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Engagement in Early Intervention (EI) and Early Childhood Special Education (ECSE) helps to support the development of very young children who might demonstrate delays or other challenges. Research documents underutilization of these essential childhood services. To understand how to increase engagement in EI and ECSE among eligible families, research is needed to identify barriers and facilitators associated with enrollment. The current study examined the relation between proposed barriers and service access outcomes (i.e., child age of delay identification, age at service provision, total number of EI/ECSE hours, and the total types of EI/ECSE services) reported by parents of birth to six-year olds (n = 60). Results revealed higher parent advocacy was significantly related to a younger age of service enrollment and a larger total number of intervention types used. This study is one of the first to provide quantitative evidence of specific barriers related to EI/ECSE enrollment.

Artificial intelligence (AI) first made its entry into higher education in the form of paraphrasing tools. These tools were used to take passages that were copied from sources, and through various methods, disguised the original text to avoid academic integrity violations. At first, these tools were not very good and produced nearly incomprehensible output. However, through the use of generative artificial intelligence and natural language processing, the current engines supporting these tools have become better and more efficient at producing quality output. Recently, the artificial intelligence research company, OpenAI, developed a groundbreaking artificial intelligence engine to drive a conversational chat frontend application called ChatGPT. Backed by an expansive knowledge base that could rival any university library in volume, this AI-driven conversational application can produce well-written, seemingly academic, responses to questions. This paper examines text-based artificial intelligence tools that can be used for both ethical and unethical purposes and what simple methods can be used to recognize AI-generated output whose use may indicate plagiarism.

The purpose of this design case was to document rigorously the process and decisions made during the development of a five-day, pre-semester virtual orientation for International Graduation Teaching Assistants (IGTAs) and their domestic counterparts, teaching in an English as a Second Language Composition (ESLC) Program of a large land-grant university. The design was grounded in a front-end analysis as well as a theoretical framework comprising Crenshaw's (1989) Intersectionality and Wenger's (1998) Virtual Community of Practice (VCoP) theory. These theories were leveraged to focus the design on IGTAs' educator identity development and their linguistic and cultural marginalization. VCoP theory provided a practical architecture for the virtual learning environment with its three modes of belonging (i.e., "engagement," "imagination," and "alignment") as well as several enabling structures (i.e., "support," "sponsorship," and "recognition"). The design intended to purposefully engage IGTAs in social practices and dialogue that would support their sense of belonging and educator identity. While significance can be extracted from the pre-planned, explicit alignment of certain design elements with the modes of belonging, precedent can also be derived from elements that emerged during the design process.

The number of public-school students with disabilities has increased in the last decade, as has support for teaching students with and without disabilities in the same setting. Consequently, sufficient adapted physical education (APE) training for pre-service physical education teachers is critical to ensure meaningful physical education experiences for all students. Few studies on how physical education teacher education (PETE) programs are preparing future physical educators to teach students with disabilities exist. The purposes of this study were to preliminarily describe current undergraduate APE introductory courses, including: (a) instructor demographics, (b) course characteristics, (c) course content and (d) practicum experiences. Twenty-six faculty members currently teaching an introduction to APE course completed a 35-item web-based survey (26% response rate). Demographic characteristics of instructors were mainly homogenous, suggesting a lack of diversity among those teaching these courses. Twenty-four reported their program offered a practicum. Varying coverage of APE concepts explicates important content gaps in curricula that may hinder the quality of physical education services for students with disabilities. These findings deepen the understanding of who is instructing the courses, how the APE introductory courses are being taught across the US, and can serve as a reference for creating and improving PETE programs.

Common issues that arise between the physical education teacher and paraeducators are related to a lack of communication. This article proposes a few strategies to help establish open communication and collaboration between physical education teachers and paraeducators. It presents a series of forms that can be modified to meet the needs of each individual situation and can be used as a starting point to get the team on the same page.

