Instances of ineffective Physical Education lessons
7
(5)
2 Who are the Children with Special Educational Needs in Physical Education?
12
(7)
Children with Special Educational Needs in Physical Education
13
(2)
Guidelines for adapting teaching situations for differing groups of children with Special Educational Needs
15
(2)
Safety
17
(1)
Inclusion summary
18
(1)
3 Motor Skill Development -- Pinpointing the Difficulties
19
(22)
Task analysis
20
(1)
Worksheet -- Task 1: a functional activity
21
(3)
Worksheet -- Task 2: a practical activity appropriate for Key Stages 1 and 2, which is a task requiring cooperation with a partner
24
(4)
Difficulties encountered by pupils with impairments
28
(1)
Principles of progression
28
(1)
Key factors in analysing movement skill development
29
(1)
Making tasks accessible through a progressional model
30
(2)
Programme of study: games
32
(2)
Programme of study: gymnastic activities
34
(2)
Programme of study: dance
36
(2)
Assessment -- looking at motor skills and associated activities, Key Stage 1
38
(1)
Assessment -- looking at motor skills and associated activities, Key Stage 2
39
(2)
4 Stepping Stones to Enable Children to have Access to National Curriculum Physical Education
41
(10)
Core skills -- what are these?
41
(3)
Children whose behaviour does not conform to expectations
44
(5)
The need for support
49
(1)
Summary of skills teachers need to provide appropriate programmes for pupils with Special Educational Needs
50
(1)
5 Accessing the Curriculum for Children with Special Educational Needs
51
(8)
Fitness
51
(4)
Sequencing
55
(1)
Partner work
56
(1)
Differentiation
57
(2)
6 The Process of Catering for Individual Needs
59
(31)
Assessment
59
(1)
Suggested ways of collecting evidence: observation/assessment sheet
60
(5)
Assessment responses
65
(1)
Responses of a six-year-old boy with learning difficulties and motor difficulties
66
(2)
Programme for the six-year-old boy with learning difficulties and motor difficulties
68
(3)
Responses of an eight-year-old with behavioural difficulties (Key Stage 2)
71
(3)
Programme for the eight-year-old with behavioural difficulties
74
(4)
Responses of a bright ten-year-old boy with coordination difficulties and lack of organisational skills (Key Stage 2)
78
(2)
Programme for the bright ten-year-old with coordination difficulties and lack of organisational skills (Dyspraxic)
80
(3)
Ideas for helping improve areas of Special Need
83
(7)
References
90
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