Within the last decade, handicapped students were routinely excluded from public schools (Cintron, 1983). Federal and state law now guarantee these children a free, appropriate public education. It is the task of school administrators to develop programs and policy to insure the rights of handicapped children. The goal of this research is to present a legal perspective for the teaching of handicapped children in physical education and offer specific recommendations for the successful implementation of educational programs for the handicapped. A policy analysis was performed with regards to the legal aspects of teaching the handicapped child in physical education with emphasis on due process as it applies to PL 94-142, a free and appropriate education under PL 94-142 placement in the least restrictive environment, and individual educational plan as it applied to physical education. The three major sources of American law (case law, statutory law, and administrative adjudication and decision) provided the base of data for this policy analysis. Significant case law was reviewed and analyzed with emphasis on recent U.S. Supreme Court decisions. Statutes presented include Section 504 of the Rehabilitation Act of 1973, Public Law 94-142 and the reauthorization of Public Law 94-142. Administrative adjudications and decisions which have been handed down by various federal and state agencies were also presented. In order for school administrators to successfully implement the intent and spirit of the education of the handicapped regulations, the following guidelines have been recommended: 1. physical education services should be provided for handicapped students commensurate to those provided for non-handicapped students, 2. the needs of each handicapped child relating to physical education should be evaluated individually, 3. shcool administrators should insure that district and building policy interface with the procedural safeguards inherent in PL 94-142. 4, the extent of physical education services offered under PL 94-142 should be delineated in the individual educational progarm for each handicapped student.

No description available.

Thesis (MScSportSc)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: Physical activity is an integral part of children's lives. It makes an essential contribution to their physical, psychological and social well-being. Often, it is through movement and active play that children learn to discover themselves. This movement and play sometimes serves as a medium for communication. Unfortunately, various research studies show that children are not active enough and lead ever increasing sedentary lifestyles and these lifestyles lead to various types of hypo-kinetic diseases. Technology, as well as the phasing out of structured physical education in schools, are aspects that are responsible for the decrease in activity levels of children. The primary aim of this study was to determine if present-day children's (Grades 1 - 3) physical abilities have improved or worsened over the years. Movement tests from Katzenellenbogen (1976) were used to test movement abilities of these children. Adapted questionnaires from Van Deventer (1999) were used to construct the lifestyle patterns of learners and to get information concerning movement programmes from teachers at schools. The sample population (N=372) was selected from four schools (two previously disadvantaged and two former Model C schools) in the Stellenbosch area. The tests evaluated, inter alia the following, velocity, velocity and power, power, velocity and accuracy, accuracy and precision. Children from the previously disadvantaged and former Model C schools, as well as age and sex were compared. A comparison with the 1976 study of Katzenellebogen was also done. The latter study only involved girls and was undertaken only at White schools. The coding of the variable data was done in a computer format, coded and statistically analysed. Averages are compared through the Analyses of Variance (ANOVA). From the results of the study, it can be concluded that children at the former Model C schools fared better in most of the tests and it is evident that boys generally are more active than girls. As far as the comparison with the 1976 study is concerned, present-day girls fared worse in almost all the tests. The weight of the 9 year old girls increased by as much as 7.2 kg. This study can therefore be a starting point for further study attempting to combat the tendency of inactivity amongst the youth of today. / AFRIKAANSE OPSOMMING: Fisieke aktiwiteit is 'n integrale deel van kinders se lewens. Dit maak 'n essensiële bydrae tot hul fisieke, psigologiese en sosiale welstand. Dit is dikwels deur beweging en aktiewe spel wat kinders leer om hulself te ontdek. Hierdie beweging en spel dien ook soms as 'n medium vir kommunikasie. Ongelukkig toon verskeie navorsing dat kinders nie aktief genoeg is nie en al hoe meer sedentêre leefstyle handhaaf, wat lei tot allerhande hipokinetiese siektetoestande. Tegnologie, asook die uitfassering van gestruktureerde Liggaamlike Opvoeding in skole is aspekte wat verantwoordelik gehou word vir die afname in aktiwiteitsvlakke van kinders. Die primêre doel van hierdie studie was om te bepaal of hedendaagse kinders (Graad 1 tot 3) se bewegingsvermoëns oor die jare heen verbeter of verswak het. Bewegingstoetse uit Katzenellenbogen (1976) is gebruik om bewegingsvermoëns van die kinders te toets. Aangepaste vraelyste uit Van Deventer (1999) is gebruik om die leefstylpatrone van leerders vas te stel en om inligting aangaande bewegingsprogramme in die skole by onderwysers te bekom. Die proefpersone (N=372) is uit vier skole (twee voorheenbenadeelde [VB]- en twee voormalige Model-C [VMC]-skole) in die Stellenbosch omgewing geselekteer. Die toetse het die volgende veranderlikes gemeet: snelheid; snelheid en dryfkrag; dryfkrag; snelheid en akkuraatheid; akkuraatheid en presiesheid; getoets. Kinders van VB- en VMC-skole, ouderdomme en geslagte is met mekaar vergelyk. Daar is ook 'n vergelyking met die 1976-studie van Katzenellenbogen getref. Die 1976-studie van Katzenellenbogen het slegs dogters ingesluit en is slegs by Blanke skole onderneem. Die veranderlikes se datametings is in rekenaarformaat gekodeer en statisties verwerk. Gemiddeldes is vergelyk deur middel van analise van variansie (ANOVA). Uit die resultate van die studie kan tot die gevolgtrekking gekom word dat kinders by die VMC-skole beter in meeste van die toetse gevaar het en dit blyk ook dat seuns oor die algemeen meer aktief is as dogters. Wat die vergelyking met die 1976-studie betref, het hedendaagse dogters swakker gevaar in byna al die toetse. Die 9-jarige dogters het ook met soveel as 7.2 kg in gewig vermeerder. Hierdie studie kan dus as 'n beginpunt dien vir verdere studie in 'n poging om die tendens van onaktiwiteit onder vandag se jongmense te bekamp.

