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The purpose of this research was to examine the pedagogical practices that encourage students with severe disabilities' participation in an elementary physical education program through the lens of ableism. Focus group interviews were conducted with elementary students and semi-structured interviews were conducted with eight educators in the school. Field notes were conducted and documents, including the lesson plan and journal entries were collected. Findings reveal the teacher's intentional instructional practices fostered students' engagement with peers and classroom activities. The results of this research augment the literature describing teachers' orientations and pedagogical innovation that serve the needs of students with disabilities within general physical education settings. [ABSTRACT FROM AUTHOR]

In this paper, we analyze the subjective inclusion experiences of visually impaired (VI) adult tennis players from an ableism-critical perspective. The primary focus of this research is the inclusive potential of blind tennis from the perspective of VI individuals. Episodic interviews were conducted to capture subjective perspectives. A qualitative text analysis revealed that the interviewees were confronted with multiple ability assumptions by sighted people in their everyday lives. Deficit notions on the performance of VI people included sports, work, and general activities. Participation in blind tennis helped the interviewees build a "competent identity" and acquire various skills useful for their everyday lives as participation in blind tennis was a pathway for competence in sports. Further research is needed to identify exclusion experiences from the perspective of disabled people to recognize the potential of different sports in reducing barriers to participation. [ABSTRACT FROM AUTHOR]

In recent years, research on the benefits of physical activity and sport for disabled youth has received scholarly attention. For example, adapted or inclusive youth sport has been put forth as a facilitator of both health-enhancing physical activity and psychosocial development for disabled youth. Disability sport can also be a tool for social change by challenging issues of isolation and inequality (Richardson et al., 2017), particularly in non-westernized cultures. However, research on the benefits of disability sports is limited to North American or western European contexts. In this article, we examined the participation of disabled young athletes, their families and coaches from the country of Latvia in the sport of wheelchair tennis. Qualitative methodology revealed three themes: (1) Making New Friends, (2) Becoming Stronger, (3) and Being Part of a Group. For the athletes, their families, and coaches, wheelchair tennis was not simply about playing the sport, but learning to overcome multiple challenges (e.g., environmental and psychological barriers, social attitudes), enriching their social experiences and improving the quality of lives. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore the meaning of a wheelchair tennis program from the perspective of youth athletes, their caregivers and coaches through the lens of the social-relational model of disability. Data collection included field notes, focus group interviews and semi-structured individual interviews with six wheelchair tennis athletes (four males, two females) and eight adults (four mothers, one father and one grandmother, one program coordinator and one wheelchair tennis coach). A thematic analysis utilizing social relational model identified patterns within and across the data, allowing for description and interpretation of the meaning and importance of the themes. Two primary themes linked to both positive and negative experiences were identified: (1) disablism in everyday life, and (2) constructing 'competent' identities on the tennis court. The themes, taken together, describe the challenges faced, and the accomplishments achieved by the athletes and their families within a culture that marked them as different. Drawing on a social relational lens fosters an appreciation of anti-ableist aspects of sporting environments, simultaneously recognizing athletes' experiences of surrounding structural and psychological barriers. [ABSTRACT FROM AUTHOR]

The purpose of this article is to demonstrate how elementary physical education (PE) teachers can incorporate social emotional learning (SEL) and life skills into their teaching. Within school-based PE, the ability to foster SEL competencies has been the traditional focus. However, even with the recognized differences between youth sport and PE, the application of life skills holds much merit within PE settings, due, in part, to the fundamental philosophies that underpin PE. [ABSTRACT FROM AUTHOR]

Having a disability and being a teacher can be a critical site for examining practices associated with ability, competence, and pedagogy. While there is a growing literature base that examines the experiences of students with disabilities in physical education, there is virtually no research that examines the experiences of physical education teachers with disabilities. Using the capability approach, this article explores the experiences of a physical education teaching intern with a physical disability, significant school members, and the students he interacted with through interviews and documents. The results yielded 3 primary themes. The first, “the fluid nature of the disability discourse,” demonstrated the complexity of disability and explored the contrast between static tendencies that stereotype disability and the disability experience. The second theme, “doing things my way,” reflected the intern’s need to distinguish himself as a teacher by defining contexts for experiencing competence. The third and final theme, “agent of change,” explored how the intern’s experiences as a teacher with a disability informed his educational narrative. [ABSTRACT FROM AUTHOR]

