Barriers and Supports Vs. Abilities and Disabilities

Our Diversity Paper (Barriors and Supports Vs. Abilities and Disabilities)

My Personal articles Referenced*

1.  Let the Children Have Their Say:  Children with Special Educational Needs and Their Experiences of Physical Education

By:  JANINE COATES and PHILIP VICKERMAN,   November 1998

EXCERPT:  “Because I can’t walk well, I can’t run well, I can’t do volleyball well, I can’t do any kind of sport well . . . I’m just no good. I call myself a no good person, you know when I get there in the PE class.”

2.  Physical Education for Students with Autism: Teaching Tips and Strategies

By:  Kristi Sayers Menear and Shannon Smith, May 2008

EXCERPT: ” They note that programs should have consistency from day to day, verbal instructions should be brief and waiting time should be minimized.”

3.  Hong Kong Physical Education Teacher’s Beliefs about Teaching Students with Disabilities:  A Qualitative Analysis

By:  Jing Qi And  Amy Sau Ching Ha, July 2012

EXCERPT:  “MR. LE: I have a student with autism. When he can’t express himself effectively, his fellow classmates without disabilities often laugh at them or bully him. It’s a difficulty to teach students with disabilities to embrace their disabled peers……”

MR. LE: I can’t keep my eye on more than one or two students with disabilities. I have regular students also. I am responsible for everybody in my PE class, not just students with disabilities.”

4.  Physical Activity and Youth with Disabilities: Barriers and Supports

By:  Martin E. Block, Ph.D., Andrea Taliaferro, Ph.D., and Tom Moran, Ph.D,  April 2013

EXCERPT:  ” In order to increase the physical activity levels of youth with disabilities so that they may experience the benefits of a physically active lifestyle, we must work to remove the barriers to participation which they encounter and, at the same time, increase our levels of support.”

5.  High School Physical Education Teachers’ Beliefs about Teaching Students with Mild to Severe Disabilities

By:  Kevin M. Casebolt and Samuel R. Hodge, September 2010

EXCERPT:  ” The big concern I have [is] finding out what the student is capable of doing or not capable of doing. Information access in terms of medical conditions and such is difficult to come by yet necessary in allowing me to prepare adequately …. It does make it easier once you get to know your student and talk to him and find out more about his abilities and what he enjoys doing in order to reward him. (Mr. Harding, Interview)”

6.  GUEST SPEAKER 7/2/13 Kine 515 Michelle Zevely, Butte County SPED Director

(Information pulled from Special Education Acryonym Quiz)

EXCERPT:  “The 13 Eligibilities that can lead to most of these barrios are:  Autism, Intellectual Disabilities, Emotionally Disturbed, Specific Learning, Disabilities, Speech and Language, Deaf/Blindness, Visual Impairment, Deaf, Hard of Hearing, Multiple Disabilities, Orthopedic Impairment, and Traumatic Brain Injury.”

7.  NICHCY (National Dissemination Center for Children with Disabilities) Website

NICHCY Disability Fact Sheet 13, November 2012

EXCERPT:  Visual Impairment includes specific impairments like strabismus, congenital cataracts, retinopathy, coloboma, optic nerve hypoplasia, cortical visual impairment, and partial or complete blindness.

* For Linday’s articles referenced in paper please refer to the last page of our paper, “References”.  This list is all inclusive.*

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