Parental Expectations About Adapted Physical Education Services

Chaapel, Holly; Columna, Luis; Lytle, Rebecca; Bailey, Jo Ellen

doi:10.1177/0022466912447661

Cited by 28 publications

(35 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The findings from this study support the need for APE experts to be consulted when developing IEP software, as APE and general physical education teachers are frequently left out of the IEP process (e.g., Chaapel et al, 2013;Samalot-Rivera & Lieberman, 2017). Many IEP software companies and state IEP templates across the US are using a variety of terms to label physical education services for students with disabilities.…”

Section: Perspectivessupporting

confidence: 60%

“…The most prevalent experts consulted included special educators and special education administrators; however, fields that are often marginalized or forgotten throughout the IEP process, such as APE (Bittner et al, in press;Gray, 2016;Lieberman & Houston-Wilson, 2011;Stephens et al, 2011), were not as often consulted. It has been well-documented that special educators and school administrators lack understanding of APE and often perceive APE as less important compared to other academic areas, which may lead these experts to overlook them when providing their expertise to develop the IEP software (e.g., Chaapel et al, 2013;Government Accountability Office, 2010;Gray, 2016;McNamara et al, 2019;Samalot-Rivera & Lieberman, 2017;Stephen et al, 2011). Consulting experts from integral, yet often overlooked areas within special education, such as the field of APE, may help alleviate some of the barriers that prevent general physical education and APE teachers from being involved in the IEP process.…”

Section: Discussionmentioning

confidence: 99%

“…Although students with disabilities in the US have the right to access APE, if deemed necessary, APE is often a marginalized service within special education that is seldom addressed adequately throughout the IEP process (Chaapel, Columna, Lytle, & Bailey, 2013;Ellen, Lieberman, & Daggett, 2006;Gray, 2016;Krueger, DiRocco & Felix, 2000;Lieberman & Houston-Wilson, 2011;Samalot-Rivera & Lieberman, 2017). In fact, many students with disabilities receive physical education within a general physical education setting with little to no accommodations identified on their IEPs for physical education (Government Accountability Office, 2010).…”

Section: Eujapaupolczmentioning

confidence: 99%

“…In fact, many students with disabilities receive physical education within a general physical education setting with little to no accommodations identified on their IEPs for physical education (Government Accountability Office, 2010). One of the largest barriers that disrupt and prevent appropriate APE services from being delivered to students with disabilities is that many general physical education and APE teachers are not invited to the IEP meetings (Chaapel et al, 2013;Krueger et al, 2000). For example, Samalot-Rivera and Lieberman (2017) surveyed 137 general and adapted physical educators about their involvement in the IEP process.…”

Section: Eujapaupolczmentioning

confidence: 99%

“…This lack of understanding of key components of APE and poor perception toward APE may lead members of the IEP team to neglect addressing physical education throughout the IEP process, as well as overlooking the invitation of general physical educators and adapted physical educators to the IEP meetings (Chaapel et al, 2013;Gray, 2016;Krueger et al, 2000;McNamara, Silliman-French, Morgan, & Stephens-Pisecco, 2019;Samalot-Rivera & Lieberman, 2017;Stephens et al, 2011). According to the Individuals with Disabilities Education Act (2004), anyone who is considered a member of the IEP team is required to attend an IEP meeting.…”

Section: Eujapaupolczmentioning

confidence: 99%

See 4 more Smart Citations

Finding a Home for Adapted Physical Education in Individualized Education Program Software

McNamara¹,

Dillon²

2020

Eur. J. Adapt. Phys. Act.