The purpose of this qualitative study was to assess the effectiveness of a disability sport unit in shaping perceptions of disability. Data from interviews, observations, and documents were collected on 87 elementary-aged students, one physical education teacher, and one teaching intern. Comparisons were drawn between fifth graders engaged in a five-week disability sport unit to fourth graders participating in their standard physical education curriculum. Findings revealed differences in the way fourth and fifth graders came to view individuals with disabilities. The results support an analysis of curriculum development that underscores the significance of the social model in positively impacting constructions of disability. Recommendations include the use of disability sports in physical education as an effective strategy for educating students in game play, knowledge of the Paralympics, and the inclusion of individuals with disabilities in a variety of sporting venues. [ABSTRACT FROM AUTHOR]

This article presents information on the impact of hyper or hypo-sensory responses and specific strategies that can balance the systems. We examine the five sensory systems (tactile, auditory, visual, proprioceptive, and vestibular), common behaviors associated with each system, and recommend instructional strategies designed to support student learning. In recognizing and identifying the potential effects of the sensory experiences of students with ASD, physical education teachers can provide sensory balancing strategies to improve students' emotional, social, cognitive, and physical growth in the physical education classroom. [ABSTRACT FROM AUTHOR]

Teachers in physical education (PE) classes continue to face problems promoting effective participation of students with disabilities. To better comprehend these issues, we need to advance discussions on PE programming and curricula, as well as the values about ability and performance that are communicated through these mediums. Difficulties with inclusion in this specific educational context are associated with more than simply a lack of adaptations in activities, but with values embedded in practices associated with disability. The purpose of this study was to analyse the inclusion of students with physical disabilities in PE classes through a cultural analysis of curriculum, disability and PE. Data were collected through semi-structured face-to-face interviews and reflective field notes. Seven students with physical disabilities enrolled in different schools in urban regions of a Brazilian city participated in this study. The interviews were examined through content analysis technique by two researchers, with categorisation into thematic categories. Findings include enacted values of sports practices where performance and ability are prioritised. A lack of participation was associated with curricular choices and values presented by PE teachers. The effectiveness of the inclusion process in PE class is discussed. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to examine the job histories of physical education teacher education (PETE) graduates over a 15-year span. Method: A total of 118 graduates/participants completed a Qualtrics, open-ended survey. Face validity of the survey questions was established via a panel of experts and the survey was pilot-tested by PE teachers. Data were analyzed inductively via constant comparison. Trustworthiness of the data was addressed via peer debriefing and the use of member checks. Results: During the first year after graduation, of the 118 participants in this study, 82% were employed in schools, with 48% securing full-time teaching positions in health and/or PE, and adapted physical education (APE), and the other 34% in roles such as part-time teaching. Ultimately, 75% of graduates taught full-time in health, PE and/or APE. A total of 7% of those who taught opted to leave teaching. Almost all of the 80 participants still teaching planned to teach till retirement, or a very long time, with none stating that they planned to leave the profession soon. A few (3%) stated that they were undecided, however. Conclusion: There is a lack of research in the area of job histories of PETE graduates in the United States, and much of the overall research on organizational socialization is dated. The authors hope to spur further inquiry into this important area. The results of this study are encouraging but follow up studies are envisioned to further examine issues such as job satisfaction and teacher/coach orientations from acculturation through the life span of teachers. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

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]

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. [ABSTRACT FROM AUTHOR]

