5 Introduction . 8 Methods 10 Conceptual Definitions . 10 Inclusion Criteria . 10 Identification of Studies that Met the Inclusion Criteria . 11 Classification of Studies . 11 Study Coding Process . 12 Data Analysis . 13 Results . 14 School-Based Physical Education Studies . 16 Recess Studies . 19 Classroom Physical Activity Studies . 21 Extracurricular Physical Activity Studies . 24
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accomplishing these tasks that are often times taken for granted. Over the last 10-15 year, there have been significant improvements made through legal legislations inclusive classrooms. As a childhood educator, it is imperative to not only know about these types of legislation, but to also know how to implement it in the classroom. Knowing these things will not only make the student more comfortable, but also make the
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more similarities than differences with those who are very diverse from myself and use what Doctor Lockett stressed in the 100 level class, “people matter”. Above anything else, people do matter and I have confidence that because I see a need for inclusion amongst people, I can incorporate that when working with those who are not the easiest to stay inclusive and warm with on a professional
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Emotional Disturbance Excerpt from The Inclusive Classroom: Strategies for Effective Instruction, by M.A. Mastropieri, T.E. Scruggs, 2007 edition, p. 64-69. © ______ 2007, Merrill, an imprint of Pearson Education Inc. Used by permission. All rights reserved. The reproduction, duplication, or distribution of this material by any means including but not limited to email and blogs is strictly prohibited without the explicit permission of the publisher. Prevalence and Definitions Individuals
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(curricular based), and then tools can be considered. The universal design concept relates to the design if products and environments that can be used by all people, allowing students with disabilities a change to have increased independent and inclusion. An example would be captioning for television; it can be widely used by a number of people for various reasons, including those with disabilities.
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incidence disability is because I will make the transition from a regular education teacher to a special education teacher in the spring and I am already familiar with other low incidence disabilities. I realize that with my new role in a self-contained classroom it is important for me to understand the term Down syndrome and then see how the definition and behavioral traits impact the student, the teacher and the other students in an educational setting. This research paper will provide clinical and anecdotal
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Dear Mr Vaughan I am writing in accordance to the letter you sent out about abolishing Physical Education from your school’s curriculum. I wish to express my reasoning and justifications for Physical Education to be included. My main issue is with your statement that PE should be abolished because it has little educational significance. I could not disagree more, it has more significance, as it doesn’t go in pursuit of ‘knowledge’ per say, it aims to achieve: An improvement in perceptual knowledge
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Ochoa discussed how challenging the language barrier was for her as a child when her family returned to the United States. Her third-grade teacher did not speak Spanish and Dr. Ochoa had to rely on the help of her Spanish-speaking peers in the classroom. What are some ways her teacher could have supported her despite the language barrier? Dr. Ochoa’s third-grade teacher could have supported her despite the language barrier in several ways. Visual aids like pictures, charts, and diagrams help explain
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first be able to know the severity of the condition. Mild would be considered the highest and profound would be the lowest. Then, you would look at the educability of the student. This is according to how well they are expected to achieve in a classroom. Medical Descriptors are on based on the biological origin of the condition. “Classification based on needed support is a classification system that is based on the type and extent of support needed” (Drew, 2011, p232) Children that have developmental
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|specialized program. | |Limits to a person |Alcohol |purchase items in the |visual aids | | | |ability to learn daily t|Syndrome, Genetic |classroom. | | | | |an expected level and |Problems | | | |
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