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Justin A. Haegele, Takahiro Sato, Xihe Zhu and T. Nicole Kirk

paraprofessional supports have on students with disabilities, (b) compare priorities and concerns included in the professional literature with those identified by individuals with disabilities, and (c) explore new areas of inquiry to improve outcomes for students with disabilities” (p. 416). Therefore, gaining an

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Pilvikki Heikinaro-Johansson, Claudine Sherrill, Ronald French and Heikki Huuhka

The purpose of this research was to develop and test an adapted physical education consultant model to assist regular elementary school classroom teachers to include children with special needs into regular physical education. The consultation model consisted of (a) Level 1, conducting a needs assessment, (b) Level 2, designing/implementing the program, and (c) Level 3, evaluating the program. The model was tested in two communities in Finland using the intensive and the limited consulting approaches. Data collection methods included videotaped observations of teacher and students, interviews, dialogue at interdisciplinary team meetings, and journals. Results are presented as case studies, which describe the process and product over a 2-month period of model implementation. Analysis of data indicate that classroom teachers, paraprofessionals, and students benefited from the consultant model. The adapted physical education consultant model appears to be a viable approach in facilitating the integration of children with special needs.

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Natan Uriely, Abraham Mehrez, Michael Bar-Eli and Assaf Mena

The current study examines two recent developments in the production of soccer coverage in the Israeli media: (a) the introduction of “intellectuals” and soccer “jocks” to the soccer commentators’ booth, and (b) the debate about soccer commentary that has followed this trend. These developments are delineated from the perspective of the commentators themselves through in-depth interviews and a systematic survey of their statements in the media. The interpretations offered of the commentators’ accounts are multidimensional and draw on theories of postmodernity, social relations of power, and professional systems. While the engagement of these paraprofessional journalists in soccer commentating is seen to exemplify postmodern processes of de-differentiation, the debate about soccer commentary is also seen to reflect on the commentators’ class and professional background.

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

consultee (teachers, paraprofessionals, and parents) in the care of third parties (students, family members, and other members of the school community). Thus, in the collaborative consulting model, the special education teacher offers guidance to the regular education teacher on ways to modify

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Chan Woong Park and Matthew D. Curtner-Smith

administrators, teachers of other subjects, paraprofessionals, regular PE teachers, other APEs with whom they taught or encountered as they moved from school to school, and, to a lesser extent, parents and students. The greater the number of these adult personnel who “valued” what the APEs did, the better the

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Hayley Morrison and Doug Gleddie

students with intellectual disabilities about their experiences with paraprofessional support . Exceptional Children, 71 ( 4 ), 415 – 430 . Bryan , R.R. , McCubbin , J.A. , & van der Mars , H. ( 2013 ). The ambiguous role of the paraeducator in the general physical education environment

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Shelby J. Martin and Timothy Anderson

and paraprofessional mental health from different support systems, including general mental health services, sport psychology consultation, and from associates in or outside of student athletic services who are uncredentialed but may have knowledge of mental health. Further, willingness to disclose

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Jerome N. Rachele, Vincent Learnihan, Hannah M. Badland, Suzanne Mavoa, Gavin Turrell and Billie Giles-Corti

or duties they performed. This information was subsequently coded to the Australian Standard Classification of Occupations (ASCO). 29 The original 9-level ASCO classification was recoded into 5 categories: (1) managers/professionals (managers and administrators, professionals, and paraprofessionals

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Rose M. Angell, Stephen A. Butterfield, Shihfen Tu, E. Michael Loovis, Craig A. Mason and Christopher J. Nightingale

investigators achieved interrater reliability coefficients (percent of interobserver agreement) of at least .90 for each component for throwing and striking. Butterfield et al. ( 2012 ) previously applied all aforementioned procedures. The school’s physical educator, assisted by a paraprofessional, conducted