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Many physical education teachers and teachers of students with visual impairments have difficulty including children with visual impairment and additional disabilities. The lack of appropriate opportunities by teachers places this burden on parents to be more involved in their child's physical education programming. Parents can be key stakeholders in helping their children know the solutions to the barriers to involvement in physical activity and sports. As a result of parental involvement in their child's physical education, the child's motor competence may improve. Therefore, the purpose of this study was to determine the perceptions of parents with children with visual impairments and additional disabilities regarding their child's physical education. A survey was developed and validated by experts in the field. The analyses of this mixed methods survey included frequency analyses of the quantitative data and themes from the open-ended questions. Seventy-four parents/guardians with children with visual impairment including moderate to severe disabilities participated. Parental responses indicated that most children were provided physical education services; however, only 50% are satisfied with their child's physical education experiences. While most parents indicated they were actively involved with their child's programming, many barriers and support needs indicated a dire need for more training to support both parents and educators of youth with visual impairments and additional disabilities. [ABSTRACT FROM AUTHOR]

Chronic illnesses are conditions that last one year or more and require ongoing medical attention, limit activities of daily living, or both (Raghupathi & Raghupathi, 2018). Over 40% of school-aged children have at least one chronic health condition (Centers for Disease Control and Prevention, 2021). Children with chronic illnesses may need accommodations to their learning environment and can be protected by the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act. Some of the most common chronic illnesses impacting students include respiratory disorders, bleeding disorders, sickle cell anemia, and diabetes. The purpose of this article is to discuss common chronic health conditions and how physical educators and coaches can provide an environment in which children with chronic illnesses are safe and successful while participating in physical activity. [ABSTRACT FROM AUTHOR]

Many physical educators will work with a child with bipolar disorder daily. This manuscript addresses the definition, common characteristics, including distinct periods, prevalence of students with BD, and legal educational implications of the disorder. In addition, the manuscript will include possible characteristics of children with BD in general physical education, a discussion of possible solutions to these challenges, and the use of the Constraint Model in making modifications for the children with BD. [ABSTRACT FROM AUTHOR]

This study investigated the preparedness and perceptions of PE teachers who instruct children with disabilities in PE settings. In addition, collegiate physical education departments were queried concerning their adapted offerings. Teachers rated their undergrad experiences, difficulty including students with disabilities, and barriers that might affect inclusion. Teachers felt that their undergrad experiences were least adequate for teaching children with autism. The greatest barrier was large class sizes. About half of the colleges surveyed felt that their classroom and field experiences preparing students to teach individuals with disabilities were inadequate. The findings suggest that undergraduate teacher preparation should include ample instruction and experiences. [ABSTRACT FROM AUTHOR]

The objective of this article is to provide rationale for recognizing and evaluating children who are obese with low physical fitness or deficiencies in gross motor skills, as having a disability and able to receive appropriate programming. Childhood obesity can be a disabling in itself, and it should be considered a disability under the Individuals with Disabilities Education Act (IDEA) of 2004 as an Other Health Impairment. This discussion of the literature will cover a variety of topics, including childhood obesity, federal mandates, particularly IDEA, and assessment and eligibility criteria for placement as a disability. Finally, a service delivery model, entitled Childhood Obesity Prevention and Intervention, is proposed to include childhood obesity as a component of the Other Health Impairment category. Childhood obesity is a major problem in the United States affecting 17% of children and adolescents between 2 and 19 years of age (Ogden, Carroll, Kit, & Flegal, 2014). The most effective programs involve the collaboration between the child, parents, school personnel, medical experts, and community agencies. Special education services provide the means for such collaboration. While physical activity is a critical component in most obesity prevention and intervention programs, the role of evidenced-based physical education curriculum is often ignored as part of the collaborative approach. Adapted physical education services through the application of the Response-to-Intervention (RTI) model could be an answer to this issue. It is recommended that children who are obese with significant low physical fitness or gross motor skill levels, impacting academic and functional performance, be eligible for accommodations in schools and/or alternative physical education services. [ABSTRACT FROM AUTHOR]

Current trends in education are leading to a higher number of students with disabilities in general physical education classes. The implication of such trends is that physical educators must find ways to manage, instruct, and assess a more diverse group of students. For many, this is a daunting task, especially when considering the lack of preparation, experience, and support that many physical education teachers have relative to inclusion. Case studies have application as a tool to prepare both preservice and inservice physical education teachers for navigating issues related to inclusion. This approach promotes open discussion and vicarious learning through real-life scenarios and follow-up questions. Therefore, the purpose of this paper is twofold: (1) to emphasize the importance of the case study approach as a means for teacher preparation, and (2) to provide an example case study and follow-up questions pertaining to inclusion in physical education. [ABSTRACT FROM AUTHOR]