Made available in DSpace on 2016-04-27T16:32:24Z (GMT). No. of bitstreams: 1 Regiane da Silva Rocha.pdf: 2256194 bytes, checksum: 1a67115b6ae4f69656d8865c108a201e (MD5) Previous issue date: 2010-10-14 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This research has as object on the educational proposal of Norberto de Souza Pinto, dedicated to teaching children abnormal, with a focus on the relationship between abnormality and education. In this study has established a historical analysis on the proposal of the educator as one of the first initiatives for the institutionalization of special education at the beginning of the XX century in São Paulo. The main sources of this research were articles written by the educator between 1933 and 1960. The theorical reference to subsidize the discussions about enlightenment, technological rationality, science and technology, enfranchisement and education in administered society is extracted from critical theory of society, especially the analysis of Theodor W. Adorno, Max Horkheimer and Herbert Marcuse. It's been verified at the end that the proposed Norberto de Souza Pinto represented an initiative by complex organizational order that in the period, symbolized a pioneering action in the search of the institutionalization of specialized education, today called special education. It was possible to verify that the concept of normality and abnormality in the proposal of the educator was predominantly driven by knowledge arising medicine and psychology entailed to biology / A presente pesquisa tem por objeto a proposta de educacional de Norberto de Souza Pinto, dedicada ao ensino de crianças anormais, com foco na relação entre anormalidade e educação. Neste estudo foi estabelecida uma análise histórica sobre a proposta do educador como uma das primeiras iniciativas em favor da institucionalização da educação especializada no início do século XX em São Paulo. As principais fontes dessa pesquisa foram artigos escritos pelo educador entre 1933 e 1960. O referencial teórico adotado para subsidiar as discussões acerca do esclarecimento, racionalidade tecnológica, ciência e tecnologia, emancipação e educação na sociedade administrada é extraído da teoria crítica da sociedade, em especial as análises de Theodor W. Adorno, Max Horkheimer e Herbert Marcuse. Verificou-se ao final que a proposta de Norberto de Souza Pinto configurou uma iniciativa de ordem organizacional complexa, que ao período simbolizou uma ação pioneira na busca da institucionalização da educação especializada, hoje denominada de educação especial. Foi possível constatar que a concepção de normalidade e anormalidade na proposta do referido educador foi predominantemente orientada pelos conhecimentos oriundos da medicina e da psicologia vinculada à biologia