The purpose of this qualitative case study was to examine an inclusive, third grade physical education class containing a child with severe cerebral palsy and a visual impairment from a social constructionist perspective. Data were collected from four primary sources over a six-month period: interviews, observations, document review, and journals. Boyzaitis's (1998) five-step process was utilized in the data analysis, which uncovered three primary themes: the teacher's belief in the development of social skills for students with and without disabilities, the teacher's use of purposeful strategies to accommodate students with disabilities, and student learning shaped by personal experience. Student and teacher experiences were interpreted within the conceptual framework of social construction as a means of describing relevant and meaningful relationships. [ABSTRACT FROM AUTHOR]

The purpose of this article is to describe how cooperative learning (CL) can be used in conjunction with social-thinking skills to address the learning needs of students with autism spectrum disorder (ASD). Cooperative learning is a pedagogical model in which students work together to solve a problem and complete a task. It is designed to maximize each student's learning experiences. Social thinking encourages students to navigate CL by framing activities through perspective taking and understanding the actions of their peers. Teachers can use social thinking strategies to assist students to attain the desired goals by breaking down the skills so they can work in their CL groups. Strategies for introducing social thinking skills within the CL structure will be presented via a case scenario. [ABSTRACT FROM AUTHOR]

Universal Design for Learning is a method of delivering instruction that can be utilized to provide an array of challenges when teaching Adventure Education and in particular, the climbing wall. Adventure Education combines experiential learning, physical activity, and group facilitation techniques, which physical education teachers can implement as a way to build an inclusive classroom. The advantage of an Adventure Education curriculum is that it is typically non-competitive and performed in a predictable environment. When utilized in combination with Universal Design for Learning (UDL), the climbing wall is an effective tool for providing students with disabilities access to the physical education curriculum. [ABSTRACT FROM AUTHOR]

Universal Design for Learning is a method of delivering instruction that can be utilized to provide an array of challenges when teaching Adventure Education and in particular, the climbing wall. Adventure Education combines experiential learning, physical activity, and group facilitation techniques, which physical education teachers can implement as a way to build an inclusive classroom. The advantage of an Adventure Education curriculum is that it is typically non-competitive and performed in a predictable environment. When utilized in combination with Universal Design for Learning (UDL), the climbing wall is an effective tool for providing students with disabilities access to the physical education curriculum. [ABSTRACT FROM AUTHOR]

The article offers information on Aija Klavina from the Latvian Academy of Sport Education (Riga, Latvia) organized an interdisciplinary education conference has entitled "Interdisciplinary Approach In Promoting Participation Of Children With Functional Limitations In Education" in Riga, December 9-11, 2019. Topics include the children with mild to moderate disabilities are included in the general education system in Baltic countries.

Although physical education teachers overwhelmingly agree that students with disabilities should be included in general education, many are simply not adequately prepared. This article presents universal design for learning as a model that all educators should consider adopting in their classes, and explains how to embed it in physical education and teacher education. [ABSTRACT FROM AUTHOR]

Many children in the United States fail to meet the national recommendations for daily moderate-to-vigorous physical activity (MVPA). However, children with disabilities are more sedentary than their typically developed peers. Comprehensive school physical activity programming (CSPAP) is a whole-of-school approach to provide children with opportunities to participate in 60 minutes of daily MVPA. Meeting daily MVPA requirements is central to SHAPE America's 50 Million Strong by 2029 vision, which seeks to meet its goal by reducing diseases associated with sedentary behavior. Given the well-documented health-related fitness benefits of achieving 60 minutes of daily MVPA, it is imperative that all children, including those with disabilities, have access to programs like CSPAPs. Universal design for learning (UDL) is evidence based and ensures the inclusion of all children. The purpose of this article is to operationalize UDL in the context of CSPAPs so that all physical education professionals can collaborate to create a universally designed CSPAP that is inclusive for all. [ABSTRACT FROM AUTHOR]

