THE FOLLOWING IS THE FULL TEXT OF THIS DOCUMENT: STICKER MITT: (Creative Concepts Unlimited, P.O. Box 176, Elmhurst, IL 60126) A plastic mitt with small suction cups on the palm of the glove so that a plastic ball will easily adhere to it. This ensures a successful experience for children who have never caught a ball!! Approximate cost: $8.95.…

The bibliography of 151 citations focuses on leadership in adapted physical activity for the mentally handicapped or otherwise disabled. The concept of leadership as used encompasses teaching techniques, group management skills, knowledge leaders need, and leadership training programs. Each citation is provided with a unique number (for ordering…

Of the nine long range goals of adapted physical education, creative thinking and moving has received the least attention. However, this goal may be more important than others in helping handicapped children self-actualize through sports, dance, and aquatics. This paper defines behaviors in the creative process and describes several assessment…

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 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 final booklet in a series on physical education and sports for the handicapped presents ideas for teaching dance to the physically disabled. Introductory sections consider the rehabilitation role of dance, physiological and psychological benefits, and facilities for dance instruction. Step-by-step suggestions are given for teaching ballroom…

This text is intended for students taking an adapted physical education or therapeutic recreation course and for teachers or leaders providing physical activity programs for individuals with handicapping conditions. The emphasis is on the need for practical information concerning activity modifications and suggested methods for participants based…

Instructions and illustrations support this discussion of learning activities designed to remediate deficiences and build skills in balance and/or motor skills for mildly handicapped students who may not have access to physical therapy or adaptive physical education. Appropriate for both regular and special classes, activities include arm…

A tee-ball training program was implemented in an integrated educational setting to provide two moderately handicapped elementary students with a wide range of age-appropriate leisure activities. Possible adaptations are described in terms of playing space, skill sequence, rules, and materials. (CL)

Equipment designed to help mentally retarded students develop flexibility, eye-hand and eye-foot coordination, muscle coordination, body balance and control, and social involvement in their peer group. (Author/MLF)

Adapted physical education is described as a comprehensive service delivery system designed to meet the unique needs of handicapped children with problems in the psychomotor domain. (SB)

A format for half-day or weekend projects that permit physically and/or mentally disabled persons to participate in special dance programs on college campuses is presented. The programs would be conducted by university students, with faculty supervision. Suggestions for adapting dance activities to meet the needs of the disabled are included. (PP)

Methods for integrating disabled and nondisabled students in an aquatics program are outlined. (JMF)

It is possible and beneficial for physically handicapped students to fully participate in a thoughtfully planned intramural athletics program. (LH)