Before- and after-school programs for students with intellectual and developmental disabilities.

Autor/inn/en	Ketcheson, Leah R.; Loetzner, Franziska
Titel	Before- and after-school programs for students with intellectual and developmental disabilities. Gefälligkeitsübersetzung: Programme vor und nach der Schule für Schüler mit geistigen und entwicklungsbezogenen Beeinträchtigungen.
Quelle	Aus: Marttinen, Risto (Hrsg.); Centeio, Erin E. (Hrsg.); Quarmby, Thomas (Hrsg.): Before- and after-school physical activity programs. Frameworks, critical issues and underserved populations. New York (N.Y.): Routledge (2021) [12 S.]Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	9780367509385
Schlagwörter	Entwicklungsstörung; Entwicklungsstörung; Geistige Behinderung; Kind; Schüler; Bewegungserziehung; Freizeitsport; Sportpädagogik; Freizeitangebot; Sportangebot; Gesundheitsförderung; Kind; Schüler; Gesundheitsförderung; Bewegung (Motorische); Bewegungsaktivität; Bewegungserziehung; Sportaktivität; Sportangebot; Sportpädagogik; Geistige Behinderung; Freizeitangebot; Freizeitsport; Bewegungsangebot; Jugendlicher
Abstract	School-aged children with intellectual and developmental disabilities (IDD) experience more significant health disparities than their neurotypical peers. While participation in before- and after-school physical activity (PA) programs has recently been cited as a national priority (Comprehensive School Physical Activity Programs; A Guide for Schools, 2013), the availability of such programs for children with disabilities is sparse. The social model of disability suggests the lack of opportunity to participate exists as a result of inadequate school and community resources. Given the void of programming for children with disparities, to date there is very little published data examining the effectiveness of participation in either before- or after-school PA programs. In this chapter, a summary of physical activity recommendations and barriers to school-based healthy equity programs for children with IDD will be examined. Next, an overview of strategies to support the implementation of evidence-based before- and after-school adapted PA programming will be reviewed. In keeping with best practices for instruction and program delivery in children with IDD, a popular evidence-based behavioral framework will also be explored within the context of extracurricular physical activity participation. The chapter will conclude with future research recommendations for practitioners, service providers, and educators. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2023/1