Teaching Collaboration and Consultation Skills to Preservice Adapted Physical Education Teachers

Lytle, Rebecca; Lavay, Barky; Robinson, Nancy M.; Huettig, Carol

doi:10.1080/07303084.2003.10608486

Cited by 12 publications

(5 citation statements)

References 6 publications

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“…One of the roles of adapted physical education teachers is to serve as advocates for children with disabilities and their families (Kelly, 2006). The IEP meeting can be an excellent venue for parents to be heard (An & Goodwin, 2007), for the exchange of information between teachers and parents, and to enhance collaboration and advocacy strategies (Lytle, Lavay, Robinson, & Huettig, 2003). According to several parents, they received information from everyone on the IEP team regarding their child’s performance, except from the adapted physical education teacher.…”

Section: Discussionmentioning

confidence: 99%

“…Teacher preparation programs are doing an “excellent job” preparing teacher candidates to work directly with children with disabilities. However, it is also important that these programs emphasize the importance of collaborative work between professionals and parents of children with disabilities (Lytle et al, 2003). This collaborative work enhances not only the services provided for children with disabilities but also reduces parental fears, particularly during the transition process.…”

Section: Discussionmentioning

confidence: 99%

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Parental Expectations About Adapted Physical Education Services

et al. 2012

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The purpose of this study was to characterize the expectations of parents of children with disabilities regarding adapted physical education services. Participants (N = 10) were parents of children with disabilities. Parents participated in one-onone semistructured interviews. Transcripts were analyzed through a constant comparative method. Three parental themes emerged from the analysis: (a) importance placed on physical activities, (b) ongoing and frequent communication and collaboration, and (c) teachers' attributes. The results of this study demonstrated that parents wanted more communication with the adapted physical education teacher, a collaborative working relationship, attendance of the adapted physical education teacher at Individual Education Program meetings, and normalcy for their child.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Parental Expectations About Adapted Physical Education Services

et al. 2012

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“…As the APE teacher, Kate was valued for her content knowledge, student teacher relationships and the contributions she made to the overall emotional climate of the classroom as a valuable resource for the class (Vogler et al, 2000). She relinquished her role as the "expert," opting to support teachers in the GPE classroom (Lytle, Lavay, Robinson, & Huettig, 2003). The three teachers perceived the teaching model as being beneficial, largely due to the compatible nature of their personalities, their ability to dialogue and a general agreement of Ieaming goals for the students (Chen et al, 2007;Scmggs et al, 2007).…”

Section: Discussionmentioning

confidence: 99%

Coteaching in Physical Education: A Strategy for Inclusive Practice

Grenier

2011

Adapted Physical Activity Quarterly

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Qualitative research methods were used to explore the factors that informed general and adapted physical education teachers’ coteaching practices within an inclusive high school physical education program. Two physical education teachers and one adapted physical education teacher were observed over a 16-week period. Interviews, field notes, and documents were collected and a constant comparative approach was used in the analysis that adopted a social model framework. Primary themes included community as the cornerstone for student learning, core values of trust and respect, and creating a natural support structure. Coteaching practices existed because of the shared values of teaching, learning, and the belief that all students should be included. Recommendations include shifting orientations within professional preparation programs to account for the social model of disability.

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“…This individual will teach as a part of a team approach and share with and learn from other professionals, such as the special education classroom teacher, other adapted physical educators, administrators, and the child's family. Adapted physical educators also understand, respect, and work with other related service providers (i.e., speech therapists, occupational therapists, and physical therapists; Lytle, Lavay, Robinson, & Huettig, 2003).…”

Section: Comprehensive Content Knowledge and Skillsmentioning

confidence: 99%