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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. Keywords: Bipolar, mental health, physical education, children, Introduction Bipolar disorder (BD) is typically diagnosed during late adolescence (teen years) or early adulthood. However, bipolar symptoms can appear in children. Bipolar disorder occurs in 1%-3% of youth (mostly [...]

Williams syndrome is a disorder that affects the development of a child in a variety of manners, including physical and cognitive developmental delays. Due to the severity of the delays and the physical attributes, children with Williams syndrome are almost always diagnosed before the age of 4 (Huang et al., 2002, Nicholson & Hockey, 1993). However, students with Williams syndrome can flourish in inclusive classrooms with appropriate adaptations for their needs. Unfortunately, a study found that half of parents of children with Williams syndrome described getting their child appropriate accommodations and modifications at school as a 'fight,' but none of the parents regretted the decision to have their child in an inclusive mainstream classroom (Self, 2010). The purpose of this manuscript is to provide educators, including special education coordinators and principals with ideas for promoting engagement and inclusion at recess for children with Williams syndrome. Studies have shown that students are more successful when they have recess and get to engage in physical activities (Lucas et al., 2020, Pellegrini & Bohn-gettler, 2013). Due to the physical and cognitive delays associated with Williams syndrome, many of the children find it hard to engage during recess (Self, 2010). The authors will provide examples of easy modifications to common games played at recess with the goal of increasing the inclusion and developmental growth of children, socially and physically, with Williams syndrome in this setting. Keywords: Williams syndrome, recess, An Introduction to Williams Syndrome Williams syndrome, also known as Williams-Beuran syndrome, is defined as 'a rare genetic disorder characterized by mild to moderate delays in cognitive development or learning [...]

The distal tibiofibular joint is described as a syndesmosis. The syndesmosis is important to the structural integrity of the ankle joint by maintaining the proximity of the tibia, fibula, and talus. Syndesmotic or high ankle sprains, involving the syndesmotic ligaments, pose a significant rehabilitative challenge due to their intricate anatomy, prolonged recovery periods following injury, and high susceptibility to persistent disability. Traditional management strategies have often been conservative, marked by lengthy periods of immobilization and a gradual return to activity. Severe syndesmotic injuries with diastasis have been treated surgically with screw fixation which may require a second intervention to remove the hardware and carries an inherent risk of breaking the screw during rehabilitation. Another fixation technique, the Tightrope™, has gained popularity in treating ankle syndesmosis injuries. The TightRope™ involves inserting Fiberwire® through the tibia and fibula, which allows for stabilization of the ankle mortise and normal range of motion. The accelerated rehabilitation protocol promotes early weight-bearing and has been shown to expedite the return to sport. This emerging strategy has shown promise in reducing recovery time as it is now possible to return to sport in less than 2 months after a tightrope repair and accelerated rehabilitation, compared with 3-6 months post screw fixation. This clinical commentary delves into this novel approach, highlighting the procedure, rehabilitation protocols, and the implications for physical therapy practice. [ABSTRACT FROM AUTHOR]

The participation of a student with Attention Deficit Hyperactivity Disorder (ADHD) in recess can often be both challenging and rewarding for the student and teacher. This paper will address common characteristics of children with ADHD and present basic solutions to improve the experience of these children in the recess setting. Initially, the definition, symptoms, and prevalence of ADHD will be presented. The paper will then address benefits of recess, followed by recommendations for children with ADHD participating in recess. Lastly, the paper will describe a common activity played at recess, and possible modifications to the activity for children with ADHD.

In our globalised world, the desire for the acquisition of English has led to increased research into the appropriate pedagogical approaches for learning and teaching the language. This manuscript focuses on the use of learners' mother tongue in the learning and teaching of English in an effort to identify ways in which cross-linguistic awareness-raising practices can be utilised to maximise EFL written performance. The study's targeted grammatical features were articles and plural suffixes of countable nouns and the study's EFL population was drawn from two Japanese universities. A quasi-experimental design was employed with an experimental group receiving cross-linguistic instruction and a control group continuing without cross-linguistic input. Statistical analyses demonstrate that the experimental group outperformed the control group. Although the empirical project is located within the context of Japanese tertiary education, the study is of international relevance as it deals with the perennial issue of how best to harness learners' familiar L1 for the improvement of their L2 within the frameworks of cross-linguistic instruction and awareness-raising.

