The Consultation Process: Adapted Physical Education Specialists’ Perceptions

Lytle, Rebecca; Collier, Doug

doi:10.1123/apaq.19.3.261

Cited by 18 publications

(11 citation statements)

References 29 publications

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“…With increased training in IPE, this support could be maximised in assisting the students and the teacher (Davis et al, 2007). APE specialists are a fundamental support and resource for including students with disabilities in GPE (Lytle & Hutchinson, 2004;Lytle & Collier, 2002;Kudláček et al, 2008). Developing study programs at universities and teacher training institutions specialising in Adapted Physical Education/Activity would be greatly beneficial.…”

Section: Discussionmentioning

confidence: 99%

“…They have undergone specialised training and have a true understanding of the inclusion process. A study by Lytle and Collier (2002) investigated APE specialists' perceptions of consultation. Six participants were involved in the study, four female and two male, with age ranging from thirty five to forty six years and case loads of students ranging from twenty four to one hundred and ten.…”

Section: Support Personnel In Inclusive Physical Educationmentioning

confidence: 99%

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A Contemporary Review of English Language Literature on Inclusion of Students With Disabilities in Physical Education: A European Perspective

O’Brien¹,

Kudláček²,

Howe³

2009

EUJAPA

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The state of inclusion for students with disabilities in general physical education (GPE) varies across European countries. In many countries inclusive physical education is still a developing practice. The purpose of this review of literature published in English is to highlight current debates surrounding the inclusion of students with disabilities in physical education, in hope that there might be a degree of consensus of opinion surrounding the facilitation of inclusive practices within Europe. This review covers an eight year period commencing in early 2000. A total of twenty seven articles are highlighted in this review using the Theoretical Model for the Study of Classroom Teaching (Dunkin & Biddle, 1974) which suggests that study of teaching and learning involve four variables: presage (teacher), context (students), process (interaction) and product. The ultimate aim of this review is to use recent publications in the field of APA to highlight a need for the establishment of professional guidelines for successful implementation of good practice within GPE throughout Europe.

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Section: Discussionmentioning

confidence: 99%

Section: Support Personnel In Inclusive Physical Educationmentioning

confidence: 99%

A Contemporary Review of English Language Literature on Inclusion of Students With Disabilities in Physical Education: A European Perspective

O’Brien¹,

Kudláček²,

Howe³

2009

EUJAPA

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“…As the child progresses, motor instruction expands based on the child's ability to grasp more complex skills (Logsdon et al 1997). Collaboration between team members provides the continuity and consistency in instruction within an inclusive environment (Lytle and Collier 2002;Neal et al 2004). It is highly recommended that outside of the group setting or when advancing to the next grade, team members use the same concepts, consistent vocabulary, teaching strategies such as visual supports or prompts, and feedback to the child.…”

Section: Collaboration and Teaching Strategiesmentioning

confidence: 98%

Collaborative Teaching of Motor Skills for Preschoolers with Developmental Delays

Murata

Tan

2007

Early Childhood Educ J

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The purpose of this paper is to describe collaborative teaching between preschool teachers, adapted physical educators, physical therapists, and occupational therapists of motor skills for preschoolers with developmental delays. The motor domain is typically taught by the classroom teacher who may have little to no knowledge of how to initiate a motor program. For this reason, a collaborative approach in teaching the motor domain facilitates developing preschool readiness skills such as motor imitation, bilateral coordination and sequencing, and spatial awareness-all while taking the child's special needs into consideration. The team also collaborates on teaching strategies, behavioral supports, and how they will keep the activities fun to facilitate active participation. The team members work in synchrony for common goals, providing input from their individual areas of expertise, so the children can learn and generalize skills across all environments.

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“…Kelly and Gansender (1998) have pointed out that APE can provide both direct and indirect services, while direct services mean direct teaching of children with disabilities and indirect service means providing support to teachers attempting to include children with disabilities in their GPE. A study by Lytle and Collier (2002) investigated APE specialists' perceptions of consultation. Results indicated that the skills, attitudes and knowledge of the APE specialist combined with the educational environment were influential factors in the types of services provided.…”

Section: Adapted Physical Education Teacher/ Consultant Occupation Dementioning

confidence: 99%

Physical Education for Students With Special Education Needs in Europe: Findings of the Eusapa Project

Kļaviņa¹,

Kudláček²

2011

EUJAPA

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Adapted Physical Activity (APA) is a service delivery profession and an academic field of study This study describes outcomes of the European Standards in Adapted Physical Activity project in adapted physical education area. The differences in special education services, including Adapted Physical Education in the 10 project partner countries were identified. The academic standards in APE were defined in four parts: (1) professional competencies of physical education teachers; (2) occupation description of the of physical education teachers, (3) Functional Map in APE; and (4) Knowledge, Competence and Skills Framework in APE. Outcomes of the project with identified further recommendations for EU Commission were provided in order to promote implementation of inclusive education strategies for students with special education needs in physical education.

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The Consultation Process: Adapted Physical Education Specialists’ Perceptions

Cited by 18 publications

References 29 publications

A Contemporary Review of English Language Literature on Inclusion of Students With Disabilities in Physical Education: A European Perspective

A Contemporary Review of English Language Literature on Inclusion of Students With Disabilities in Physical Education: A European Perspective

Collaborative Teaching of Motor Skills for Preschoolers with Developmental Delays

Physical Education for Students With Special Education Needs in Europe: Findings of the Eusapa Project

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