011.

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Li︠a︡khova, I. M. Korekt︠s︡iĭno-pedahohichni osnovy fizychnoho vykhovanni︠a︡ diteĭ zi znyz︠h︡enym slukhom (teoretyko-metodychnyĭ aspekt). Zaporiz︠h︡z︠h︡i︠a︡: Humanitarnyĭ universytet "Zaporizʹkyĭ in-t derz︠h︡avnoho ta munit︠s︡ypalʹnoho upravlinni︠a︡", 2005.

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Inclusion in physical education. Champaign, IL: Human Kinetics, 2010.

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Children with physical disabilities. London: Cassell, 1989.

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Book chapters on the topic "Physical education for children with disabilities Physical education teachers"

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Jalongo, Mary Renck, and Lori Breece. "Mitigating Physical and Psychological Disabilities: Service Dogs for Children." In Children, Dogs and Education, 229–49. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77845-7_11.

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Rintala, Pauli, and Niina Palsio. "Effects of Physical Education Programs on Children with Learning Disabilities." In Adapted Physical Activity, 37–40. Tokyo: Springer Japan, 1994. http://dx.doi.org/10.1007/978-4-431-68272-1_6.

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Vickerman, Philip, and Anthony Maher. "The physical education National Curriculum and inclusion." In Teaching Physical Education to Children with Special Educational Needs and Disabilities, 52–66. Second edition. | New York : Routledge, 2019. | “First edition published 2007 by Routledge”—T.p. verso.: Routledge, 2018. http://dx.doi.org/10.4324/9781351206150-4.

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Vickerman, Philip, and Anthony Maher. "Children with special educational needs and disabilities." In Teaching Physical Education to Children with Special Educational Needs and Disabilities, 15–35. Second edition. | New York : Routledge, 2019. | “First edition published 2007 by Routledge”—T.p. verso.: Routledge, 2018. http://dx.doi.org/10.4324/9781351206150-2.

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Vickerman, Philip, and Anthony Maher. "Planning for and assessing children with special educational needs and disabilities." In Teaching Physical Education to Children with Special Educational Needs and Disabilities, 67–76. Second edition. | New York : Routledge, 2019. | “First edition published 2007 by Routledge”—T.p. verso.: Routledge, 2018. http://dx.doi.org/10.4324/9781351206150-5.

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Vickerman, Philip, and Anthony Maher. "Hearing the voices of children with special educational needs and disabilities." In Teaching Physical Education to Children with Special Educational Needs and Disabilities, 112–20. Second edition. | New York : Routledge, 2019. | “First edition published 2007 by Routledge”—T.p. verso.: Routledge, 2018. http://dx.doi.org/10.4324/9781351206150-9.

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Vickerman, Philip, and Anthony Maher. "Movement, learning and ranges of special educational needs and disabilities." In Teaching Physical Education to Children with Special Educational Needs and Disabilities, 36–51. Second edition. | New York : Routledge, 2019. | “First edition published 2007 by Routledge”—T.p. verso.: Routledge, 2018. http://dx.doi.org/10.4324/9781351206150-3.

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Vickerman, Philip, and Anthony Maher. "The context for inclusion." In Teaching Physical Education to Children with Special Educational Needs and Disabilities, 1–14. Second edition. | New York : Routledge, 2019. | “First edition published 2007 by Routledge”—T.p. verso.: Routledge, 2018. http://dx.doi.org/10.4324/9781351206150-1.

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Vickerman, Philip, and Anthony Maher. "Teaching and learning strategies." In Teaching Physical Education to Children with Special Educational Needs and Disabilities, 77–88. Second edition. | New York : Routledge, 2019. | “First edition published 2007 by Routledge”—T.p. verso.: Routledge, 2018. http://dx.doi.org/10.4324/9781351206150-6.

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Vickerman, Philip, and Anthony Maher. "Multi-disciplinary approaches and working in partnership." In Teaching Physical Education to Children with Special Educational Needs and Disabilities, 89–103. Second edition. | New York : Routledge, 2019. | “First edition published 2007 by Routledge”—T.p. verso.: Routledge, 2018. http://dx.doi.org/10.4324/9781351206150-7.

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Conference papers on the topic "Physical education for children with disabilities Physical education teachers"

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Ribate, Maria Pilar, Estela Sangüesa, Beatriz Giner, Laura Lomba, Clara Llanas, and Cristina B. García. "FEELING IN COVID TIME." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13118.