Made available in DSpace on 2016-04-27T16:34:01Z (GMT). No. of bitstreams: 1 Anoel Fernandes.pdf: 1245190 bytes, checksum: 79302ace554fc35875fdb86ec762b581 (MD5) Previous issue date: 2009-12-10 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The objective of this work was to investigate the manifestations of the teachers of Physical Education, operating in the initial series of Basic education of the public net state of Sao Paulo, concerning the proposal pedagogical elaborated by the Secretariat of the Education in the year of 2003, when occurred the return of the attribution of lessons for the specialist teacher in Physical Education and Arts. This return was accompanied of a proposal to be implemented by the teachers, who would have to use the material produced for the SEE-SP/CENP. The agreement searched as, in the condition of agents of the education process, they had disclosed front to the external demands: as they had received and they implanted to such proposal, the reasons of the adhesion or resistance, as well as the modifications effected at the moment of the application. Six teachers of the DERCO had been interviewed (Direction of Education of the Regional Campinas West), being three experienced and three beginning ones in the teaching in 2003. For analysis of the collected data it was used as base authors who namely deal with the influences that the school and the teachers suffer from the some superior ranches: Apple and Teitelbaun (1991), Rasp (2003), Contreras (2002), Perez Go'mez and Gimeno Sacristán (1998) and Hutmacher (1996) and Gimeno Sacristán (1999), beyond authors who argue the relation between knowing and practical teachings Tardif e Raymond (2000) e Tardif (2002). The results pointed that: 1º) teachers had lost to the requirements of the rationality technique, having indicated that the proposal of the CENP assisted in the planning of the work, at the same time where if they had felt valued; 2º) the experienced teachers, when placed ahead of the external demands, had adhered to the proposal, while the beginning ones, with the temporary adhesion to the proposal, had exactly indicated that its practical is guided by other approaches that was not defend it in the proposal; 3º) as the experienced teachers as well as the beginning ones had not been mere reproducers: they had obtained to the new meanings of the proposal when of its application; 4º) the experienced teachers had had an almost total initial adhesion to the proposal, especially adopting the developed conception in present in it, whereas the beginning ones had tended to the partial adhesion and the adoption of other conceptions of the Physical Education / O objetivo deste trabalho foi investigar as manifestações dos professores de Educação Física, atuantes nas séries iniciais do Ensino Fundamental da rede pública estadual paulista, acerca da proposta pedagógica elaborada pela Secretaria da Educação no ano de 2003, quando aconteceu o retorno da atribuição de aulas para o professor especialista em Educação Física e Artes. Esse retorno veio acompanhado de uma proposta a ser implementada pelos professores, que deveriam utilizar o material produzido pela SEESP/ CENP. Buscou-se o entendimento de como, na condição de agentes do processo de ensino, manifestaram-se frente às demandas externas: como receberam e implantaram a tal proposta, os motivos da adesão ou resistência, bem como as modificações efetuadas no momento da aplicação. Foram entrevistados seis professores da DERCO (Diretoria de Ensino da Regional Campinas Oeste), sendo três experientes e três iniciantes na docência em 2003. Para análise dos dados coletados utilizou-se como base autores que tratam das influências que a escola e os professores sofrem das várias estâncias superiores, a saber: Apple e Teitelbaun (1991), Lima (2003), Contreras (2002), Pérez Gómez e Gimeno Sacristán (1998) e Hutmacher (1996) e Gimeno Sacristán (1999), além de autores que discutem a relação entre saberes e prática docentes como Tardif e Raymond (2000) e Tardif (2002). Os resultados encontrados apontam que: 1º) os professores sucumbiram às exigências da racionalidade técnica, indicando que a proposta da CENP auxiliou no planejamento do trabalho, ao mesmo tempo em que se sentiram valorizados; 2º) os professores experientes, quando colocados diante das demandas externas, aderiram à proposta, enquanto os iniciantes, mesmo com a adesão temporária à proposta, indicaram que suas práticas são norteadas por outras abordagens que não a defendida na proposta; 3º) tanto os professores experientes quanto os iniciantes não foram meros reprodutores: conseguiram ressignificar a proposta quando da sua aplicação; 4º) os professores experientes tiveram uma adesão inicial quase total à proposta, especialmente adotando a concepção desenvolvimentista nela presente, enquanto que os iniciantes tenderam à adesão parcial e a adoção de outras concepções da Educação Física

