References
- André, A., Deneuve, P., & Louvet, B. (2011). Cooperative learning in physical education and acceptance of students with learning disabilities. Journal of Applied Sport Psychology, 23(4), 474–485. https://doi.org/10.1080/10413200.2011.580826
- Blinde, E. M., & McCallister, S. G. (1998). Listening to the voices of students with physical disabilities. Journal of Physical Education, Recreation & Dance, 69(6), 64–68. https://doi.org/10.1080/07303084.1998.10605578
- Block, M. E. (1994). Why all students with disabilities should be included in regular physical education. Palaestra, 10(3), 17–24.
- Block, M. E., Klavina, A., & McKay, C. (2016). Facilitating Social Acceptance and Inclusion. In M. E. Block (Ed.), A teacher’s guide to adapted physical education (4th ed., pp. 271–288). Paul. H. Brookes.
- Block, M. E., Klavina, A., & Davis, R. (2016). Instructional modifications. In M. E. Block (Ed.), A teacher’s guide to adapted physical education (4th ed., pp. 93–124). Paul H. Brookes.
- Block, M. E., & Krebs, P. L. (1992). An alternative to the continuum of the least restrictive environments: A continuum of support to regular physical education. Adapted Physical Activity Quarterly, 9, 97–113. https://doi.org/10.1123/apaq.9.2.97
- Brian, A., Grenier, M., Lieberman, L. J., Egan, C., & Taunton, S. (2017). 50 million strong for all: Universally designing CSPAPs to align with APE best practices. JOPERD: the Journal of Physical Education, Recreation & Dance, 88(7), 30–36.
- Casey, A., & Goodyear, V. A. (2015). Can cooperative learning achieve the four learning outcomes of physical education? A review of literature. Quest, 67(1), 56–72. https://doi.org/10.1080/00336297.2014.984733
- Casey, A., Goodyear, V. A., & Dyson, B. P. (2015). Model fidelity and students’ responses to an authenticated unit of cooperative learning. Journal of Teaching in Physical Education, 34(4), 642–660. https://doi.org/10.1123/jtpe.2013-0227
- Center for Applied Special Technology. (2011). Universal Design for Learning guidelines, version 2.0. Author.
- Coates, J. (2011). Physically fit or physically literate? How children with special educational needs understand physical education. European Physical Education Review, 17(2), 167–181. https://doi.org/10.1177/1356336X11413183
- Coates, J., & Vickerman, P. (2008). Let the children have their say: Children with special education needs and their experiences in physical education – A review. Support for Learning, 23(4), 168–175. https://doi.org/10.1111/j.1467-9604.2008.00390.x
- Columna, L., Cook, A., Foley, J. T., & Bailey, J. (2014). Survey development to assess parental satisfaction with adapted physical education teachers’ abilities working with children with autism. Physical Education and Sport Pedagogy, 19(5), 481–493. https://doi.org/10.1080/17408989.2014.907888
- Dyson, B. P. (2002). The implementation of cooperative learning in an elementary physical education program. Journal of Teaching in Physical Education, 22(1), 69–85. https://doi.org/10.1123/jtpe.22.1.69
- Education for All Handicapped Children Act. (1975). PL 94-142, 20 U.S.C. §§ 1400 et seq.
- Falvey, M. A., & Rosenberg, R. L. (1995). Developing and fostering friendships. In M. A. Falvay (Ed.), Inclusive and heterogeneous schooling (pp. 267–284). Paul H. Brookes.
