A Comprehensive Physical Education Program for the Severely Physically Handicapped.

Autor/in	DeBell, James
Institution	Rochester City School District, NY.
Titel	A Comprehensive Physical Education Program for the Severely Physically Handicapped.
Quelle	(1973), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administration; Course Objectives; Exceptional Child Education; Physical Disabilities; Physical Education; Program Descriptions; Program Evaluation; Teaching Methods; New York + Suchen Sie Ihr Suchwort? Verwaltung; Physical handicap; Körperbehinderung; Körpererziehung; Sportunterricht; Programme evaluation; Programmevaluation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Described is an adaptive comprehensive physical education (PE) program (funded by Title III in 1968) for 48 severly physically handicapped senior high school students in Rochester, New York. Program aims are given to be providing a diversified program of developmental activities in a friendly environment to increase the physical, social, and economic potential of students. Explained are 10 objectives such as provision for PE activities in at least three classes per week regardless of disability. Listed are teaching procedures such as budgeting class time for a short preparatory session and a long activity period to prevent regressive performance leading to frustration. Administrative considerations such as parental approval are listed as are desired student outcomes such as a greater sense of belonging. The program is said to have been initiated in 1964 with 20 students on a limited basis and to have been expanded after city school district support and federal funding to include the following improvements: emphasis on the individual students' needs, a driver education course, art work, attendance 5 days instead of 3 days per week, remodeled locker/therapy rooms, and additional personnel. Listed are PE activities such as badminton and horseshoes, and recreational activities such as golf and camping skills. Noted is involvement in program planning of participants such as local agencies and PE consultants. Listed is equipment such as platform mates and walkerettes not normally found in PE programs. Reported among student gains are better ability to cope with handicaps, greater independence, a keen desire to improve skills, fun in many activities, pride in success, and interest in athletics (several boys volunteered as managers for the varsity team). (MC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC