Strategies for Inclusion: A Handbook for Physical Educators

Environmental determinants for participation of disabled subjects in tourism and recreation comprise an important social problem. The amount and use of free time for individuals with disabilities in daily life, holidays, and vacation leave and the location for tourism and recreation were examined. Seven hundred and fifty individuals, aged 16-75 yr, with varying degrees of disability, from three eastern provinces of Poland: Podlaskie, Lubelskie and Podkarpackie were investigated. In these studies, a diagnostic survey method with the use of questionnaire, interviews, and analysis of data was carried out. It was found that individuals with disabilities have a significant amount of free time, which is usually spent with family and friends. Among the specific benefits of participation in physical activities are well-being, health improvement, and making new acquaintances. The main factors determining participation in tourism and recreation were price, a friendly group, and doctor recommendations.

Environmental determinants of participation in tourism and recreation of people with varying degrees of disability.

The purpose of this study was to characterize the expectations of parents of children with disabilities regarding adapted physical education services. Participants (N = 10) were parents of children with disabilities. Parents participated in one-on-one semistructured interviews. Transcripts were analyzed through a constant comparative method. Three parental themes emerged from the analysis: (a) importance placed on physical activities, (b) ongoing and frequent communication and collaboration, and (c) teachers’ attributes. The results of this study demonstrated that parents wanted more communication with the adapted physical education teacher, a collaborative working relationship, attendance of the adapted physical education teacher at Individual Education Program meetings, and normalcy for their child.

Parental Expectations About Adapted Physical Education Services

The authors describe and compare how physical education classes and healthy lifestyle concepts are taught in selected Czech and U.S. schools for the deaf. Professionals who participated in the study included principals and teachers employed by 4 schools for the deaf. Data from schools were collected during the summer and fall semesters, and subsequent interviews were conducted with the principals and physical education teachers. Unique characteristics were exhibited by each of the 4 schools. The settings for extracurricular physical and sports activities varied by school type (residential or nonresidential). Findings indicated that the general trend in physical education has changed from a focus on sports performance to health-promoting activities. There were opportunities for teachers to revise curriculum programs to further promote the health and academic success of students who are deaf or hard of hearing.

Health and Physical Education as an Important Part of School Curricula: A Comparison of Schools for the Deaf in the Czech Republic and the United States.

JOPERD • Volume 82 No. 6 • August 2011 A s discussed throughout this feature, marginalization in physical education has a detrimental effect on the profession. Adapted physical education (APE) teachers are not immune to the effects of marginalization. Often adapted physical educators are marginalized because their role in the education of students with disabilities is not always clear. Their immediate supervisor may be a special education director, not a physical education director, which may result in further misunderstanding of the role of the APE specialist among his or her peers. For example, general physical educators may not view them as “real” physical educators and special education teachers may view them as just “gym” teachers. Although misconceptions do exist regarding the role and training of APE teachers, they are “real” physical education teachers who have completed training in general physical education and additional training in special education. As a result of these misconceptions, APE specialists are often valued less than the general physical education (GPE) teachers. However, APE specialists, with their specific skills and training, can contribute a great deal to combating the marginalization of physical education. Not only are APE specialists devalued in schools, but the students they serve are marginalized in school and society as well (Block, 2007). Furthermore, research has indicated that, in some cases, a lack of understanding of disabilities led to stigmatization of students by fellow students and to poor peer relationships (Spencer-Cavaliere & Watkinson, 2010). So it is evident that marginalization occurs in both GPE and APE. The purpose of this article is to provide strategies for both GPE teachers and APE specialists to address the marginalization of APE, including advocating for APE, conducting assessments, using an individualized education program (IEP) and referral process, and adopting various instructional approaches that will not only add value to APE, but will further increase the status of both APE and GPE in the schools.

Strategies for Increasing the Status and Value of Adapted Physical Education in Schools

(2006) Getting Involved in the IEP Process Journal of Physical Education, Recreation & Dance: Vol 77, No 7, pp 35-39

/pdf/getting-involved-in-the-iep-process-2c5vv6k857.pdf

Getting Involved in the IEP Process

(2007). Promoting Leadership in Physical Education and Recreation. Journal of Physical Education, Recreation & Dance: Vol. 78, No. 3, pp. 46-50.

/pdf/promoting-leadership-in-physical-education-and-recreation-3fdly3g8lq.pdf

Promoting Leadership in Physical Education and Recreation

Background: Alzheimer’s disease and related dementias (ADRD) patients who are hospitalized often develop oropharyngeal dysphagia, increasing risk for adverse outcomes, such as aspiration pneumonia. However, prevalence estimates of dysphagia are highly variable and often based on patient report or clinical testing rather than visualization of the swallow. Objective: The aims of this study were to determine prevalence and severity of dysphagia among inpatients with ADRD referred for swallowing evaluation. Methods: Electronic health record (EHR) abstraction of ADRD diagnosis and presence and severity of clinically-determined dysphagia on bedside swallow evaluation (BSE) and videofluoroscopic swallow study (VFSS). Results: 16% (n = 268) had an ADRD diagnosis or were taking dementia-specific medication based on the EHR. 75% (n = 202) were diagnosed with dysphagia on the BSE. 60% subsequently underwent VFSS (n = 122) with dysphagia confirmation in 92% (n = 112). ADRD inpatients were significantly more likely to be diagnosed with dysphagia based on the BSE (p < 0.0001) than those without ADRD. Additionally, dysphagia on the VFSS was more severe in the ADRD group (p < 0.03). Discussion: ADRD individuals may be vulnerable to developing or worsening dysphagia during hospitalization. Results underscore the importance of evaluating swallowing function in hospitalized patients with ADRD in order to facilitate targeted intervention.

https://content.iospress.com/download/journal-of-alzheimers-disease/jad220402?id=journal-of-alzheimers-disease/jad220402

Dysphagia Profiles Among Inpatients with Dementia Referred for Swallow Evaluation

The Department of Veterans Affairs (VA) Intensive Dysphagia Treatment program serves a critical role in facilitating improvements to quality of care, standardization of outcomes, and increased access to structured therapy for Veterans with dysphagia. It has been implemented at 26 sites nationally and continues expanding. An explanatory sequential mixed-methods design was utilized for program evaluation to identify barriers and facilitators to implementation as reported by speech-language pathologists (SLPs) participating in the program. All 23 IDT program SLPs were invited to participate in an online survey. SLPs were asked to describe etiologies referred for SLP evaluation, most and least clinically useful program aspects, and characteristics of patients recommended for therapy. Qualitative interviews/focus groups were then conducted with 9 SLPs at 3 facilities with varying levels of program experience. Transcripts underwent systems engineering framework informed deductive thematic analysis. Interview/focus groups revealed overall positive feedback. Barriers included data entry challenges and provider understanding of long-term program goals, while facilitators included program structure enabling increased patient follow-up, outcomes tracking, and training in new treatment modalities. Through this evaluation process, program leadership garnered actionable feedback to improve further implementation of the IDT program. Ongoing efforts will further improve data entry, site onboarding procedures, and program communication.

https://journals.sagepub.com/doi/pdf/10.1177/11786329221121207

Implementation of the VA Intensive Dysphagia Treatment Program: A Mixed-Methods Evaluation

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Papers

Getting Involved in the IEP Process

Promoting Leadership in Physical Education and Recreation

Dysphagia Profiles Among Inpatients with Dementia Referred for Swallow Evaluation

Implementation of the VA Intensive Dysphagia Treatment Program: A Mixed-Methods Evaluation