- Fitzgerald, H. (2005). Still feeling like a spare piece of luggage? Embodied experiences of (dis)ability in physical education and school sport. Physical Education and Sport Pedagogy, 10(1), 41–59. https://doi.org/10.1080/1740898042000334908
- Goodwin, D. L., & Watkinson, E. J. (2000). Inclusive PE from the perspectives of students with physical disabilities. Adapted Physical Activity Quarterly, 17(2), 144–160. https://doi.org/10.1123/apaq.17.2.144
- Grenier, M. A. (2006). A social constructionist perspective of teaching and learning in inclusive physical education. Adapted Physical Activity Quarterly, 23(3), 245–260. https://doi.org/10.1123/apaq.23.3.245
- Grenier, M. A., Collins, K., Wright, S., & Kearns, C. (2014). Perceptions of a disability sport unit in general physical education. Adapted Physical Activity Quarterly, 31(1), 49–66. https://doi.org/10.1123/apaq.2013-0006
- Haegele, J. A. (2019). Inclusion illusion: Questioning the inclusiveness of integrated physical education. Quest, 71(4), 387–397. https://doi.org/10.1080/00336297.2019.1602547
- Haegele, J. A., & Kirk, T. N. (2018). Experiences in physical education: Exploring the intersection of visual impairment and maleness. Adapted Physical Activity Quarterly, 35(2), 196–213. https://doi.org/10.1123/apaq.2017-0132
- Haegele, J. A., & Sutherland, S. (2015). The perspective of students with disabilities toward physical education: A review of qualitative inquiry. Quest, 67(3), 255–273. https://doi.org/10.1080/00336297.2015.105118
- Hastie, P. A., de Ojeda, D. M., & Luquin, A. C. (2011). A review of research on sport education: 2004 to the present. Physical Education and Sport Pedagogy, 16(2), 103–132. https://doi.org/10.1080/17408989.2010.535202
- Healy, S., Msetfi, R., & Gallagher, S. (2013). “Happy and a bit nervous”: The experiences of children with autism in physical education. British Jour- Nal of Learning Disabilities., 41(3), 222–228. https://doi.org/10.1111/bld.12053
- Hersman, B. L., & Hodge, S. R. (2010). High school physical educators’ beliefs about teaching differently abled students in an urban public school district. Education and Urban Society, 42(6), 730–757. https://doi.org/10.1177/0013124510371038
- Horvat, M., Kelly, L. E., Block, M., & Croce, R. (2018). Developmental and adapted physical activity assessment (2nd ed.). Human Kinetics Publishers.
- Hutzler, Y., Fliess, O., Chacham, A., & Van den Auweele, Y. (2002). Perspectives of children with physical disabilities on inclusion and empowerment: Supporting and limiting factors. Adapted Physical Activity Quarterly, 19(3), 300–317. https://doi.org/10.1123/apaq.19.3.300
- Hutzler, Y., Fliess-Douer, O., Avraham, A., Reiter, S., & Talmor, R. (2007). Effects of short term awareness interventions on children’s attitudes toward peers with a disability. International Journal of Rehabilitation Research, 30, 159–161. PubMed. https://doi.org/10.1097/MRR.0b013e32813a2eb6
- International Paralympic Committee. (2006). Paralympic school day manual. Author.
- Jewett, A. E., Bain, L. L., & Ennis, C. D. (1995). The curriculum process in physical education (2nd ed.). Brown & Benchmark.
- Johnson, C. C. (2009). The benefits of physical activity for youth with developmental disabilities: A systematic review. American Journal of Health Promotion, 23(3), 157–167. https://doi.org/10.4278/ajhp.070930103
- Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. MN Interaction Book Company.
- Johnson, D. W., & Johnson, R. T. (1991). Learning mathematics and cooperative learning lesson plans for teachers. Interaction Book Co.
- Kalef, L., Reid, G., & MacDonald, C. (2013). Evidence-based practice: A quality indicator analysis of peer-tutoring in adapted physical education. Research in Developmental Disabilties, 34(9), 2514–2522. https://doi.org/10.1016/j.ridd.2013.05.004
- Kelly, L. E. (Ed.). (1995). Adapted physical education national standards. Human Kinetics Publishers.
- Kelly, L. E. (2011). Designing and implementing effective adapted physical education programs. Sagamore Publishing, LLC.
- Kelly, L. E. (Ed.). (2019). Adapted physical education national standards (3rd ed.). Human Kinetics Publishers.
- Kelly, L. E., Wessel, J. A., Dummer, G., & Sampson, T. (2010). Everyone CAN: Elementary physical education curriculum and teaching resources. Human Kinetics Publishers.
- Kennedy, W., & Yun, J. (2019). Universal design for learning as a curriculum development tool in physical education. JOPERD: the Journal of Physical Education, Recreation & Dance, 90(6), 25–31. https://doi.org/10.1080/07303084.2019.1614119
- Kinchin, G., Penney, D., & Clarke, G. (2001). Teaching the national curriculum physical education: Try sport education? British Journal of Teaching Physical Education, 32(2), 41–44.
