Benefits of developing SEL skills can include improved academic success, emotional health, increased patience for problem solving, and enhanced emotional control and regulation (Ciotto & Gagnon, 2018). Physical education (PE) can be used as an avenue to teach SEL skills by connecting the affective domain (Ciotto & Gagnon, 2018) with the…

While sharing some characteristics with their general physical education colleagues, adapted physical educators also face unique challenges related to their role. For example, both general and adapted physical education teachers encounter stress stemming from the marginalized nature of their discipline but may navigate such experiences…

While assistive technology is often suggested as a way to increase, maintain, or improve functional ability for individuals with disabilities within physical activity (PA) settings, cost and availability of such items are often noted as barriers. In recent years, 3D printing has become available to the general public through the adoption of 3D…

The Individuals with Disabilities Education Act (IDEA) requires that school districts provide eligible students with specially designed instruction that confers a free appropriate public education (FAPE). Depending on the unique needs of a student, FAPE may include physical education services. The IDEA also requires that a student's individualized…

Central to positive learning outcomes for students with disabilities is the ability of the individualized education program (IEP) team to work collaboratively. Within the IEP team, effective service delivery involves direct and related service providers working in an interdisciplinary capacity as they share professional responsibilities to…

In addition to psychomotor and cognitive learning, social development is one of the three pillars of the national standards for physical education instruction. Though a plethora of research has exhibited the benefits social inclusion can have for students with and without disabilities, inclusion cannot be successful unless physical educators are…

In this article, James Williams, a young man with Asperger's syndrome (AS) shares his experiences taking physical education in a generalized education setting and discusses the implications for students with AS. He was diagnosed with AS when he was 9 years old. School was tough at times, especially when social interactions came into play. One of…

This guide to audiovisual aids for teaching fitness activities to children with disabilities stresses the value of such aids as motivators and suggests modifications. Specific materials, modification considerations, and addresses of publishers are listed. (DB)

Guidelines for developing a physical activity program for students with severe/profound disabilities address medical clearance; levels of participation; staffing; equipment; and program components, including warm-up, range of motion/flexibility activities, aerobics, resistance training, and cool-down. (DB)

An integrated preschool physical education curriculum to serve children with and without disabilities is detailed, including the five-step curriculum development process, the developmental and functional characteristics of the curriculum, and facilitation of social integration. A table lists the curriculum's goals and objectives. (DB)

Describes a physical fitness program for secondary students with mental retardation. The program was university based and used college students in a 60-minute program, 30 minutes of fitness exercises and 30 minutes of sports and recreational activities. Addresses administrative concerns and the program generalizability and applicability. (DB)

This article provides information about the roles and responsibilities of physical therapists, occupational therapists, therapeutic recreation specialists, and adapted physical educators working with students with disabilities. Examples are provided of individualized education programs that combine the expertise of these professionals. Examples of…

This article identifies and briefly describes 18 recent publications on adapted and inclusive physical education and recreation programs. Citations, accompanied by abstracts, are grouped into publications about philosophy, trends, and preparation and publications about practices in schools and communities. (DB)