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Experiences and Perspectives of College Students With Disabilities Toward Integrated Physical Education in South Korea

Seo Hee Lee and Samuel R. Hodge

The government of South Korea has promoted education policies for students with disabilities since the Special Education Act for Individuals with Disabilities and Others was passed in 2008 ( Yoon & Kim, 2016 ). According to this Act, local government agencies and public schools should promote

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The 24-Hour Movement Guidelines and Body Composition Among Youth Receiving Special Education Services in the United States

Justin A. Haegele, Xihe Zhu, Sean Healy, and Freda Patterson

disabilities to be less physically active compared with peers without disabilities. Similarly, Wilson et al 14 , utilizing the 2011–2014 National Health and Nutrition Examination Survey, determined that fewer youth receiving special education services met screen time recommendations (42.4%) compared with those

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Adapted Physical Education Teachers’ Job Satisfaction

Minhyun Kim, José A. Santiago, Chan Woong Park, and Emily A. Roper

recover and maintain mental and emotional health under challenging circumstances ( Yonezawa et al., 2011 ). Research in special education has revealed that emotional resilience is influenced by many factors, such as personality, years of teaching, and working environment ( Mackenzie, 2009 ). This study

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Irish Para Report Card on Physical Activity of Children and Adolescents With Disabilities

Kwok Ng, Sean Healy, Wesley O’Brien, Lauren Rodriguez, Marie Murphy, and Angela Carlin

education needs ( Ramberg et al., 2020 ). This might be an underestimate of children and adolescents with disabilities as special education status may not apply to all children and adolescents with disabilities. The Ireland’s National Physical Activity Plan ( Healthy Ireland, 2016 ) and the Sport and

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Perspectives of Students With Disabilities Toward Physical Education: A Review Update 2014–2019

Katherine Holland and Justin A. Haegele

stakeholders (i.e., not the student), or (g) were focused in a context outside of PE. Quality Indicators In 2003, the Council for Exceptional Children formed a task force to develop indicators to assess the quality of special education research studies ( Odom et al., 2005 ). In a 2005 special issue of

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Global Matrix of Para Report Cards on Physical Activity of Children and Adolescents With Disabilities

Kwok Ng, Cindy Sit, Kelly Arbour-Nicitopoulos, Salomé Aubert, Heidi Stanish, Yeshayahu Hutzler, Diego Augusto Santos Silva, Mary-Grace Kang, José Francisco López-Gil, Eun-Young Lee, Piritta Asunta, Jurate Pozeriene, Piotr Kazimierz Urbański, Nicolas Aguilar-Farias, and John J. Reilly

France (B+) mainly due to physical education (PE) opportunities available to the high percentage of students (80%) in mainstream schools and 94% of special education schools. The lowest grade of D was received in Lithuania, Spain, and the United States. That is to say that 27%–33% of CAWD met the

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Predictors of Teachers’ Attitudes Toward Teaching Students With Attention-Deficit/Hyperactivity Disorder in General Physical Education

Chunxiao Li, Justin A. Haegele, Ho Lun Au, and Kevin Wai Keung Kam

preservice and in-service teachers’ attitudes ( Taliaferro et al., 2015 ; Tant & Watelain, 2016 ). For example, Oh et al. ( 2010 ) found that completing a special education course was associated with preservice PE teachers’ positive attitudes toward teaching students with ADHD. Pedersen et al. ( 2014

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Results From the First Para Report Card on Physical Activity for Children and Adolescents With Disabilities in the Philippines

Mary-Grace Kang, Audrey Anne Esguerra, Aila Nica Bandong, Roselle Guisihan, Frances Rom Lunar, Kristofferson Mendoza, Carlos Dominic Olegario, Yves Palad, Esmerita Rotor, and Gabriella Isabel Tablante

to documents in Filipino and English. All levels of scientific research evidence and types of disabilities were considered. Individual and group online consultations with 69 stakeholders representing relevant national institutions, nongovernmental organizations, special education schools, and

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Coaching and Coach Education in Spain: A Critical Analysis of Legislative Evolution

Sebastián Feu, Javier García-Rubio, Antonio Antúnez, and Sergio Ibáñez

three years later to correct these errors, and regulated the qualifications of sport coaches within special education systems, with academic and professional validity in the whole country, with the reference framework of both the sport law and the law on education ( Spanish Government, 1998 ). These

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Impact of the Education of the Handicapped Act on Adapted Physical Education: A 10-Year Overview

Michael W. Churton

In the 10 years since the enactment of the Education of the Handicapped Act (EHA) (1975), special education has grown substantially. Physical education, although cited within the definition of special education, has not grown to the same degree relative to number of teachers trained and children served. Financial assistance from the federal government helped develop adapted physical education programs but it has not been adequate to meet the needs. Several areas of concern are identified and recommendations are made for possible implementation of the physical education mandate of the EHA.