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…

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)…

This handbook is a compendium of activities for developing physical fitness in children. The text is divided into five sections: (1) children and physical activity; (2) implementing physical fitness programs in school; (3) fitness for special populations; (4) teaching fitness for a lifetime; and (5) fitness activities and routines. These five…

This manual is a resource guide for physical education teachers, program directors, special education teachers and administrators, and parents of the handicapped. It provides direction for the development of physical education programs for handicapped children. Chapters discuss: (1) identification, assessment, and evaluation of special needs; (2)…