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In this work, a Learning-Service project that consists of working on somatosensory and special senses stimulation in people with intellectual and/or developmental disabilities is shown. This experience has been made through small and simple exercises, games or activities that allow these people to experience new sensations. In this activity, the participants have been students of Pharmacy and Education Degree and children of a special education school. The main aim is to develop the sensory and physical faculties and promoted the functionality of the person. University students had to encourage the students of special school to use their senses. For this task Pharmacy students had the help and advice of Education students. The sanitary situation obligates to develop this activity with a video calls. For both groups of students, this experience has been a different mechanism to learn and practice using a new way of communication. All Pharmacy degree students think that this experience is has been good for their future professional activity. The teachers from the Special Education Center indicated that these initiatives are very important for their collective.

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"PHYSICAL EDUCATION FOR CHILDREN WITH DISABILITIES." In Russian science: actual researches and developments. Samara State University of Economics, 2019. http://dx.doi.org/10.46554/russian.science-2019.10-1-340/343.

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Tumanovskaya, Ekaterina Olegovna. "FEATURES OF PHYSICAL EDUCATION OF CHILDREN WITH DISABILITIES." In Russian science: actual researches and developments. Samara State University of Economics, 2020. http://dx.doi.org/10.46554/russian.science-2020.03-1-587/590.

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The article considers the relationship of physical education of children with disabilities to the degree of socialization in social processes, describes the features of adaptive physical education, describes the game method as the most used in the physical education of children with disabilities

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Heryati, Euis, and Een Ratnengsih. "Adaptive Physical Education Model for Increasing Physical Fitness of Children With Intellectual Disability." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.34.

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Nurunnisa, Hanifa, Imam Yuwono, and Monry Fraick Nicky Gillian Ratumbuysang. "Physiotherapy Service Process on The Physical Development of Children with Physical Disabilities at Yayasan Melati Anak Bangsa Martapura." In Proceedings of the 2nd INDOEDUC4ALL - Indonesian Education for All (INDOEDUC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/indoeduc-18.2018.48.

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Uspuriene, Aiste Barbora, and Vilius Iurgelaitis. "Competences of physical education teachers in the sports injuries prevention." In International Research-to-practice conference. TSNS Interaktiv Plus, 2019. http://dx.doi.org/10.21661/r-508096.

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School is a place where children spend most of their time. Thus, it is particularly important to ensure that it has a healthy and safe learning environment. Quite often, children experience injuries during physical education classes. Considering to the problem of children injuries in physical education classes, it is important to examine their prevalence, to analyze the causes of injury in physical education classes to prevent or reduce them. There is still a lack of research on the competence of physical education teachers in the prevention of sports injuries. Research aim – to identify the competences of physical education teachers for the sports injuries prevention. Using the questionnaire survey we investigated that physical education teachers pay attention to the warm-up and correct exercise in the physical education lesson. Students are rarely injured in the lessons of these physical education teachers. The research showed that competencies of surveyed physical education teachers are high.

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Ismagulova, M. M. "Features of the organization of a lesson in physical education in primary classes children with intellectual disabilities." In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2019. http://dx.doi.org/10.18411/lj-01-2019-16.

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Tanjung, Anggun Lestari, Albadi Sinulingga, and Nurhayati Simatupang. "Analysis of Difficulties in Learning Physical Education in Children with mild Developmental Disabilities in SLB Binjai City." In Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aisteel-19.2019.77.

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Veigel, Maarika. "PRE-SCHOOL TEACHERS, PARENTS AND THEIR CO-OPERATION IN SUPPORTING OF THE DEVELOPMENT OF 4-7YEARS CHILDREN PHYSICAL ACTIVITY." In SGEM 2014 Scientific Conference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b11/s3.110.

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Druzhinina, L. A., L. M. Lapshina, L. B. Osipova, A. A. Lysova, and D. V. Kamenek. "Additional Means of Physical Education as a Method of Corrective Exposure to the Basic Health Level of Preschool Children with Health Disabilities." In International Scientific and Practical Conference on Education, Health and Human Wellbeing (ICEDER 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/iceder-19.2020.80.

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Reports on the topic "Physical education for children with disabilities Physical education teachers"

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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, November 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.

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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.

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