Introduction: Children who are deafblind have unique educational needs, especially when it comes to developing a foundation for recreation. This foundation includes a well-rounded physical education program. Purpose: The purpose of this study was to explore the experiences of adults who are deafblind as they recall their involvement in physical…

Appropriate physical education is a mandated part of a child's Individual Educational Program (IEP). It is not optional, nor should parents want it to be optional. This is the time in the day for the child to develop in a variety of ways that are very important to healthy living for the rest of his or her life. The purpose of physical education is…

For many students with disabilities to be successful learners in the general education curriculum, they must receive supplemental aids and services. Assistive Technology commonly referred to as AT, fits both the definition of supplemental aids as well as related services for students with disabilities. Assistive Technology services and devices…

Model programs are briefly described which use outdoor education to carry out individualized education programs for handicapped students. Sample objectives for individuals and their corresponding activities are listed for such areas as outdoor cookery, wilderness camping, and participation in local outdoor recreational facilities or areas.…

The manual describes Project SELF (Special Education for Leisure Fulfillment), a leisure education inservice training model for administrators, teachers, parents, and those in the recreation professions. Following an introduction setting forth definitions of terms, the manual presents seven training modules on the following topics: national…

The booklet is designed to help educators understand recreation services for handicapped children in the schools. An introductory section considers the importance of leisure for the handicapped and reviews the inclusion of recreation as a related service in P.L. 94-142, the Education for All Handicapped Children Act. The second section addresses…

This curriculum was developed to fulfill the need for a longitudinal, community-referenced curriculum for students in Kentucky with moderate and severe handicaps that could provide the basis for programming from the elementary level through completion of a student's school career. The curriculum consists of guideline chapters on how to use this…

Twelve years after beginning an experimental individualized education program, 22 participants and 19 classmate nonparticipants were interviewed. Participants were more negative about their college experiences but were indistinguishable from nonparticipants on comparisons of postgraduate education, occupational history, family and residential…

Project COMPETE was designed to promote the successful transition of students with severe handicaps from school to adult life and work in integrated community settings. The project developed an instructional program, trained staff members of the Nassau County (New York) Board of Cooperative Educational Services, recruited jobs for the students,…

This document is designed to assist physical education teachers to design curricula which can help students with learning disabilities, emotional impairments, and educable mental impairments achieve Michigan's essential goals and objectives for physical education. Chapter I discusses legal mandates, terminology, movement characteristics of the…

This collection of 10 papers addresses "best practices" in the development of transition services for youths who are deaf-blind. The papers include quality indicators checklists, transition planning checklists, and other assessment tools. The papers have the following titles and authors: "Overview of Transition Services for Youths Who Are…

This book is intended to provide a comprehensive guide to the transition of students from special education programs into adulthood. The 13 chapters address the following specific issues, with sample sub-topics indicated in parentheses: (1) fundamentals of transition services (self-determination, importance of keeping records); (2) transitional…

The seventh in a series of federally supported modules for training paraprofessional school personnel working with students with disabilities, this module presents information on assisting individuals with disabilities in their transition from school to adult life. Both a facilitator's edition and a student's edition are provided. Chapter 1…

The passage of the Individuals with Disabilities Act (IDEA) in 1990 and the subsequent reauthorization in 1997 mandate school districts to provide transition services for students with disabilities in order to improve post-school outcomes for these youth. To help meet the requirements for transition, many school districts have developed…