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Books > Social sciences > Education > Teaching of specific groups > Teaching of those with special educational needs > Teaching of physically disabled persons
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Universal Design for Learning in Physical Education (Paperback)
Loot Price: R1,352
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Universal Design for Learning in Physical Education (Paperback)
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The practice of universal design-of making a product or environment
accessible to all individuals-has been around for a long time. But,
until now, that practice has never been explored in depth in the
field of physical education. This groundbreaking text provides a
much-needed link between universal design and physical education,
extending boundaries as it offers physical educators a systematic
guide to create, administer, manage, assess, and apply universal
design for learning (UDL). Universal Design for Learning in
Physical Education is for all physical educators-those who are or
are preparing to become general PE teachers as well as those who
are in the field of adapted physical education. This resource
offers the following: Ready-to-use curricular units for grades
K-12, with 31 universally designed lessons that demonstrate how
teachers can apply UDL in specific content areas (teachers can also
use those examples to build their own units and lessons) Rubrics
for the 28 items on the Lieberman-Brian Inclusion Rating Scale for
Physical Education (LIRSPE) to help teachers follow best practices
in inclusion Tables, timelines, and paraeducator training
checklists to ensure that UDL is effectively delivered from the
beginning of the school year In her earlier text, Strategies for
Inclusion, Third Edition, coauthor Lauren Lieberman included a
valuable chapter about UDL that focused on detailed, practical
steps for making classes inclusive. Universal Design for Learning
in Physical Education approaches inclusion from the macro level,
providing a comprehensive conceptual model of UDL and how to
incorporate it into curriculum planning and teaching methods for
K-12 physical education. Outcomes for Universal Design for Learning
in Physical Education are aligned with SHAPE America's physical
education standards and grade-level outcomes. Given that 94 percent
of students with disabilities are taught in physical education
settings, this text offers highly valuable guidance to general
physical educators in providing equal access to, and engagement in,
high-quality physical education for all students. Part I of
Universal Design for Learning in Physical Education defines
universal design and explains how it relates to physical education.
It identifies barriers that teachers may face in adapting UDL to
their programs and how to overcome these barriers. It also
addresses critical assessment issues and guides teachers in
supporting students with severe or multiple disabilities. Part I
also covers advocacy issues such as how to teach students to speak
up for their own needs and choices. Readers will gain insight into
where their programs excel and where barriers might still exist
when they employ the Lieberman-Brian Inclusion Rating Scale, a
self-assessment tool that helps measure physical, programmatical,
and social inclusion. Finally, part I reinforces several UDL
principles by sharing many examples of how physical educators have
applied UDL in their programs. Part II offers a trove of
universally designed units and lesson plans for use across grades
K-12, with separate chapters on lessons for elementary, sports,
fitness, recreation, and aquatics. Universal Design for Learning in
Physical Education is the first text to delve deeply into the
concept of universal design in physical education. As such, it is a
valuable resource for all PE teachers-both those leading general
classes and adapted classes-to learn how to successfully implement
universally designed units and lesson plans that enrich all their
students' lives. The accompanying web resource provides 40 forms,
tables, checklists, and a sample lesson plan from the book, as well
as a list of websites, books, and laws. These resources are
provided as reproducible PDFs for practical use.
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