The purpose of the article is to discuss the universal design for learning (UDL) framework as a curriculum development tool and illustrate how it can be implemented in the physical education setting to include children with disabilities. Although a few scholars in physical education have advocated for the implementation of UDL, their efforts may…

This article explores one approach to meeting the unique needs of students with disabilities using a systematic approach to decision-making called the achievement-based curriculum.

Goalball, a sport designed for those with visual impairments, is a competitive and recreational sport enjoyed by athletes around the world. Students with and without visual impairments can experience positive outcomes when teachers appropriately include a goalball unit as part of their inclusive secondary physical education curriculum. This…

The number of students with disabilities pursuing higher education has increased in the past decade. However, there is little information as to whether or not college basic instruction programs (CBIPs) are providing appropriate physical activity courses for individuals with disabilities. Those who teach CBIPs may have limited background or…

In order to prepare undergraduate students better for the realities of school life, instructors of some methods courses have started to use case studies for teaching. These cases are used to highlight the complexity and variability of the educational environment. This method of teaching, which has its roots in business, law, and medicine, has…

The I CAN-Achievement Based Curriculum (ABC) program was designed to improve teaching and the quality of basic motor skill instruction in the subject area of physical education, the instructional levels of elementary through secondary, and for all children (handicapped and nonhandicapped) in mainstream and/or special education settings. The…

The paper describes Project RISPE (Rural/Remote Interdisciplinary Special Physical Education) and its data-based psychomotor curriculum for profoundly/severely handicapped children ages 0-21. The curriculum, divided into five diagnostic/prescriptive areas (placement, baseline, instruction, post-test, and maintenance), includes over 300 specific…

The I CAN primary and secondary phsycial education curriculum resource materials were developed, field tested, and published 1971-1979. The Achievement Based Curriculum Model, a systematic training process designed to assist teachers in using the I CAN database resource materials to improve the quality of teaching and instruction, was developed…

This catalogue describes thirty-two education programs developed by the State Department of Education of New Jersey. They include programs that improve basic skills in mathematics and language arts, offer career education and guidance, enrich curricula, enhance classrooms, school, and district administration, and are designed to raise the levels…

Curricula of the future will have to prepare young people to cope with and adapt to rapid change, develop forecasting skills, and become more self-reliant. Examples of "organizing centers" or activity units which provide a goal-oriented futures approach to physical education curricula are described. (JN)

Designed to assist teachers of the handicapped in individualizing student instruction, this book contains a practical, field-tested organization and administrative plan of action, examples interspersed throughout its chapters, and many tasks and activities designed to assist teachers in diagnosing, prescribing, and evaluating individual student…

This paper discusses the problems encountered by the physical education department of a school of education as the educators prepare to upgrade the curriculum to meet the demands of the Education for All Handicapped Children Act (PL 94-142). An example of competencies necessary to implement the requirements of the Act is presented. The means by…

Measurement and evaluation in physical education for the handicapped has been neglected due to a lack of knowledge on the part of physical educators concerning the fundamentals of the measurement and evaluation process, the diversity of physical education curricula, and the interpretation of test results of handicapped students. (JN)

Preschool children need instruction in movement in order to become skillful movers. A child-centered approach emphasizes activities that are child-initiated and teacher-facilitated, enabling each child to achieve specific goals and objectives. Many teacher strategies and classroom routines support the child-centered approach. As an alternative to…

Based on Georgia Department of Education standards, this guide is designed to provide secondary school physical educators with a framework for a comprehensive and adaptable instructional program. The first two chapters explain the philosophy behind the program and suggest implementation procedures within the school physical education department. A…