General physical education (GPE) affords many opportunities for students with and without disabilities to interact and develop positive peer relationships. This case study describes one teacher's use of collaborative practices, universal design for learning (UDL) and the inclusion spectrum to create an accessible learning environment in which the goals of both students with and without disabilities are addressed. Using UDL in conjunction with the inclusion spectrum allows teachers to examine the task structure to optimize learning experiences so that students with disabilities can actively engage with peers. Transitioning fromeveryone can play, tomodified, toparallelanddisability sportactivities enables teachers to create lessons that incorporate learning objectives across a broad range of skills and abilities while promoting friendship and encouraging students to see their classmates with disabilities as contributing members. In order to serve the needs of all students, GPE teachers should consider using the principals of UDL and the inclusion spectrum to plan and instruct accessible lessons. [ABSTRACT FROM AUTHOR]

In Turkey, there are many kinds of educational environments for children with disabilities. Some of these are inclusive; others are special education classes within the mainstream schools. A third category includes separate, special education schools. There are also Special Education and Rehabilitation Centers (SERC) that provide support to all children including those with severe disabilities. While there are mandatory employees such as physical therapists, child development specialists, psychologists and special education teachers, there are no physical education or adapted physical education teachers included as part of the special education teams in the rehabilitation centers. As a result, children placed in the centers receive little attention in the area of physical education. This article describes the experiences of children and their families involved with the "Active Life Center" in Istanbul, Turkey as well as the programs and research initiatives associated with the center. Founded in 2012, the center is designed to support the rights of children with disabilities to participate in sport and physical activity through a variety of programs. [ABSTRACT FROM AUTHOR]

Effectively building interpersonal skills is an expectation most teachers have for their students in general physical education (GPE) regardless of their skills and abilities. Yet even the most experienced educator can be challenged by the task of including students with severe disabilities (SD). Using peers as natural supports in GPE is a practice teachers can use to promote positive interactions and gains in academic and social learning for students with SD (Cervantes, Lieberman, Magnesio, & Wood, 2013; Klavina & Block, 2008; Klavina & Block, 2013). Peer supports facilitate communicative behaviors through the use of scripts and planned behavioral sequences (Carter & Hughes, 2006). In general, this requires students without disabilities understand the communication skills of the student with disabilities. This article provides suggestions for developing communication skills between students with SD and their peers in GPE. The adoption of a "holistic" perspective designed to assist teachers in identifying key communicative behaviors that can be used by peers for supporting students with SD will be described. [ABSTRACT FROM AUTHOR]

Sudden cardiac death in the young (SCDY) is the leading cause of death in young athletes during sport. Screening young athletes for high-risk cardiac defects is controversial. The purpose of this study was to assess the utility and feasibility of a comprehensive cardiac screening protocol in an adolescent population. Adolescent athletes were recruited from local schools and/or sports teams. Each subject underwent a history and/or physical examination, an electrocardiography (ECG), and a limited echocardiography (ECHO). The primary outcome measure was identification of cardiac abnormalities associated with an elevated risk for sudden death. We secondarily identified cardiac abnormalities not typically associated with a short-term risk of sudden death. A total of 659 adolescent athletes were evaluated; 64% men. Five subjects had cardiac findings associated with an elevated risk for sudden death: prolonged QTc >500 ms (n = 2) and type I Brugada pattern (n = 1), identified with ECG; dilated cardiomyopathy (n = 1) and significant aortic root dilation; and z-score = +5.5 (n = 1). History and physical examination alone identified 76 (11.5%) subjects with any cardiac findings. ECG identified 76 (11.5%) subjects in which a follow-up ECHO or cardiology visit was recommended. Left ventricular mass was normal by ECHO in all but 1 patient with LVH on ECG. ECHO identified 34 (5.1%) subjects in whom a follow-up ECHO or cardiology visit was recommended. In conclusion, physical examination alone was ineffective in identification of subjects at elevated risk for SCDY. Screening ECHO identified patients with underlying cardiac disease not associated with immediate risk for SCDY. Cost of comprehensive cardiac screening is high. [ABSTRACT FROM AUTHOR]