- Kirk, D. (2013). Educational value and models-based practice in physical education. Educational Philosophy and Theory, 45(9), 973–986. https://doi.org/10.1080/00131857.2013.785352
- Klavina, A., & Block, M. E. (2008). The effects of peer tutoring on interaction behaviors In inclusive physical education. Adapted Physical Activity Quarterly, 25(2), 132–158. https://doi.org/10.1123/apaq.25.2.132
- Kwon, E. H. (2018). Status of introductory APE course and infusion in physical education teacher education programs. Palaestra, 32(1), 32–39.
- Lavay, B., & DaPaepe, J. (1987). The harbinger helper: Why mainstreaming in physical education doesn’t always work. Journal of Physical Education, Recreation, and Dance, 58(7), 98–103. https://doi.org/10.1080/07303084.1987.10609614
- Lieberman, L. J. (2017). The need for universal design for learning. Journal of Physical Education, Recreation & Dance, 88(3), 5–7. https://doi.org/10.1080/07303084.2016.1271257
- Lieberman, L. J., Brian, A., & Grenier, M. (2017). Validation of the Lieberman/Brian Inclusion Rating Scale for Physical Education (LIRSPE). European Physical Education Review, 25(2), 351–354. https://doi.org/10.1177/1356336X17733595
- Lieberman, L. J., Dunn, J. M., Van der Mars, H., & McCubbin, J. A. (2000). Peer tutors’ effects on activity levels of deaf students in inclusive elementary physical education. Adapted Physical Activity Quarterly, 17(1), 20–39. https://doi.org/10.1123/apaq.17.1.20
- Lirgg, C. D., Gorman, D. R., Merrie, M. D., & Shewmake, C. (2017). Exploring challenges in teaching physical education to students with disabilities. Palaestra, 31, 13–18.
- McCoy, S. M., Jakicic, J. M., & Gibbs, B. B. (2016). Comparison of obesity, physical activity, and sedentary behaviors between adolescents with autism spectrum disorders and without. Journal of Autism and Developmental Disorders, 46(7), 2317–2326. https://doi.org/10.1007/s10803-016-2762-0
- McKay, C., Block, M. E., & Park, J. Y. (2015). The impact of paralympic school day on student attitudes toward inclusion in physical education. Adapted Physical Activity Quarterly, 32(4), 331–348. https://doi.org/10.1123/APAQ.2015-0045
- McKay, C., Haegele, J. A., & Block, M. E. (2019). Lessons learned from paralympic school day: Reflections from the students. European Physical Education Review, 3(25), 745–760. https://doi.org/10.1177/1356336X18768038
- Nichols, C., & Block, M. E. (in press). Recommendations for graduate program certification in adapted physical education in the United States. Journal of Kinesiology in Higher Education.
- Nichols, C., Block, M. E., & Wilson, W. J. (2019). Analysis of graduate programs in adapted physical education in the United States. International Journal of Kinesiology in Higher Education, 3(2), 47–57. https://doi.org/10.1080/24711616.2018.1535262
- Nolet, V., & McLaughlin, M. J. (2005). Accessing the general curriculum: Including students with disabilities in standards-based reform (2nd ed. ed.). Corwin Press.
- Obrusnikova, I. (2008). Physical educators’ beliefs about teaching children with disabilities. Perceptual and Motor Skills, 106(2), 637–644. https://doi.org/10.2466/pms.106.2.637-644
- Obrusnikova, I., & Block, M. E. (2020). Historical context and definition of inclusion. In J. A. Haegele, S. R. Hodge, & D. Shapiro (Eds.), Handbook of adapted physical education. Routledge.
