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Patricia Santos de Oliveira, Mey de Abreu van Munster, Joslei Viana de Souza and Lauren J. Lieberman

students with disabilities in different contexts ( Caetano & Mendes, 2008 ; Machado & Almeida, 2014 ). The concept of education consulting involves a triad of interaction in which three parties generally act collaboratively: the consultant (adapted physical education [APE] teacher) assists the

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Wesley J. Wilson and K. Andrew R. Richards

discipline ( Laureano et al., 2014 ; Richards, Gaudreault, Starck, & Woods, 2018 ). The socialization of adapted PE (APE) teachers, however, has only recently garnered attention ( Wilson, Richards, & Kelly, 2017 ). While some of the experiences of PE and APE teachers are similar, there are also notable

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Danielle Peers

ethically be fixed ( Hobbs & Rice, 2013 ). In short, “The Heterosexual Questionnaire” was an axiological intervention. In this article, I am attempting to make a similar axiological intervention within the context of adapted physical activity (APA): one that renders noticeable the tacit values, and ethical

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Rebecca T. Marsh Naturkach and Donna L. Goodwin

reflection enable the identification of positive actions for improvement in future encounters. Undergraduate university instructors have historically used disability-related CSL to prepare adapted physical activity students for professional practice ( Connolly, 1994 ; DePauw, 2000 ; Hodge & Jansma, 1999

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Andrea R. Taliaferro and Sean M. Bulger

The significance of adapted physical education (APE) practicum experiences in undergraduate physical education teacher education (PETE) programs is well documented. Researchers have described these hands-on service-learning opportunities as an essential and integral component of introductory APE

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Ken R. Lodewyk

traits have been associated with adaptive outcomes in physical education (PE)-related settings such as physical activity ( Wilson & Dishman, 2015 ), academic achievement ( Ackerman, 2013 ), health ( Jackson, Dimmock, Gucciardi, & Grove, 2011 ), and sport ( Allen, Greenlees, & Jones, 2013 ). Despite these

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Martin E. Block and Philip Conatser

The purpose of this paper is to broaden the knowledge base regarding consulting in adapted physical education (APE). First, a definition and key characteristics of consulting are discussed. Second, a review of theoretical foundations and major characteristics of the two most common types of consulting models used in APE—behavior and organizational consulting—is presented. Third, the four most common roles of APE consultants—advocacy, trainer, fact finder, and process specialist—are examined. Fourth, the most common four-step consulting process (entry, diagnosis, implementation, and disengagement) is outlined and discussed. Finally, three major barriers to APE consulting—time to consult, administrative support, and attitudes and expectations of the consultee—are analyzed.

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Chan Woong Park and Matthew D. Curtner-Smith

schools may strategically comply, adjust to the prevailing culture, or attempt to strategically redefine their physical education departments’ practices and perspectives for the worse ( Lawson, 1983a , 1983b ). Little is known about the occupational socialization of adapted physical educators (APEs), the

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Øyvind F. Standal, Tor Erik H. Nyquist and Hanne H. Mong

Adapted physical activity (APA) is a slippery term. It has had various definitions throughout the years ( Reid, 2003 ; Sherrill & DePauw, 1997 ), and currently (as of November 2017), the European Federation of APA states that its definition is an object of discussion and may therefore evolve over

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Amanda Ebert and Donna L. Goodwin

Those who work in the realm of adapted physical activity (APA) are committed to advancing well-being, opportunities for physical activity, and engagement of disabled people 1 in society ( Goodwin & Rossow-Kimball, 2012 ). Professionals in the multidisciplinary field of APA draw from many parent