Currently, 3% of children in the U.S. have a visual impairment, and 79% of these children have additional disabilities that may include moderate or severe disabilities (Pierce, 2001). For the purpose of this manuscript, we will address this population with the acronym of children who are blind or visually impaired with additional disabilities (CBVIAD). Many teachers have difficulties including these children in physical education and lack appropriate instructional skills, which limits opportunities for children to improve motor skills. The purpose of this study was to determine the current experiences and training needs of physical education teachers and other educators on the multidisciplinary team involved with teaching CBVIAD in physical education. A survey was developed and validated by experts in the field and distributed nationally to physical education teachers, special education teachers, paraeducators, and teachers in the vision field. The survey results of the 201 participants were analyzed for frequency and themes from the open-ended questions. The results revealed effective adaptations, barriers to learning, and training needs for both the teachers and aids. These findings demonstrate a dire need for more training to support teachers and paraeducators of youth with visual impairments and additional disabilities. [ABSTRACT FROM AUTHOR]

The purpose of our descriptive study was to examine post-lesson observation conferencing discourse between university supervisors (USs) and physical education teacher education students (PTs). Three USs completed a questionnaire related to demographic information and their perceptions of their role as a supervisor. These USs then audio-recorded post-lesson observation conferences that they held with their PTs. A total of 54 conferences were audio-recorded and transcribed for analysis. Results revealed that the USs believed in a collaborative approach to supervision and that is what occurred as PTs spoke slightly more than USs. Of all of the idea units spoken by USs, 31% of them were questions. USs had far more higher order questions and offerings than they did lower order ones. PTs also had far more higher order offerings than ones of lower order. [ABSTRACT FROM AUTHOR]

Physical education teacher education (PETE) students are given opportunities in "early field experiences" (EFEs) to observe and assist experienced teachers in schools. Typically, students are then required to do some autonomous teaching, to give them practical experience in the real world of local schools. Ultimately students will move on to student teaching as part of the process to prepare them to be effective teachers. Socialization research (Wright, 2001) tells us that the opportunities to teach in public school settings are the most valued experiences for students in a PETE program. An important aspect of this is the guidance provided by a university supervisor (US) who typically conferences with the student after an observed lesson. This article examines university supervision in general, the clinical supervision model specifically and how a PETE university supervision course could be structured to help Us be effective in this most important role. Supervision course topics examined include: types of clinical supervision (indirect, collaborative, and direct), students' preferred type of supervision, observation instruments, reflection-on-action, higher order thinking, role playing via videotaped lessons and the use of 'case study' methodology. Practical concerns related to conferencing, such as time constraints are discussed, as are issues related to interactions with a cooperating teacher. University supervisors play an important role with EFEs and the student teaching of PETE majors, and they should be properly trained for it. [ABSTRACT FROM AUTHOR]

The article presents a case study of an elementary physical education class that implemented a disability sports curriculum to teach students about disabled athletes. Physical education teachers at the Swanzey School in southern New England modified games to reflect those played by disabled athletes to educate students about the Paralympic Games and see how students think of disabled individuals. The article includes the planning process, game modification ideas, and discussion question.

The article discusses the effectiveness of lesson previewing to students with autism spectrum disorders (ASD) in a physical education (PE) classroom. It presents a scenario wherein a student with ASD is given a previewing of the motor and social skills before the class presentation. Meanwhile, it offers procedures for delivering previews which include the establishment of positive relationship with educators, and identifying students ability.

Difference, like nature, calls forth possibilities for developing transformative relationships. According to Keller in 1985, 'Difference thus invites a form of engagement and understanding that allows for the preservation of the individual. Self and other survive in a structural integrity?' Moving towards inclusion requires that we consider teaching as relational where resources for joint actions emerge, promoting an awareness of possibility rather than an adherence to limitation. In this paper, I will argue that disability is a way of seeing the world via the social and cultural constructions that prioritise values and bias actions. My intent is that it furthers the on-going inclusion debate, which at times has polarised positions into the non-inclusion/inclusion camps. A social constructionist lens will be used to examine the underlying assumptions, beliefs, and resultant practices that describe how educators and students negotiate inclusive practices. As a complimentary focus, the medical and social models will highlight the discourses that inform teaching and learning. Finally, a social-relational model will be introduced as an alternative for conceptualising inclusion. [ABSTRACT FROM AUTHOR]