nÃo hà / A presente pesquisa avalia os efeitos do Programa do MinistÃrio da EducaÃÃo e do Meio Ambiente: Vamos Cuidar do Brasil com as Escolas, que foi lanÃado em 2004, visando estimular a realizaÃÃo de experiÃncias que promovam um salto qualitativo na formaÃÃo de princÃpios direcionados à preservaÃÃo do meio ambiente. Referido programa se propÃs a construir um processo permanente de EducaÃÃo Ambiental na escola atravÃs de vÃrias aÃÃes com destaque para a realizaÃÃo das ConferÃncias Infanto Juvenis pelo Meio Ambiente. A III ConferÃncia à o principal alvo dessa pesquisa, focada na atuaÃÃo dos delegados que representaram o Cearà nas fases Estadual, Nacional e Internacional. O foco foi investigar como estes jovens percorreram os caminhos da EducaÃÃo Ambiental, buscando uma trajetÃria de representatividade junto a sua escola/comunidade. A observaÃÃo do engajamento desses jovens em projetos e aÃÃes de EducaÃÃo Ambiental mostrou o quanto o programa em anÃlise contribuiu para a sua caminhada. Quanto à metodologia, trabalhou-se com a abordagem qualitativa, tendo em vista que esta busca relacionar os acontecimentos aos processos humanos numa relaÃÃo de interaÃÃo entre as partes. Foram usadas diferentes estratÃgias, como o questionÃrio, a entrevista em profundidade, o grupo focal e a observaÃÃo livre, utilizando como instrumento o diÃrio de campo. As informaÃÃes foram analisadas a partir do mÃtodo do Discurso do Sujeito Coletivo, na tentativa de se perceber a representatividade desses jovens junto a sua escola/comunidade. Os resultados apontam mudanÃas de atitude por parte dos jovens no seu cotidiano, na convivÃncia com as outras pessoas e com o meio ambiente, mudanÃas estas, influenciadas pela sua participaÃÃo no programa. / In this study we evaluated the effects of a programme launched in 2004 by the Brazilian Ministry of Education and the Ministry of the Environment entitled âVamos Cuidar do Brasil com as Escolasâ. The purpose of this Programme is to encourage educational experiences that will help prepare for a qualitative leap in the creation of principles directed at preserving the environment. The programme proposes to construct a permanent environmental education process in public schools through a range of actions, with emphasis on the organization of Conferences on Environmental Education for Children and Youths. The third edition of this conference, held in Cearà in 2008, along with the delegates representing Cearà during the regional, national and international stages, is the main object of the study. We investigated how the students have assimilated skills and experiences in environmental education and increased their representativeness in their respective schools and communities. Their observed involvement in environmental education activities reflected the importance of the Programme to their learning process. Our approach was qualitative in order to relate events to human processes, highlighting potential interactions. With the help of questionnaires, in-depth interviews, focus group discussions and free observations, information was collected and entered in a field diary. The results were analyzed using collective subject discourse in order to evaluate the representativeness of the children and adolescents in their respective schools and communities. Our study revealed changes in the studentsʼ attitudes towards their daily routine and their interaction with others and the environment as a result of their participation in the Programme.

