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…

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)…

The special section on recreation and leisure for the disabled child covers rights to recreation and physical education, summer programs for children with disabilities, and adapted recreation and equipment. (SBH)

The document presents the final report of the Special Training Project for Physical Education and Recreation Personnel in Psychomotor Programming for Preschool Handicapped Children, a 3 year project intended to encourge and expedite physical education and recreation programs for preschool handicapped children by preparing administrators and…

E.S.C.A.P.E., the Educational Studies Center for Adapted Physical Education, provides opportunities for laboratory and clinical experience, theory development, and practicum involvement to undergraduate and graduate physical education majors at the California State University/Los Angeles. Operated in conjunction with the Department of Physical…

The authors describe how the "I CAN" physical education program, an individualized instructional management system for developing skills, associated concepts, and social growth in handicapped children, was adapted for use with deaf blind children (5 to 21 years old) at the New York Institute for the Education of the Blind. (SBH)

Designed to meet the requirements of recent federal legislation, the booklet describes Project DART, which provides services in adapted physical education for handicapped children in Georgia. The first section examines the state of the art in adapted physical education and reviews the mandates of Public Law 94-142 (the Education for All…

Describes the objectives, history, programs, resources, participants, funding, and facilities of the Vinland National Center near Loretto (Minnesota), a training center for disabled persons in "healthsports" (physical fitness, sports, and recreational skills), education, and lifestyle. Available from CEFP International, 29 West Woodruff…

This paper examines the organization and administration of the elementary adapted physical education program in the Indiana Area School District. The program, designed to meet special needs of pupils with temporary or permanent physical deficienceis, contains two basic phases: (a) the modified phase, which retains most of the activities of the…

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…