Adapted Physical Activity Across the Life Span

While there are plenty of texts out there on adapted physical activity, there are none like this one. That’s because Adapted Physical Activity Across the Life Span takes a unique interdisciplinary approach from education, sports, and the health sciences. It incorporates adapted physical activity’s long history of DEI (diversity, equity, and inclusion) and the importance of SEL (social-emotional learning) to prepare pre-professionals and professionals for service delivery in today’s world. Adapted Physical Activity Across the Life Span features the following: An interdisciplinary and life span approach to show students the broad scope of careers across education, clinical, and community settings Interviews with professionals that provide students with real-life stories from educators, allied health care professionals, coaches, and others who work with people with disabilities Information about adapted physical activity for early childhood, with a focus on professions that help a young child with a disability begin their journey of adapted physical education Content on adapted physical education for children and young people to educate students in the full implementation of IDEA and general physical education for children with disabilities, including interdisciplinary assessments, IEPs, and program modifications Content on adapted physical activity for adults to enable students to understand the roles of various professions that facilitate adapted physical activity for adults-from those who recently finished high school to senior citizens-using the Healthy People guidelines, research, best practices, and the most contemporary model of aging Chapter objectives, chapter summaries, tables, and charts that emphasize key concepts Instructor ancillaries to make it easier for instructors to prepare for and teach the course The interdisciplinary approach provides instructors greater flexibility for courses that include students not only from adapted physical education and general physical education but also from allied health professions: occupational therapy, physical therapy, speech and language pathology, nursing, medicine, sport psychology, exercise physiology, therapeutic recreation, and more. “Today, the interdisciplinary nature of service in adapted physical activity begins in the earliest ages and continues with professionals who instruct and nurture the physical activity of the oldest of our communities,” says coauthor Carol Leitschuh. “This is the life span approach.” Coauthor Marquell Johnson adds, “The interdisciplinary approach and life span approach provide a much wider view of helping people with disabilities achieve optimal health. Most texts focus on a narrower perspective, such as in school, in a medical or community setting, or with a certain age group. However, this book looks at all the professions that are involved in a person’s life throughout the life span and offers a coordinated approach.” Adapted Physical Activity Across the Life Span will help prepare future professionals to serve individuals who require adaptations to be able to enjoy full and healthy active lives over their lifetimes. From infants to the elderly, all across the life span, people can be physically active-and this text will help them be just that.  

Table of Contents:
Part I. Overview and Scope Chapter 1. Physical Activity and Disability History of Professional Disability Service Understanding Disability Life Course Perspective Summary Chapter 2. Professional Roles in Adapted Physical Activity Professional Disciplines Professionals in the Schools Professionals in the Community Professionals in Health Care Summary Chapter 3. Disability and the Law Individuals with Disabilities Education Improvement Act of 2004 Americans with Disabilities Act Amendments Act of 2008 Every Student Succeeds Act of 2015 Individualized Education Program Individualized Family Service Plan Summary Chapter 4. Designing Life Span Programs Physical Activity Program Goals Infants and Toddlers Preschoolers Kindergarteners Elementary School Ages Middle to High School Ages Adults Summary Part II. Adapted Physical Activity in Schools Chapter 5. Instructional Strategies Ecological Theory Developmental Systems Theory Life Course Health Development Universal Design for Learning Motivation and Disability Instructional Style Instructional Techniques Summary Chapter 6. Assessment and Evaluation Assessment Process Evaluation Process Legal Assessment Requirements Approaches to Assessment Screening Test Selection Norm-Referenced Assessments Nonstandardized Assessments Evaluation Communication Summary Chapter 7. Intellectual Disability Causes and Prevalence Classification and Diagnosis Instructional Considerations Program Placement and Focus Instructional Strategies Physical Activities Serving Students With Severe or Profound ID Educational Health Care Providers Summary Chapter 8. Autism Spectrum Disorder Causes and Prevalence Classification and Diagnosis Instructional Considerations Program Placement and Focus Instructional Strategies Physical Activities Assessment and Evaluation Summary Chapter 9. Specific Learning Disabilities and Attention-Deficit/Hyperactivity Disorder Causes and Prevalence Classification and Diagnosis Instructional Considerations Program Placement and Focus Instructional Strategies Physical Activities for Children With ADHD Assessment and Evaluation for Children With SLD Educational Health Care Providers Summary Chapter 10. Behavior Disorders Causes and Prevalence Classification and Diagnosis Instructional Considerations Program Placement Instructional Strategies Physical Activities Assessment and Evaluation Educational Health Care Providers Summary Chapter 11. Sensory Impairments Causes and Prevalence Classification and Diagnosis Instructional Considerations Program Placement and Focus Instructional Strategies Physical Activities Assessment and Evaluation Educational Health Care Providers Summary Chapter 12. Orthopedic Impairment and Traumatic Brain Injury Causes and Prevalence Classification and Diagnosis Instructional Considerations Program Placement and Focus Instructional Strategies Physical Activities Assessment and Evaluation Educational Health Care Providers Summary Chapter 13. Other Health Impairment Obesity Diabetes Mellitus Asthma Epilepsy Human Immunodeficiency Virus Sickle Cell Anemia Hemophilia Temporary Conditions of Disability Summary Part III. Adult Adapted Physical Activity Chapter 14. Health-Related Fitness Components of Health-Related Fitness Exercise Intensity Exercise Recommendations Health and Disability Exercise Initiation Considerations for Selected Conditions Summary Chapter 15. Leisure Activity Community and Professional Resources Leisure Activity Checklist Aging and Disability Leisure Activity Recommendations Summary Chapter 16. Adapted Sport Experience and Training Adapted Sport in Adulthood Professional Support Classifications for Adapted Sport Individual Sports Dual Sports Team Sports Summary

About the Author :
Carol Leitschuh, PhD, is a consultant. She is a former faculty member of the University of Minnesota (UMN) School of Kinesiology, where she taught in the doctoral, master’s, and bachelor’s degree programs. She was also coordinator of the UMN master's program in developmental and adapted physical education, affiliated with the Center for Early Education and Development (CEED) and Center for Neurobehavioral Development (CNBD). Dr. Leitschuh received an Initial Career Award from the Office of Special Education Programs. She developed a tool that monitored the early movement skills of infants and toddlers. Twice she was a visiting scholar of the Erasmus Mundus Program in Adapted Physical Activity. As a Fulbright Scholar in child development, she was a lecturer in the Czech Republic. She received her PhD in human performance, focusing on movement studies in disability. She was awarded a postdoctoral research fellowship at Juniper Gardens Children’s Program at the University of Kansas. Marquell Johnson, PhD, is a professor at the University of Wisconsin–Eau Claire (UWEC) and is the director of rehabilitation science and the director of the physical activity and recreation for individuals with disabilities in the university’s P.R.I.D.E. and P.R.I.D.E.4Adults outreach programs. He received his PhD in nutrition and exercise science, focusing on movement studies in disability. He has received the Dr. Ron Satz Teacher/Scholar Award (2017); an Excellence in Mentoring in Research, Scholarship, and Creative Activity Award (2016); the UWEC Excellence in Service-Learning as a Faculty Mentor Award (2014); and numerous other awards. His teaching focuses on adapted physical activity and motor development, rehabilitation science, research methods, research and creative activities, physical activity and health behaviors of individuals with disabilities, and related areas.