What Is a Highly Qualified Adapted Physical Education Teacher?

Lytle, Rebecca; Lavay, Barry; Rizzo, Terry L.

doi:10.1080/07303084.2010.10598433

Cited by 27 publications

(17 citation statements)

References 7 publications

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“…This law stresses that physical education must be provided to all students, irrespective of disability status. Students who cannot safely and successfully participate in the general physical education (GPE) environment must be provided physical education by a qualified adapted physical activity educator (Lytle, Lavay, & Rizzo, 2010). Therefore, careful consideration to the services provided to children with disabilities regarding physical education or adapted physical education needs to be afforded.…”

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confidence: 99%

Parental Expectations About Adapted Physical Education Services

et al. 2012

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The purpose of this study was to characterize the expectations of parents of children with disabilities regarding adapted physical education services. Participants (N = 10) were parents of children with disabilities. Parents participated in one-onone semistructured interviews. Transcripts were analyzed through a constant comparative method. Three parental themes emerged from the analysis: (a) importance placed on physical activities, (b) ongoing and frequent communication and collaboration, and (c) teachers' attributes. The results of this study demonstrated that parents wanted more communication with the adapted physical education teacher, a collaborative working relationship, attendance of the adapted physical education teacher at Individual Education Program meetings, and normalcy for their child.

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confidence: 99%

Parental Expectations About Adapted Physical Education Services

et al. 2012

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“…Limited PA in physical education is likely due to lack of training of general physical education teachers to teach children with VI (Lieberman et al, 2013; Perkins et al, 2013). Additionally, in the United States, not all schools have an adapted physical education teacher, who is a specialist at supporting general education instruction and designing and teaching students with disabilities (Columna, Cook, Foley, & Bailey, 2014; Lytle, Lavay, & Rizzo, 2010; Perkins et al, 2013). Moreover, adapted physical educators may have the skills to provide services to their students and share their students’ progress with their parents.…”

Section: Discussionmentioning

confidence: 99%

Parents’ perceptions of physical activity experiences for their families and children with visual impairments

Columna

Dillon

Norris

et al. 2017

British Journal of Visual Impairment

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Acknowledging and understanding parental perceptions and experiences surrounding physical activity (PA) is crucial to promoting participation in PA for children with visual impairments (VI) given that parents strongly influence their children's participation in physical activities. The purpose of this study was to understand parents' perceptions regarding PA experiences for their family and children with VI. Participants in this study were parents of children with VI (N = 10) who took part in one-on-one semi-structured phone interviews that were transcribed and then analyzed through a thematic line-by-line analysis. Two themes emerged from the analysis of the data: (1) Health, Social, and Psychological Benefits and (2) Multifaceted Barriers. The parents in this study valued PA and had high PA expectations for their children; however, they struggled to overcome multiple barriers-most notably their limited ability to motivate their children to be physically active.

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“…Through the implementation of an RTI system, students receive an appropriate level of scientifically based instruction focused on their educational needs (Barnes & Harlacher, 2008;Cummings, 2006) and delivered by highly qualified educators (Lytle, Lavay, & Rizzo, 2010;Napper-Owen, Marston, Van Volkinburg, Afeman, & Brewer, 2008;NCLB, 2001). The National Research Center on Learning Disabilities (NRCLD, 2006) described RTI as …an assessment and intervention process for systematically monitoring student progress and making decisions about the need for instructional modifications or increasingly intensified services using progress monitoring data.…”

Section: Response-to-intervention Systemmentioning

confidence: 99%