As students engage in pre-service teacher (PT) activities, they take a number of courses that help prepare them to teach in schools. During that time, they must also form their own understanding of what teaching and learning means for them (Kroll, 2004). In many cases, this can conflict with their view of teaching as a command approach to learning. Within teacher education programs, a constructivist alignment with the notion of learning as a developmental process allows students to reconfigure their understanding of teaching and learning (Bruner, 2003). [ABSTRACT FROM AUTHOR]

The article reports on the inclusion of students with Down Syndrome (DS) in Adventure Programming for them to be able to have a positive social skill. Adventure Programming make use of experiential learning, physical activity, and group facilitation techniques. The relevance of this approach to students with DS is seen through its nature as it allows students to take risks and solve problems in ways that promote high levels of enthusiasm and participation. Some strategies that physical educators can adopt using adventure programming includes collaboration with direct and indirect service providers, practicing communication skills, providing opportunities for repeated practices, and giving the students the chance to select their level of challenge.

Background: Obesity and cachexia are risk factors for adverse outcomes in adult transplant patients. However, little is known about the effects of body mass index (BMI) on outcomes in pediatric heart transplant patients. Methods: Patients >2 years of age undergoing heart transplantation from 1985 to 2004 at our institution were included in this study. BMI was assessed at the time of transplant and at 1 year post-transplant. Long-term outcomes were assessed by weight group. Results: The cohort included 105 patients with a mean age at transplant of 9.6 ± 5.3 years. The mean BMI percentile at the time of transplant was 39 ± 34, with 22 (21%) patients underweight (<5th percentile) and 8 (8%) patients overweight (≥95th percentile). Among patients surviving to 1 year (n = 92), the mean BMI percentile increased to 57 ± 33 (p < 0.05). Overall graft survival was decreased in patients underweight at transplant, mean 6.7 years (95% confidence interval [CI] 3.6 to 9.9), vs normal weight patients, mean 10.6 years (95% CI 8.8 to 12.4) (p < 0.05). Patients overweight at transplant did not have decreased graft survival. Neither low nor high BMI at 1 year post-transplant was associated with adverse outcomes. On multivariate analysis, being underweight at transplant was an independent predictor of decreased graft survival (p = 0.03). Conclusions: Weight gain was nearly universal post-transplant with only 4% of patients underweight at 1 year. In the small number of patients overweight at transplant, graft survival was similar to normal-weight patients. Conversely, being underweight at transplant was an independent predictor of decreased graft survival. [Copyright &y& Elsevier]

The article discusses cooperative learning as an instructional strategy that encourages students to work together and that enhances motivation for learning. Cooperative learning helps create positive student and teacher dynamics and also encourages greater peer support and student-to-student interactions. In physical education classes, cooperative learning has been found to improve both motor and social skills through the development of positive verbal interactions and group goals. Studies have also shown that cooperative learning enhances fitness and improves sport skills in less skilled students. For students with disabilities, implementation requires the teacher to be fully committed to student-directed learning, knowledgeable of the student's disabilities, and familiar with the cooperative learning structures that will most appropriately benefit all students. Four components are necessary for cooperative learning to be effective, including positive interdependence, individual accountability, face-to-face interaction, and group processing.

The aim of this case study was to describe the distinct approaches used by physical education (PE) teachers to accommodate students with disabilities in New York elementary school PE classes. The participants included 1 adapted PE specialist, 5 PE teachers, and 5 elementary school students with various impairments. Through thematic analysis, observations and interviews revealed 3 main approaches: (a) normalized instruction—traditional curriculum with no differentiation in the program; (b) differentiated instruction—adaptations tailored specifically to the needs of each student with disability; and (c) universally designed instruction based on the principles of Universal Design for Learning (UDL) and accessibility to all students. Differentiated instruction, entailing modifications in the program and pedagogical accommodations, was the most prevalent approach at the research site, but lessons based on UDL principles were also observed. In association, the 2 approaches (differentiated instruction and UDL) represented significant resources to accommodate students with disabilities in PE. [ABSTRACT FROM AUTHOR]