Parents tend to play a vital role in their child's motor competence for youth with visual impairments. However, little research has explored parental mindsets and support (e.g., transportation) surrounding their child's motor skills and how it may predict motor competence. The purpose of this study was to examine the extent to which parents' mindset items along with parental support may predict their children's actual motor competence. Parents of youth with visual impairments (N = 92; mothers = 69.5%, fathers = 18.1%; M[subscript age] = 42.91 years, SD = 8.08 years) completed the modified parents' perception questionnaire. Youth with visual impairments ages 9-19 years (N = 95; M[subscript age] = 153.35 months, SD = 27.58 months, girls = 37.1%, boys = 53.3%, 9.6% missing) completed the Test of Gross Motor Development-third edition. Results from a backward linear regression convey parental beliefs (i.e., growth mindsets) and support variables (e.g., providing transportation) significantly predicted their child's actual motor competence, F(6, 84) = 9.77, p < 0.001, adj. R[superscript 2] = 0.37. Results could inform parents on their importance toward supporting and believing in developing their child's motor competence.

Physical activity (PA) is important for fitness and psychological health, and a way for young people to make friends and socialise. Young people with vision impairment (VI) are, however, are less likely to engage in PA. A range of personal, social, and environmental barriers prevent equitable participation for young people with VI. There is a dearth of research focused on the experiences of young people with VI and their participation in PA in Australia. Using the "Physical Activity Barriers Questionnaire for children with Visual Impairments" (PABQ-VI), this study identified barriers to PA from the perspectives of school-aged Australians with VI. Results demonstrated that despite holding positive views about PA and being motivated to be physically active, participants experienced many of the same barriers and lack of opportunities reported by children with VI around the world. These experiences place limits on the development of motor skills and impact self-confidence. Despite the swathe of legislation designed to protect the rights of people with disability, the findings suggest that there is much work to be done to create inclusive opportunities for youth with VI (particularly girls) to access PA and sport in Australian schools and communities.

This design case describes the thought processes associated with redesigning an educational technology course for undergraduate preservice teachers from a 15-week hybrid course to a 5-week online course. The redesign is part of a push to create more flexible courses for working and rural students to remain competitive despite multiple alternative licensure paths now available to aspiring teachers. The designers face and overcome challenges regarding right-sizing the course content and assignments while maintaining student engagement. Additionally, the designers discuss how they streamlined the course without sacrificing standards or critical and relevant topics, like AI in education. The case details the development of the online course within the learning management system (LMS; Google Classroom) and the design questions that emerge during that process. The redesigned 5-week course was tested through two iterations in the 2023 summer semester: Summer 1 and Summer 2. The designers collected student feedback after both runs of the course using the standard course evaluation survey, their own Google Forms survey, and the instructor's reflections. The feedback from Summer 1 informed the Summer 2 iteration. Finally, the designers observed that the experience of condensing the course from 15 weeks to 5 weeks required them to think critically about the course goals and how to make the content manageable for students. The redesign was so successful that the course instructor (also a design case author) determined to redesign the 15-week version of the course for Fall 2023 using the new 5-week design as an anchoring point.

Physical education teachers often teach students with disabilities despite feeling ill-prepared to and do so. Most physical education teacher education programs in the US and abroad only include one single course in adapted physical education (APE) which predicts physical educators' lack of preparation to support students with disabilities. Furthermore, instructors of this one APE course (in PETE programs) may not be professionally trained in the area of APE. Thus, it is paramount that the content and instruction provided in this one APE course is optimized, yet limited consensus exists as to what that content should include. The purpose of this study was to determine the most important topics to include in the "Introduction to Adapted Physical Education" class for physical education majors enrolled in teacher training programs. In this research, we conducted a three-phase descriptive/analytic study to obtain consensus regarding the most important adapted physical education topics needed for future physical educators to better support teaching students with disabilities. In phase one, 200 general and adapted physical educators provided their top 10 topics to be taught in this Intro to APE class in one open-ended question. In phase two, four APE "experts" created themes from the 2000 responses occurring in step one. Finally, in phase three, 15 APE "experts" rated the themes from 1 (least) to 5 (most) important. The top-rated topics are included in our results. Future research and implications are discussed.

Self-advocacy is a critical predictor of actual physical activity participation for children and adolescents with disabilities. Despite its reference within national standards for health and physical education, few practitioners are purported to promote self-advocacy among their students warranting the need for evaluation. However, no self-advocacy inventory exists for children and adolescents with robust psychometrics properties. The purpose of this study was to investigate the content and face validity for the Physical Activity Self-Advocacy Inventory (PASAI) within children and adolescents with and without disabilities. Experts in the fields of health and physical education (N = 12) participated in this Delphi study. Once experts established the content/face validity for the PASAI, children and adolescents (N = 18) provided feedback on the PASAI to further refine the questions and support comprehension/relevance for the target population. After the first round of questions, experts' average feedback was a 3.99 out of 5.00 across all items. Due to low scores and based upon experts' suggestions, four questions were deleted, and one question was added. After round two, experts' average ratings increased to 4.8 out of 5.00. The PASAI appears to have reasonable content/face validity properties per expert- and population-based feedback. Future research should vet additional psychometric properties of PASAI scores.