- Obrusnikova, I., Block, M. E., & Dillon, S. R. (2010). Children’s beliefs toward cooperative playing with peers with disabilities in physical education. Adapted Physical Activity Quarterly, 27(2), 127–142. https://doi.org/10.1123/apaq.27.2.127
- Obrusnikova, I., & Dillon, S. R. (2012). Students’ beliefs and intentions to play with peers with disabilities in physical education: Relationships with achievement and social goals. Journal of Teaching in Physical Education, 31(4), 311–328. https://doi.org/10.1123/jtpe.31.4.311
- Ozer, D., Nalbant, S., Aǧlamıș, E., Baran, F., Kaya, S. P., Aktop, A., & Hutzler, Y. (2013). Physical education teachers’ attitudes towards children with intellectual disability: The impact of time in service, gender, and previous acquaintance. Journal of Intellectual Disability Research, 57(11), 1001–1013. https://doi.org/10.1111/j.1365-2788.2012.01596.x
- Piletic, C. K., & Davis, R. (2010). A profile of the introduction to adapted physical education course within undergraduate physical education teacher education program. Journal of Research in Health, Physical Education, Recreation, Sport & Dance, 5(2), 26–32.
- Pill, S. (2008). A teacher’s perceptions of the Sport Education model as an alternative for upper primary school physical education. ACHPER Australia Healthy Lifestyles Journal, 55(2–3), 23. https://search.informit.com.au/documentSummary;dn=200811786;res=IELAPA
- Place, K., & Hodge, S. R. (2001). Social inclusion of students with physical disabilities in general physical education: A behavioral analysis. Adapted Physical Activity Quarterly, 18(4), 389–404. https://doi.org/10.1123/apaq.18.4.389
- Pocock, T., & Miyahara, M. (2018). Inclusion of students with disability in physical education: A qualitative meta-analysis. International Journal of Inclusive Education, 22(7), 751–766. https://doi.org/10.1080/13603116.2017.1412508
- Pressé, C., Horton, M., Block, M. E., & Harvey, W. J. (2011). Adapting the sport education model for children with disabilities. JOPERD: the Journal of Physical Education, Recreation & Dance, 82(3), 32–39. https://doi.org/10.1080/07303084.2011.10598595
- Qi, J., & Ha, A. S. (2012). Inclusion in physical education: A review of literature. International Journal of Disability, Development and Education, 59(3), 257–281. https://doi.org/10.1080/1034912X.2012.697737
- Reina, R., Lopez, V., Jimenez, M., Garcia-Calvo, T., & Hutzler, Y. (2011). Effects of awareness interventions on children’s attitudes toward peers with a visual impairment. International Journal of Rehabilitation Research, 34(3), 243–248. PubMed. https://doi.org/10.1097/MRR.0b013e3283487f49
- Rimmer, J. H., & Marques, A. C. (2012). Physical activity for people with disabilities. The Lancet, 380(9838), 193–195. https://doi.org/10.1016/S0140-6736(12)61028-9
- Robertson, J., Emerson, E., Baines, S., & Hatton, C. (2018). Self-reported participation in sport/exercise among adolescents and young adults with and without mild to moderate intellectual disability. Journal of Physical Activity & Health, 15(4), 247–254. https://doi.org/10.1123/jpah.2017-0035
- Samalot, A., & Lieberman, L. J. (2017). Adapted physical educators current involvement in the IEP process. Palaestra, 31, 22–27.
- Sato., T., & Hodge, S. R. (2009). Japanese physical educators’ beliefs on teaching students with disabilities at urban high schools. Asia Pacific Journal O F Education, 29(2), 159–177. https://doi.org/10.1080/02188790902857164
- Sato, T., Hodge, S. R., Murata, N. M., & Maeda, J. K. (2007). Japanese physical education teachers’ beliefs about teaching students with disabilities. Sport, Education and Society, 12(2), 211–230. https://doi.org/10.1080/13573320701287536
- Seymour, H., Reid, G., & Bloom, G. A. (2009). Friendship in inclusive physical education. Adapted Physical Activity Quarterly, 26(3), 201–219. https://doi.org/10.1123/apaq.26.3.201
- Sherrill, C. (2003). Should social inclusion be a major goal of physical education? Palaestra, 19(2), 56–57.
- Siedentop, D. (1994). Sport Education: quality physical education through physical activity. Human Kinetics.
- Society of Health and Physical Educators America. (2015). 50 million strong goals. http://50million.shapeamerica.org/50-million-strong-goals/
- Spencer-Cavaliere, N., & Watkinson, E. J. (2010). Inclusion understood from the perspectives of children with disability. Adapted Physical Activity Quarterly, 27(4), 275–293. https://doi.org/10.1123/apaq.27.4.275
- Stainback, W., Stainback, S., & Bunch, G. (1989). A rationale for the merger of regular and special education. In W. Stainback, S. Stainback, & M. Forest (Eds.), Educating all students in the mainstream of regular education (pp. 15–28). Paul H. Brookes.
