Listed and described are 29 pieces of equipment or devices used by handicapped individuals to permit full participation in various physical activities. Equipment includes aquatic devices, bicycling equipment, devices for ball activities, bowling aids, and assistive devices for young children. (JYC)

Techniques are described for teaching severely physically disabled persons to swim. Approaches begin with a discussion of water adjustment progression and proceed through achieving breath control, mobility, developing movement in a supine position, and developing recovery. The conclusion addresses such final steps toward independence as pool entry…

The newsletter offers guidelines for adapting physical education classes to meet the needs of handicapped students. Adaptations should be within a student's ability range, allow a student to participate within guidelines established by his/her physician, allow a student to participate in the development of an adaptation and be positive toward its…

Preparation for teaching dance to orthopedically handicapped students is discussed in addition to specific suggestions for teaching popular dance, square dance, folk dance, modern dance, and ballet. Dancing is seen as a way to give orthopedically handicapped students physical education success without competition. Recommended music for each type…

The use of trampoline activities with multiple handicapped students is discussed. Management considerations in safety are noted, and developmental trampoline skills are listed beginning with bouncing for stimulation. Progression to limited independence and finally independent jumping is described. The position statement of the American Alliance…

The manual describes games and activities requiring minimal equipment and space for severely handicapped children. General guidelines touch upon such aspects as the importance of avoiding frustration or boredom, varying the activity to maintain interest, providing short rest periods when necessary, and ensuring the fullest possible participation…

The article gives suggestions for mainstreaming physically handicapped students into regular physical education classes during instruction in team sports. The report lists six pointers for general class organization and instruction, such as establishing an atmosphere of acceptance, emphasizing the positive contributions each student can make, and…

The booklet discusses sports adaptations for unilateral and bilateral upper limb amputees. Designs for adapted equipment are illustrated and information on adaptations are described for archery (including an archery release aid and a stationary bow holder); badminton (serving tray); baseball/softball (adaptations for catching, throwing, and…

The author discusses how land activities can be adapted to water so that individuals with handicapping conditions can participate in circuit training activities. An initial section lists such organizational procedures as providing vocal and/or visual cues for activities, having assistants accompany the performers throughout the circuit, and…

Activities designed to increase the movement ability and enjoyment of disabled students are described. The first section discusses three activities--aerial shuffleboard, aerial golf, and bottles and eggs--designed to improve eye-hand coordination and throwing ability. The use of cardboard walking stilts is discussed as a method to improve…

Approaches to individualizing physical education for disabled and nondisabled students are considered. Organizational alternatives are explored, including use of corners and square patterns (which allow for visual cues for students as well as for flexibility in activities) and learning activity packets and centers (which provides opportunities for…

Individualized education programs (IEPs) for handicapped students are discussed in terms of contents, legal requirements, monitoring, and their implications for physical education. The role of the physical educator in developing IEPs and in providing specially designed physical education services is considered. Approaches to assessment and…

The development and implementation of individualized education programs as required by the Education for All Handicapped Children Act (Public Law 94-142) is the subject of this program guide, and the following questions are addressed: (1) What are the programs? (2) For whom must they be developed? (3) When do they become effective? (4) Who is…

This publication describes an inservice training program implemented in September 1979 in the Montgomery County Public Schools (Maryland) to help physical education teachers involved with mainstreamed handicapped students. Issues emphasized in planning the program were relevance, information, convenience, and feasibility of the workshop model. Two…

The role of three professional groups--adaptive physical educators, therapeutic recreation specialists, and special educators--in planning individualized leisure programs for disabled persons is discussed. Characteristics of such programs should take into consideration principles of normalization and least restrictive environment. A systems…