The participation of students with speech impairments in recess can often be both challenging and rewarding for the students and teachers. This paper will address common characteristics of students with speech impairments and present basic solutions to improve the experience of these students in the recess setting. Initially the definition, symptoms, and prevalence of speech impairments will be presented. The paper will then address the special education classification of children with speech impairments, benefits of recess for children with speech impairments, and recommendations for these children in recess.

The participation of a student with Obsessive Compulsive Disorder (OCD) in recess can often be both challenging and rewarding for the student and teacher. This paper will address common characteristics of students with OCD and present basic solutions to improve the experience of these students in the recess setting. Initially the definition, symptoms, and prevalence of OCD will be presented. The paper will then address the special education classification of children with OCD, benefits of recess for children with OCD, and recommendations for these children in recess.

The participation of a student with Multiple Sclerosis (MS) in recess can often be both challenging and rewarding for the student and teacher. This paper will address common characteristics of students with MS and present basic solutions to improve the experience of these students in the recess setting. Initially, the definition and prevalence of MS will be presented. This will be followed by a brief discussion of MS in regards to special education law. Next, the benefits of the recess setting for all students will be addressed. The paper will then address the modifications for specific MS symptoms in the recess setting. Lastly, specific methods of proactively including a student with MS in three recess activities will be discussed.

Inconsistencies in grading students in physical education seem to be very common. Students often are graded simply on participation and dressing out. Other students are graded on skill performance, knowledge of activities, fitness levels, and other items. However, how do physical education teachers grade students with disabilities? Are students with disabilities assessed for the purpose of grading? This manuscript offers a variety of methods that a physical education teacher can use to grade students who receive adapted physical education services. These methods are easy to implement and can lead to better physical education for students with disabilities. Keywords: Individualized Education Program (IEP), APE, Grading, Grading in Adapted Physical Education Imagine a student who always attends physical education class. The student is always nice. The student always tries. The student never complains during class. The [...]

The participation of a student with mild mental retardation in recess can often be both challenging and rewarding for the student and teacher. This paper will address common characteristics of students with mild mental retardation and present basic solutions to improve the experience of these students in the recess setting. Initially the definition and prevalence of the disability will be presented. This will be followed by a discussion of the disability for an individual in the classroom, including appropriate teaching methods and lastly possible challenges and solutions for children with mild mental retardation in the recess setting. Lastly, specific methods of proactively including a student with mild mental retardation in a basketball-related recess activity will be discussed.

For the student with Fetal Alcohol Syndrome (FAS), participation in recess can often be both challenging and rewarding for the student and teacher. This paper will address common characteristics of students with FAS and present basic solutions to improve the experience of these students in the recess setting. Initially, the definition and prevalence of FAS will be presented. This will be followed by a discussion of the benefits of the recess setting for the student. Next, as a lead-up to the specific topic of recess for students with FAS, a discussion of possible modifications and teaching strategies for working with children with FAS in the classroom will be noted. The paper will then address the possible challenges and subsequent modifications and teaching strategies for working with children with FAS in recess. Lastly, specific methods of proactively including a student with FAS in a recess activity will be discussed.

The participation of a student with Sickle Cell Anemia in recess can often be both challenging and rewarding for the student and teacher. This paper will address common characteristics of students with Sickle Cell Anemia and present basic solutions to improve the experience of these students in the recess setting. Initially the definition, prevalence, and symptoms of Sickle Cell Anemia will be presented. The paper will then address recommendations for children with Sickle Cell Anemia in recess.

During recess, the participation of a student with visual impairments in terms of movement can often be both challenging and rewarding for the student and general education teacher. This paper will address common characteristics of students with visual impairments and present basic solutions to improve the participation of these students in the recess setting. Initially the definition and prevalence of visual impairments will be presented. This will be followed by a discussion of possible challenges and general solutions for children with visual impairments in the recess setting. Lastly, specific methods of including a student with visual impairments in movement recess activities will be discussed.