- Stanish, H. I., & Temple, V. A. (2012). Efficacy of a peer‐guided exercise programme for adolescents with intellectual disability. Journal of Applied Research in Intellectual Disabilities, 25(4), 319–328. https://doi.org/10.1111/j.1468-3148.2011.00668.x
- Tant, M., & Watelain, E. (2016). Forty years later, a systematic literature review on inclusion in physical education (1975–2015): A teacher perspective. Educational Research Review, 19(2016), 1–17. https://doi.org/10.1016/j.edurev.2016.04.002
- Temple, V. A., & Lynnes, M. D. (2008). Peer tutoring for inclusion. ACHPER Australia Healthy Lifestyles Journal, 55(2/3), 11–21. https://search.informit.com.au/documentSummary;dn=200811785;res=IELAPA
- Tindall, D., Foley, J., & Lieberman, L. J. (2016). Incorporating sport education roles for students with visual impairments and blindness as part of a sport camp experience. Palaestra, 30, 31–36.
- Tripp, A., French, R., & Sherrill, C. (1995). Contact theory and attitudes of children in physical education programs toward peers with disabilities. Adapted Physical Activity Quarterly, 12(4), 323–332. https://doi.org/10.1123/apaq.12.4.323
- U.S. Department of Health and Human Services. (2018). Physical activity guidelines for Americans (2nd). Author. https://health.gov/paguidelines/second-edition/pdf/Physical_Activity_Guidelines_2nd_edition.pdf#page=46
- United States Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs. (2018). 40th annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Author.
- van Munster, M. A., Lieberman, L. J., & Grenier, M. A. (2019). Universal design for learning and differentiated instruction in physical education. Adapted Physical Activity Quarterly, 36(3), 359–377. https://doi.org/10.1123/apaq.2018-0145
- Vashdi, E., Hutzler, Y., & Roth, D. (2008). Compliance of children with moderate to severe intellectual disability to treadmill walking: A pilot study. Journal of Intellectual Disability Research, 52(5), 371–379. https://doi.org/10.1111/j.1365-2788.2007.01034.x
- Verderber, J. M. S., Rizzo, T. L., & Sherrill, C. (2003). Assessing student intention to participate in inclusive physical education. Adapted Physical Activity Quarterly, 20(1), 26–45. https://doi.org/10.1123/apaq.20.1.26
- Wallhead, T., & O’sullivan, M. (2005). Sport education: Physical education for the new millennium? Physical Education and Sport Pedagogy, 10(2), 181–210. https://doi.org/10.1080/17408980500105098
- Wallhead, T., & O’Sullivan, M. (2007). A didactic analysis of content development during the peer teaching tasks of a sport education season. Physical Education and Sport Pedagogy, 12(3), 225–243. https://doi.org/10.1080/17408980701610177
- Wilhelmsen, T., & Sorensen, M. (2017). Inclusion of children with disabilities in physical education: A systematic review of literature from 2009 to 2015. Adapted Physical Activity Quarterly, 34(3), 311–337. https://doi.org/10.1123/apaq.2016-0017
- Wilhite, B., Mushett, C. A., Goldenberg, L., & Trader, B. R. (1997). Promoting inclusive sport and leisure participation: Evaluation of the Paralympic day in the schools model. Adapted Physical Activity Quarterly, 14(2), 131–146. https://doi.org/10.1123/apaq.14.2.131
- Willis, S., & Mann, L. (2000). Differentiating instruction: Finding manageable ways to meet individual needs. Curriculum Update, 4, 1–3.
- Wilson, W. J., Haegele, J. A., & Kelly, L. E. (2019). Revisiting the narrative about least restrictive environment in physical education. Quest. https://doi.org/10.1080/00336297.2019.1602063
- Wiskochil, B., Lieberman, L. J., Houston-Wilson, C., & Petersen, S. (2007). The effects of trained peer tutors on academic learning time-physical education on four children who are visually impaired or blind. Journal of Visual Impairment and Blindness, 101(6), 339–350. https://doi.org/10.1177/0145482X0710100604