To-date, the Brazilian education system does not foresee using the Individualized Education Plan (IEP) for students with disabilities (SWDs) enrolled in general schools. Given the current lack-of national guidelines in this sense, this research sought to analyse the collaborative construction process and-the applicability of the IEP in the physical education (PE) context. Specifically, it aimed to elucidate the consequences of the optional (non-mandatory) implementation of the IEP in PE classes. Based on a qualitative and descriptive approach, collaborative research was established involving a partnership among researchers and physical education teachers (PETs), to support the inclusion of SWDs in PE classes. The study was conducted in two public schools in a district of São-Paulo, Brazil. The content analysis resulted in five categories: previous knowledge about the IEP-PE by the PETs; insufficiency in PETs’ initial training; changes in the perception and attitudes of PETs towards SWDs; the influence of IEP-PE on teaching program and pedagogical practices; and difficulties in constructing and applying the IEP-PE. In conclusion, the IEP-PE consists of-a pedagogical tool to help PETs identify the limitations and potentialities of SWDs. It-also supports adjustments in the curriculum and implementation of adaptations in PE classes, favoring the inclusion of SWDs in-this context. [ABSTRACT FROM AUTHOR]

The embryological development of the heart is an awesome a complex process. The heat is formed from groups of cells that coalesce into sheets of tissue. These sheets fuse to form a tube that grows into the atria and ventricles. The twists and turns of the developing heart tissue and the simultaneous septation of atria, ventricles, and truncus, along with a shifting of the atrioventricular canal and conus then position the portions of the heart in alignment to allow normal blood flow. Errors at any stage of embryological formation can result in specific congenital defects. Understanding the development of the heart in utero can provide the pediatric nurse a basis for understanding the physiological effects of embryological failures that result in congenital heart defects in the infant and child. [ABSTRACT FROM AUTHOR]

Discusses the embryology of congenital heart defects. Process of embryological development of the heart; Development of the heart tube; Formation of atrial septation; Canal formation and defects; Pulmonary vein development; Development of the heart valves.

Many children do not feel included in integrated physical education settings, despite teachers' efforts to include them. This article describes the use of the Lieberman/Brian Inclusion Rating Scale for Physical Education to rate the effort the teacher makes to include all children. [ABSTRACT FROM AUTHOR]

This study examined parents' perceptions of constraints that impact the attainment of independent walking in children with CHARGE syndrome. This syndrome is a multifaceted syndrome including a degree of vision and hearing loss at birth. The Dynamic Systems Theory (DST) was used as an ecological lens to provide insight into the complexity of issues impacting independent walking from the parents' perceptions. Semi-structured interviews were administrated to 23 parents of children with CHARGE syndrome to ascertain the degree to which individual, environmental, or task constraints impacted their child's development of independent walking. Data analysis was conducted through direct content analysis based on the DST. Parents reported that the task of walking was impacted by individual constraints, both structural and functional, and environmental constraints, such as space, surface area, and the use of furniture. Recommended interventions for professionals who work with children who are deafblind include manipulation and adaptation of environmental and task constraints. [ABSTRACT FROM AUTHOR]

Children with disabilities have mixed feelings about their inclusion experiences. The purpose of this study was to explore the validity and reliability of results from the Lieberman-Brian Inclusion Rating Scale for Physical Education. Experts in adapted physical education (n = 10) established content and face validity (mean = 4.68 ± 0.56) on a five-point scale through three rounds of evaluation through the Delphi method. Next, elementary physical education teachers (n = 15) and two independent raters established test–retest reliability (r = 0.87, p < 0.001; intra-class correlations (ICC) = 0.93, p < 0.001) and inter-rater reliability (r = 0.69, p < 0.001; ICC = 0.82, p < 0.001) respectively. Physical education teachers among others can use this valid and reliable scale to determine the extent to which teachers attempt to make an environment inclusive. Practical uses for this instrument are program evaluation, intervention research, and as a teaching tool. [ABSTRACT FROM AUTHOR]

In this article the author discusses the inclusion of students with disabilities in physical education which appeared from the legislation created in answer to the prejudiced practices of educational exclusion. She is critical on the categorization of students by a disability which tends to extricate the teacher from the student by shifting responsibility for teaching to the special education staff. She believes that inclusion allows people with disabilities to participate in major physical activity.