L’association d’enfants et de jeunes aux enjeux de la confrontation armée est une manifestation qui interpelle les sociétés contemporaines. Au sein des pays troublés par des conflits armés, une partie des efforts réalisés par la société civile pour prévenir l’utilisation des enfants et des jeunes par les acteurs armés ainsi que pour réintégrer à la vie civile ceux qui sont sortis des groupes armés concerne leur encouragement à s’impliquer dans la pratique d’activités artistiques et/ou sportives. Il s’agit d’une initiative généralisée et promue notamment par des organismes nationaux et internationaux. <p><p>Les arguments exprimés à l’égard des effets de l’implication des jeunes dans la pratique des activités sportives ou artistiques suggèrent que ces pratiques contribuent à la réconciliation et de ce fait, à la pacification des rapports sociaux. La promotion de la pratique sportive se justifie ainsi par des valeurs et des bénéfices qui lui semblent consubstantiels. <p>Nous avons ainsi affaire à un scenario dans lequel agissent tant des acteurs civils qu’armés auprès des enfants et des jeunes. Nous constatons que dans un tel scénario l’utilisation des éléments courants du domaine de la pratique sportive ou des activités artistiques répondent à des intérêts opposés par rapport à la représentation et le statut de l’exercice de la violence. Pour les uns, le but est le contrôle les expressions de la violence pendant que, pour les autres, l’intérêt est lié aux enjeux de l’exercice de celle-ci. Ce cadre problématise évidement le rôle, la représentation et la façon dont ces activités participent dans les processus de pacification de rapports sociaux dans un contexte déterminé par la présence d’un conflit armé et par l’exercice systématique de la violence armée.<p> <p>Nous avons entrepris une enquête auprès des jeunes inscrits dans la pratique des activités sportives et/ou artistiques ainsi que des jeunes sortis des groupes armés afin d’explorer leur attitude face à la possibilité de s’engager dans des activités leur demandant une disposition à exercer la violence armée. Il s’agit de savoir comment se positionnent les enfants et les jeunes impliqués dans la pratique des activités sportives face à la violence et à la possibilité de l’exercer. Et plus précisément, à quel point les jeunes qui font du sport se montrent adverses au fait d’armer leur corps voire devenir « corps armé ».<p><p>Le rapport entre la pratique sportive et l’attitude face à la possibilité d’exercer la violence armée est évaluée au sein de la société colombienne qui subit les conséquences d’un long et interminable conflit armé. La durée de ce conflit a engendré une multiplicité de formes par lesquelles s’exerce le contrôle de la population et du territoire à travers la violence armée et organisée.<p><p>The participation of children and teenagers within an armed confrontation is a manifestation that questions the basics of our contemporary society. Within countries affected by armed conflicts, an important effort should be made by the civil society to prevent de usage of children and teenagers by the parties in conflict. In addition children and teenagers formerly involved in armed conflict should be reintegrated in civil life by encouraging the practice of sports and arts. This an initiative promoted by the national and international organizations.<p>The arguments already discussed regarding the effects of involving the youth in sports and artistic activities suggest that such practices contribute to the reconciliation, thus pacification of social relationships. The promotion of sports is justified by the values and benefits attached by sport practice.<p><p>We have inquired youngsters that practice sports and/or arts and former child soldiers about their attitude facing the possibility to get involved in activities related to armed violence. This is to understand how children and teenagers face violence or the possibility to exercise it. In particular, to understand to which point, the youngsters that practice sports are adverse to arm themselves.<p><p> / Doctorat en Sciences de la motricité / info:eu-repo/semantics/nonPublished

The aim of the study was to evaluate school children’s attitudes towards Physical Education in selected Mutare city schools. In order for the children to benefit from the Physical Education program, the study hypothesized that children must develop the right attitudes towards Physical Education. This observation has also been emphasized in other studies that children, who possess the right attitude towards Physical Education, develop positive attitudes towards physical activities. This suggestion has also been reported by Portman, (2003) and McKenzie (2003) that one of the benefits of Physical Education is sustained participation in physical activities outside the school. This study involved 400 children from Mutare Junior, Chancellor, Zamba, Dangamvura, Sakubva, Chikanga, Mutanda and Murahwa Primary Schools in Mutare city. The children’s age ranged between 12 - 14 years old. The primary data were collected from questionnaires, interviews and focus group discussions, while secondary data were based on related literature review. The results indicated that the teacher, curriculum content and delivery, the learning environment, siblings, type of school, location of residences, proximity of facilities and support from parents were some of the factors associated with children’s attitudes towards Physical Education and Physical Activity at school and home respectively. In many ways, these factors affected children’s sustainable participation in physical activities after school.

Planning for and management of athletic education facilities -- Grades K-12.

This project is a plan whereby Summit Intermediate School will implement a new fitness and health oriented curriculum. The Prudential Fitnessgram will be utilized as the change vehicle through which students will face a variety of fitness activities, assessments, and goal setting opportunities during physical education class.