Collaborative Strategies during Transition for Students with Disabilities

Autor/inn/en	Roth, Kristi; Columna, Luis
Titel	Collaborative Strategies during Transition for Students with Disabilities
Quelle	In: Journal of Physical Education, Recreation & Dance (JOPERD), 82 (2011) 5, S.50-55 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0730-3084
Schlagwörter	Educational Strategies; Physical Education; Individualized Education Programs; Disabilities; Physical Education Teachers; Special Education; Transitional Programs; Developmental Studies Programs; Normalization (Disabilities); Community Based Instruction (Disabilities); Accessibility (for Disabled); Partnerships in Education; Teacher Collaboration; Physical Activities; Physical Activity Level; Change Strategies; Teaching Methods + Suchen Sie Ihr Suchwort? Lehrstrategie; Körpererziehung; Sportunterricht; Individualized education program; Individualisierendes Lernen; Handicap; Behinderung; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Special needs education; Sonderpädagogik; Sonderschulwesen; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Normalisierung; Accessibility; Zugänglichkeit; Hochschulpartnerschaft; Lehrerkooperation; Lösungsstrategie; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Empowering students with disabilities to remain physically active after graduation is often a struggle for physical educators. One reason for this is that physical educators are often left out of the transition-planning process. In order to be seen as a key member of the special education team, physical educators need to use the same instructional strategies, theories, and models as special educators. The Taxonomy for Transition Programming is a commonly used model in special education that helps individualized education program (IEP) teams to prepare students for life after high school. This article provides examples of how physical education teachers can collaborate in the transition process. Additional strategies for meeting the needs of students with low-incidence disabilities are also included. (Contains 1 figure and 4 tables.) (As Provided).
Anmerkungen	American Alliance for Health, Physical Education, Recreation and Dance. 1900 Association Drive, Reston, VA 20191. Tel: 800-213-7193; Fax: 703-476-9527; e-mail: info@aahperd.org; Web site: http://www.aahperd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10