Accessible and inclusive participation in sport can provide significant physical, psychological, and social benefits to Deaf or hard of hearing (D/HH) athletes. To understand how to facilitate these benefits, the researchers explored the lived physical education and sport experiences of D/HH collegiate athletes. Six athletes representing six sports were recruited and interviewed. Utilizing an interpretative phenomenological analysis approach to guide data collection, analysis, and interpretation, the researchers found five major themes: Self-Advocating for Awareness, Finding Meaningful Conversations, Overcoming Challenges, Seeking Community Connection, and Escaping Through Physical Activity. These themes illustrate the influence of accessibility and inclusion on the participants' sport experiences as well as the impact of the disability awareness of their coaches and peers. D/HH athletes and their coaches and teammates should work to overcome barriers to accessibility and inclusion to ensure the maximum benefit of being on a college sports team.

Most deaf children have hearing parents who do not know a sign language at birth and are at risk of limited language input during early childhood. Studying these children as they learn a sign language has revealed that timing of first-language exposure critically shapes language outcomes. But the input deaf children receive in their first language is not only delayed, it is much more variable than most first language learners, as many learn their first language from parents who are themselves new sign language learners. Much of the research on deaf children learning a sign language has considered the role of parent input using broad strokes, categorizing hearing parents as non-native, poor signers, and deaf parents as native, strong signers. In this study, we deconstruct these categories and examine how variation in sign language skills among hearing parents might affect children's vocabulary acquisition. This study included 44 deaf children between 8- and 60-months-old who were learning American Sign Language (ASL) and had hearing parents who were also learning ASL. We observed an interactive effect of parent ASL proficiency and age, such that parent ASL proficiency was a significant predictor of child ASL vocabulary size, but not among the infants and toddlers. The proficiency of language models can affect acquisition above and beyond age of acquisition, particularly as children grow. At the same time, the most skilled parents in this sample were not as fluent as "native" deaf signers, and yet their children reliably had age-expected ASL vocabularies. Data and reproducible analyses are available at https://osf.io/9ya6h/.

Objective: To assess perceptions of university institutional climate related to sexual violence and whether these differed by race/ethnicity. Participants: Matriculated undergraduates > age 18 (n = 1028). Methods: Students were invited via campus email to participate in an online survey. Results: Overall, only 20% agreed that the university is creating an environment in which unwanted sexual experiences seemed common or normal, but these findings differed by race. Black students were more likely than their white peers to feel the university is creating an environment in which unwanted sexual experiences seem common or normal (37.3% vs. 19.7%, p < 0.001) and creating an environment in which such instances were more likely to occur (33.3% vs. 13.4%, p < 0.001). Conclusions: Data suggest that while students generally perceive that the university is working to create a positive and safe climate, these perceptions vary by race. Further investigation is necessary to better understand the concerns of students of color.

Students with disabilities have described issues related to participating in activities during physical education (PE) classes with feelings of being excluded. This study investigates the inclusive process of the Deaf or hard of hearing students in school from the specific context of PE class. Qualitative research using semi-structured face to face interviews were utilised with a convenience sample of seven Deaf or Hard of hearing students. All interviews were conducted on a dialogue with assistance of a professional sign language interpreter. The results were analysed through Delucca's theoretical framework on inclusion. Thematic analysis revealed two major categories: (1) I don't understand; and (2) Feeling invisible. These categories exposed the difficulties of the inclusive PE class environment on Deaf and hard of hearing students. Students expressed difficulties understanding the PE activities and sports proposed during classes. Sign language or other strategies to communicate were not part of teachers support system for instruction, nor did the teachers interact with the Deaf students or their interpreters. All social interactions of the Deaf children were limited to the sign language interpreter. PE classes were recognised by Deaf and hard of hearing students as a place of non-acceptance and indifference.