.g., age, gender, years of experience) were found to have little impact on the satisfaction of PE teachers ( Richards et al., 2017 ). Job Satisfaction in Adapted Physical Education Teachers Little is known about adapted physical education (APE) teachers’ job satisfaction. Ješinová et al. ( 2014 ) found that
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Minhyun Kim, José A. Santiago, Chan Woong Park, and Emily A. Roper
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
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
Steven K. Holland and Justin A. Haegele
= physical education; APE = adapted physical education; Itinerant = teachers who travel to more than one school for APE services; School-based APE = teachers who performed all APE duties at one school, including both integrated and segregated school settings. Data Collection The following three sources of
Martin Giese, Justin A. Haegele, and Anthony J. Maher
informed conversation about normative motor skill assessments as a seemingly taken-for-granted and valued practice in adapted physical activity. To do so, we focus our conversations on the adapted physical activity subdiscipline of adapted physical education, which is concerned specifically with physical
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.
Scott W.T. McNamara, Melissa Bittner, Heather Katz, and Kelly Hangauer
) scoping review also did not uncover any studies focused on teaching physical education to students with disabilities or adapted physical education (APE) services that are designed to deliver individualized instruction to students with disabilities to allow them to successfully access the physical
Chan Woong Park and Matthew D. Curtner-Smith
the APEs possessed teaching orientations at the time the study was completed. Many of them contrasted general physical education with adapted physical education, suggesting that the latter was “more distinguished” and had “more meaning and purpose.” There was also no indication that Bill’s teaching
Geoffrey D. Broadhead
It may be that important happenings during the 1960s and 1970s have helped to bring about the increased amount of published research in adapted physical education (APE), Three major research thrusts were identified which advanced the APE knowledge base: the evaluation of performance, physical education in the least restrictive environment, and effective programming. Specific suggestions were made for improving the quality of future research, and for the dissemination of research results.
Michael W. Churton
This article comprehensively reviews national legislation that affects the delivery of adapted physical education services. Legislation includes the Education of the Handicapped Act as amended by PL 99-457, the Rehabilitation Act as amended by PL 99-507, and the Developmental Disabilities Assistance and Bill of Rights Act as amended by PL 100-146. Direct and indirect references to physical education are presented for each act. An overview as to the legislative process is also described. Advocacy is discussed pertinent to the profession’s and the professionals’ responsibilities for ensuring that statutory language is implemented.
