Adventure education (AE) is a student-centered curricular model built upon acceptance where various types of learners can experience challenge, success, emotional growth, and peer interaction. Most studies focus exclusively on the perspectives of the instructors, whereas this study includes parental perspectives of children with disabilities and…

Graduate programs in adapted physical education (APE) prepare individuals to work with students with disabilities in the physical education setting. However, these APE graduate programs vary widely throughout the country, and there has never been a systematic effort to identify and analyze these programs. Therefore, the purpose of this…

At the University of Central Missouri (UCM), the THRIVE program is made up of young adults, ages 18 to 25, who have developmental or intellectual disabilities. A merger occurred between the THRIVE program and the adapted physical education course required for physical education teacher education (PETE) students to provide practical experiences for…

This paper identifies and explores emergent themes in inclusive PE in the specific context of pre-service teacher preparation programs. Fully inclusive PE encompasses four areas: knowledge and curricula related to ability and disability, teacher attitudes, pre-service teacher education and a reframing of our understandings of multiple perspectives…

While motor skills develop naturally among most typically developing preschoolers, young children with disabilities often experience deficits in this area. Therefore, it is important that children with disabilities are provided with "direct and intentional instruction" for motor skill development during the preschool years. One program…

Supervision for beginning adapted physical education (APE) teachers and inservice general physical education teachers who are learning to work with students with disabilities poses a number of challenges. The purpose of this article is to describe a project aimed at developing a remote video system that could be used by a university supervisor to…

This article describes the gross motor assessment team (GMAT) members' roles and collaborative approach to making appropriate decisions and modifications when addressing the needs of individuals with disabilities in physical education. Case studies of students are used to demonstrate effective uses of the GMAT. The primary outcome of the GMAT's…

The use of therapy-dog teams in programs for children with disabilities is becoming increasingly popular in school and therapeutic settings and has been shown to provide physical, social, and emotional benefits for the children. This article describes the basic steps for implementing therapy dog-assisted activities in physical activity programs…

Service-learning has become a popular method for connecting the theory taught in undergraduate methods courses with real-world practice in the field while also promoting volunteerism. It exposes undergraduates to relevant learning experiences and provides them with an opportunity to apply their skills in the service of others who are in need. One…

There are numerous components of the No Child Left Behind Act (2001) and the Individuals with Disabilities Improvement Act (2004) that could directly affect the responsibilities of general physical educators (GPE). The purpose of this article is to address each of the components related to (1) the application of the response-to-intervention (RTI)…