Using equipment such as therapy bands and one’s own body weight, as well as activities in which the objective is to maintain movement for a period of time, are all designed to maintain or increase muscular strength and cardiorespiratory endurance.
While focusing on overall body strength and cardiorespiratory endurance, this activity encourages students to use eye-hand coordination, have higher-level students assist others and strategize their next move.
Physical Activities for Young People With Severe Disabilities
will help you provide high-quality physical education for students with
cerebral palsy, spina bifida, and other orthopedic impairments that
inhibit their ability to function physically. The resource contains 50
activities that offer a range of options in working with students of
varying abilities, evidence-based research that shows the benefits of
activity for people with disabilities, and safety tips and teaching
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Physical Activities for Young People With Severe Disabilities will help you provide high-quality physical education for students with cerebral palsy, spina bifida, and other orthopedic impairments that inhibit their ability to function physically.
This compact book includes
50 illustrated activities that use common objects as equipment,
evidence-based research that outlines the benefits of physical activity for people with disabilities and that you can use to support your adapted program, and
safety tips and teaching strategies for working with students with disabilities.
The activities are easy to set up and conduct in a variety of environments, from the gym to the classroom to the outdoors. Each activity features high and low variations to guide you in adapting it for students with a wide range of abilities. And you can use the informal assessment questions included with each activity to gain immediate feedback about its effectiveness for the students.
Activities are organized by the primary area of skill or fitness they address: balance and flexibility, muscular strength and cardiorespiratory endurance, coordination, and moving in space. This makes it easy for you to find suitable activities based on your students’ needs, abilities, and individualized education programs (IEPs). In addition, each activity notes secondary skills that it addresses.
Regardless of their impairments, students benefit from physical activity. Physical Activities for Young People With Severe Disabilities provides the ready-to-use information you need to help them receive those benefits.
Chapter 1. Balance and Flexibility Activities Chapter 2. Muscular Strength and Cardiorespiratory Endurance Activities Chapter 3. Eye–Hand and Eye–Foot Coordination Activities Chapter 4. Moving in General Space Activities
About the Authors
Reference for adapted physical educators, physical educators, and
special education teachers. Also a reference for classroom teachers,
recreation therapists, and camp counselors.
Lindsay K. Canales, MA, has taught adapted physical education for
10 years and has 6 years of experience as an adapted physical education
specialist, teaching students ranging from ages 3 to 22. She designed
and implemented a PE box program, containing standards-based units and
lesson plans, for eight special day classes from grades K through 8. She
has also presented sessions at four annual conferences for the
California Alliance for Health, Physical Education, Recreation and Dance
(CAHPERD) and is a member of CAHPERD and the Northern California Adapted
Physical Education Consortium. In her spare time, she enjoys watching
sports and being physically active.
Rebecca K. Lytle, PhD, is a professor and chair of the department
of kinesiology at California State University (CSU) at Chico. She has
presented at numerous state, national, and international conferences and
has received many awards, including the 2008 Professional Achievement
Honor for excellence in teaching and significant contributions to the
discipline from CSU Chico. She also chaired the council that received
the 2007 Outstanding Council Award from the Adapted Physical Activity
Council of the American Association for Physical Activity and
Recreation. In 2005 she received the Recognition Award for Autism
Sensory and Motor Clinic from the Autism Society of Northern California.
She has numerous publications in refereed journals to her credit, and
she has authored eight books or parts of books before this publication.
Lytle has served as chair of more than a dozen adapted physical
education committees and councils. She is a member of many councils and
organizations, including the American Alliance for Health, Physical
Education, Recreation and Dance; the Council for Exceptional Children;
the International Federation of Adapted Physical Activity; and the
National Consortium for Physical Education and Recreation for
Individuals with Disabilities. In her leisure time, she likes to hike,
swim, and go on ziplines.