View full text Add to dashboard Cite

mandates special education is free and appropriate for all children with disabilities and includes services in physical education (PE). Few scholars have examined how PE for students with disabilities is documented within individualized education program (IEP) software systems. Thus, the purpose of this investigation was to examine the extent to which PE is being included in IEP software. Fifteen IEP software companies were surveyed. In addition, nine state IEP templates were randomly selected and reviewed in order to determine how they labeled PE services. Four IEP templates were selected from states with an adapted physical education (APE) teaching certificate or endorsement, and five IEP templates were selected from states that did not have an APE teaching certificate or endorsement. The findings from this study indicate that IEP software companies and state IEP templates across that nation are using a variety of terms (e.g., adaptive PE) to label PE services for students with disabilities. Furthermore, many of the documents are also incorrectly classifying PE services as a related service, rather than a direct service which is the correct classification of PE services. These findings support the need for PE experts to be consulted during the development of state IEP templates and IEP software.

show abstract

Section: Perspectivessupporting

confidence: 60%

Section: Discussionmentioning

confidence: 99%

Section: Eujapaupolczmentioning

confidence: 99%

Section: Eujapaupolczmentioning

confidence: 99%

Section: Eujapaupolczmentioning

confidence: 99%

See 3 more Smart Citations

Finding a Home for Adapted Physical Education in Individualized Education Program Software

McNamara¹,

Dillon²

2020

Eur. J. Adapt. Phys. Act.

View full text Add to dashboard Cite

show abstract

A randomized parent‐mediated physical activity intervention for autistic children

Prieto,

Meera,

Barry

et al. 2023

Autism Research

Self Cite

View full text Add to dashboard Cite

The purpose of this study was to examine the immediate and post effects of a parentmediated physical activity intervention on the fundamental motor skills of autistic children. We randomly assigned parent-child dyads (n = 31) of autistic children aged 4-11 years into three groups (workshop, an online, or control group). Each dyad participated in a 12-week intervention and was given adapted physical activity equipment and over 200 activities via a mobile application. Children were tested at the start and end of the intervention. The effect size (Cohen's d) of the control group for pre-post locomotor and ball skill scores were 0.12 and 0.06, respectively, indicating small effect size. The effect size of the online group for pre-post locomotor and ball skill scores were 49 and 0.26, respectively, indicating medium and small effect sizes. The effect size of the in-person group for pre-post locomotor and ball skill scores were 1.18 and 0.82, respectively, indicating large effect sizes. The outcomes of this physical activity intervention suggest that parents may facilitate the acquisition of fundamental motor skills of their autistic children. Although these results are positive, there is a need to further identify effective interventions for fundamental motor skill development in autistic children. Clinical Trials ID: NCT05159102. Lay SummaryAutistic children can benefit a lot from regular physical activity. Some of these benefits include being healthy and meeting new friends. Regular physical activity can also lead to being on sports teams. But most people agree that you need to be good at activities, like throwing, kicking, Parents can help their autistic children learn activities like throwing, kicking, and running, which are also known as fundamental motor skills. In this study, 31 families were randomly assigned to one group. Each family participated in either the workshop, the online, or the control group. Families in the workshop and online groups completed a 12-week physical activity program. Each participant received adapted physical activity equipment. They also received a mobile application with over 200 activities. The workshop group also attended four in-person workshops. The workshops focused on the needs of autistic children and their parents. The online group attended the workshops via Zoom. We tested children on their fundamental motor skills before and after the program. Parents of autistic children are their children's first teachers. Yet, they may not have the skills to teach their children how to do physical activity. So, our purpose was to focus on teaching parents of autistic children. As a result, children in this study improved their fundamental motor skills. This finding can help inform future programs for parents of autistic children.

show abstract

Do Regular Schools in Spain Respond to the Educational Needs of Students with Down Syndrome?

Batanero

Jaén²,

Rueda

et al. 2019

J Child Fam Stud

View full text Add to dashboard Cite

Parental Expectations About Adapted Physical Education Services

Cited by 28 publications

References 14 publications

Finding a Home for Adapted Physical Education in Individualized Education Program Software

Finding a Home for Adapted Physical Education in Individualized Education Program Software

A randomized parent‐mediated physical activity intervention for autistic children

Do Regular Schools in Spain Respond to the Educational Needs of Students with Down Syndrome?

Contact Info

Product

Resources

About