This study examined the personal interactions and experiences of six Virginia-based YMCA Aquatics Directors and Instructors in regards to the instruction of individuals with an Autism Spectrum Disorder (ASD). Overall, the main purpose of this study was to offer more insight into the rising challenges faced within the area of adapted aquatics specifically in relation to persons who are impacted by an ASD. This purpose included a hope that by heightening awareness, more research would be done and individuals would be assisted with greater ease and readiness when it comes to acquiring swim skills with a disability. Findings included a general feeling from instructors that although each had some exposure and experience in regards to the instruction of individuals with an ASD, more support could be beneficial. The manuscript also noted that the area of aquatics is included in the definition of physical education in the special education legislation and thus more importance can be placed on these finding.

The participation of a student with autism in recess can often be both challenging and rewarding for all students and the general education teacher. This paper will address common characteristics of students with autism and present basic solutions to improve the education of these students in the recess setting. Initially the definition, behavioral characteristics, and prevalence of autism will be presented. This will be followed by a brief discussion of autism for an individual in the classroom, and possible benefits, challenges, and solutions for children with autism in the recess setting. Lastly, specific methods of including a student with autism in a basic recess activity will be discussed.

The participation of a student with juvenile arthritis in recess can often be both challenging and rewarding for the student and general education teacher. This paper will address common characteristics of students with juvenile arthritis and present basic solutions to improve the education of these students in the recess setting. Initially the definition and prevalence of juvenile arthritis will be presented. This will be followed by a discussion of juvenile arthritis for an individual in the classroom, and possible challenges and solutions for children with juvenile arthritis in the recess setting. Lastly, specific methods of including a student with juvenile arthritis in a basketball-related recess activity will be discussed.

As the number of students practicing Islam increases it is ever-more important for all educators including special education teachers to understand a variety of specific Islam-related factors for the purpose of improving the education of these students. Therefore, the purpose of this paper is to present some of the common religious practices found in Islam and the common practices related to serving students in the special education setting that could possibly conflict with these religious practices. Also, the paper presents possible solutions to these dilemmas.

This article explores the Puritan approach to training ministers in the 16th century, emphasizing the need for a godly and competent ministry. The Puritans utilized strategies such as prophesying exercises, formal education at universities, and personal influences to produce a learned and godly ministry. Prominent figures like Laurence Chaderton and Richard Greenham played significant roles in training ministers during this time. The article suggests several applications for modern-day churches, including combining seminary education with practical experience, mentorship programs, preaching workshops, and support groups for ministers. The goal is to develop a new generation of effective preachers and shepherds while fostering a culture of godliness and learning in ministry. [Extracted from the article]

Recreational sports programs for children in the United States are virtually everywhere. Baseball, softball, basketball, soccer, gymnastics, and dance are often options, just to name a few. However, recreation sports programs specifically for children with disabilities are not as popular. This is especially true in small town america. This manuscript provides information in terms of methods to develop such programs in these smaller communities. Topics include, but are not limited to, developing goals of such programs, funding opportunities, advertisement, facilities/equipment, and the use of volunteers. Keywords: recreation, children, disabilities, Recreational sports programs for children in the United States are virtually everywhere. Baseball, softball, basketball, soccer, gymnastics, and dance are often options, just to name a few. However, is this [...]

Summary: This article discusses the technologies and implementation of a climate data portal. This portal provides researchers and community stakeholders access to climatological data and resources, currently focusing on the state of Hawai'i. The portal provides interactive access to and visualization of hosted historical and near‐real‐time gridded maps and aggregated sensor station observational data. Climate data (currently precipitation and temperature) from sensor stations are collected, quality controlled, and processed daily to produce high‐resolution gridded maps of climate data. A publicly available web application allows users to navigate the available data and visualize the produced gridded data products and sensor stations data on an interactive map element, view information about the sensor stations used to produce a given map, and generate time series from sensor station data. The portal can also generate packages of data to export from the application. The portal is designed to host and disseminate any climatological variables that can be processed into a set of observational data and gridded value maps. The established workflow and automation procedure is generally extensible to additional variables and will be used similarly to expand the scope of the portal. [ABSTRACT FROM AUTHOR]

The participation of a student with Traumatic Brain Injury (TBI) in general physical education can often be challenging and rewarding for the student and physical education teacher. This article addresses common characteristics of students with TBI and presents basic solutions to improve the education of students with TBI in the general physical education setting. (Contains 1 table.)