The article explains the essence of adapted physical educators in supporting infants and toddles with developmental delays or having risks of delays. Adapted physical educators can render early intervention by implementing an Individual Family Service Plan to evaluate the current level of performance of a child and the required services. The evaluation must be done by applying physical attributes like sitting and standing, social skills like smiling, and verbal skills like making sounds.

The article discusses policies that are violating their child's rights under the Individuals with Disabilities Education Act (IDEA) and other federal civil rights laws. Topics include school district in Virginia says that a student who is not comfortable wearing a mask in virtual school, home school, or private school; and Parents of children with disabilities say that the mask policy and its implementation force a small but vulnerable population of students into virtual learning.

The article reports that educators rely on restraint and seclusion to address behavior issues among students with disabilities in U.S. schools, according to the U.S. Department of Education's Civil Rights Data Collection. Topics mentioned include the accuracy of the restraint and seclusion data collected, percentage of school districts that reported zero incidents of restraint and seclusion from 2015 to 2016, and the Council of Parent Attorneys and Advocates.

The author reflects on the history and state of the journal "PALAESTRA," which was founded in 1984. Highlights include the role of David Beaver as the first editor-in-chief of the journal from 1994 to 2011, the International Symposium of Adapted Physical Activity in Charlottesville, Virginia, and articles in Volume 33 that focused on programming for children with autism spectrum disorder.

The article offers information about the increase in the number of American schoolchildren receiving special education services in the U.S. It mentions the Individuals with Disabilities Education Act in 2017. It discusses the diagnosis of specific learning disability followed by speech or language impairment, other health impairment, autism and intellectual disability.

The author discusses the U.S. Supreme Court's consideration on how much educational benefit schools should provide to students receiving services under the Individuals with Disabilities Education Act (IDEA). Topics covered include the IDEA's mandate for public schools to provide children with disabilities with a free appropriate public education (FAPE) and FAPE's requirement that instruction and services should be provided at public expense and under public supervision.

The article reports on the plan of the Department of Education under the administration of President Donald Trump to address the needs of students with disabilities in the U.S. by improving early childhood, educational and employment outcomes and raise expectations for all people with disabilities.

The article focuses on special education setting a new agenda for the U.S. Department of Education including the Education Department's Office of Special Education and Rehabilitative Services to improve early childhood, employment outcomes and raise expectations for people with disabilities.

The article explores on the controversial cabinet nominations of Betsy DeVos as the U.S. Secretary of Education. It highlights the postponement of the Individuals with Disabilities Education Act (IDEA) which create a uniform national standard for the identification, placement, and discipline of minorities in special education. It also cites the rights of students with disabilities in education.

The article discusses key points in the U.S. National Longitudinal Transition Study (NLTS 2012) on the academic, social, and health backgrounds of and projections for secondary school youth. Results show that intellectual disability (ID) and emotional disturbance (ED) are linked to socioeconomic disadvantages and study at lower-performing schools, and that ID and multiple disabilities are linked to health and communication problems. Also noted is the likelihood of trouble for youth with ED.

The article discusses the efforts of Iowa Senator Tom Harkin in expanding preemployment transition services for handicapped students as part of the Workforce Investment Act reauthorization. Harkin aimed to render 10 percent of the overall funding under the law to support vocational rehabilitation agencies in rendering internships and work experiences for disabled students. The transition services plan will cover Individualized Education Program and transition physical activity programs.

The article focuses on the June, 2006 issuance of U.S. federal regulations regarding the enforcement of Public Law 108-446, the Individuals with Disabilities Education Improvement Act (IDEIA), which was signed by U.S. President George W. Bush in 2004. The regulations have relevance to the preparation of adapted physical education teachers enrolled in colleges and universities across the country, specifically for those universities maintaining federal training grants. An examination of the status of adapted physical education, least restrictive environment (LRE), analysis of the regulations, the Office of Special Education Programs' (OSEP) response, and implications for adapted physical education programming is presented.

The article presents a review of the publication "Taking Giant Baby Steps: Early Intervention Services Under Part C of the Individuals with Disabilities Education Act".