Background: Repeated fetal heart rates (FHR) < 3rd percentile for gestational age (GA) with 1:1 atrioventricular conduction (sinus bradycardia) can be a marker for long QT syndrome. We hypothesized that other inherited arrhythmia syndromes might present with fetal sinus bradycardia. Methods: We reviewed pregnancies referred with sinus bradycardia to the Colorado Fetal Care Center between 2013 and 2023. FHR/GA data, family history, medication exposure, normalized isovolumic contraction times (n-IVRT), postnatal genetic testing, and ECGs at 4–6 weeks after birth were reviewed. Results: Twenty-nine bradycardic subjects were evaluated by fetal echocardiography. Five were lost to follow-up, one refused genetic testing, and one had negative genetic testing for any inherited arrhythmia. Six had non-genetic causes of fetal bradycardia with normal prenatal n-IVRT and postnatal QTc. Thirteen carried pathogenic variants in RYR2 (n = 2), HCN4 (n = 2), KCNQ1 (6), and other LQTS genes (n = 4). The postnatal QTc was <470 ms in subjects with RYR2, HCN4, and two of those with KCNQ1 mutations, and >470 ms in subjects with CALM 2, KCNH2, SCN5A, and four of those with KCNQ1 mutations. LQTS and RYR2 mutations were associated with prolonged n-IVRT, but HCN4 was not. Two fetuses died in utero with variants of uncertain significance (CACNA1 and KCNE1). Cascade testing uncovered six affected but undiagnosed parents and confirmed familial inheritance in five. Conclusion: In addition to heralding LQTS, repeated FHR < 3rd percentile for GA is a risk factor for other inherited arrhythmia syndromes. These findings suggest that genetic testing should be offered to infants with a history of FHR < 3rd percentile for GA even if the postnatal ECG demonstrates a normal QTc interval. [ABSTRACT FROM AUTHOR]

Discusses the case of a pediatric patient with supraventricular tachycardia with abdominal pain as presenting symptom. Physical examination; Other symptoms; Diagnosis and recommended treatment.

The primary purposes of this study were to compare (a) physical activity participation, screen-time habits, obesity, and (b) reported reasons for lack of participation in sport, between a nationally representative sample of Irish children with and without autism spectrum disorder (ASD). Participation in moderate to vigorous activity, light activity, and sports was significantly lower among the group with ASD. On examination of screen time variables, no significant differences were seen between groups. However, time spent watching TV was higher among children with ASD. Overweight or obese status was more prevalent among the group with ASD (34.4 vs. 24.7 %). The findings are discussed in relation to international statistics on youth physical activity, screen-time, and weight status, and recommendations are provided for future research. [ABSTRACT FROM AUTHOR]

A letter to the editor is presented in response to the article "Doxorubicin-induced cardiomyopathy," by P. K. Singal and N. Iliskovic, published in the September 24, 1998 issue.

The article describes how physical education teachers can include disability sports in their general physical education (GPE) classes in order to comply with the U.S. Individuals with Disabilities Education Improvement Act (IDEIA). The article discusses the ecology-of-the-gymnasium (EOG) paradigm, relationships between students with different abilities, and class activities such as wheelchair basketball. The article gives examples and lesson plans to incorporate disability sports in GPE classes.

Morrison and colleagues found that paraeducators desired professional development for physical education, specifically collaborative professional development–so the teachers and paraeducators can learn strategies for working together.–However, it is not always possible for paraeducators to be trained at the beginning of the school year for a number of reasons including time constraints and scheduling conflicts. The purpose of this article–is to–present–various types–of–micro-trainings–that can be provided to–paraeducators–throughout the course of the school year. [ABSTRACT FROM AUTHOR]