Roth (2013)ROTH, Kristi. Adapt with apps. Journal of Physical Education Recreation & Dance, v. 84, n. 2, p. 4-6, 2013. DOI: https://doi.org/10.1080/07303084.2013.757168 https://doi.org/10.1080/07303084.2013.75...
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Adapt with Apps
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To describe how to find and use applications that help teachers with school inclusion in Physical Education. |
Descriptive |
Various cell phone/tablet applications are presented so that Physical Education teachers can use them during their practice to assist in the school inclusion process. |
Schultz et al. (2013)SCHULTZ, Jessica L. et al. Ensuring the success of deaf students in inclusive physical education. Journal of Physical Education, Recreation & Dance, v. 84, n. 5, p. 51-56, 2013. DOI: https://doi.org/10.1080/07303084.2013.779535 https://doi.org/10.1080/07303084.2013.77...
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Ensuring the Success of Deaf Students in Inclusive Physical Education
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Describe strategies that can help Physical Education teachers ensure the inclusion of deaf students in school Physical Education classes. |
Descriptive |
Various strategies are presented, and how to implement them, in order to help school PE teachers guarantee access and continuity for hearing-impaired students in their classes. |
Brian & Haegele (2014)BRIAN, Ali; HAEGELE, Justin A. Including students with visual impairments: softball. Journal of Physical Education, Recreation and Dance, v. 85, n. 3, p. 39-45, 2014. DOI: https://doi.org/10.1080/07303084.2014.875808 https://doi.org/10.1080/07303084.2014.87...
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Including Students with Visual Impairments: Softball
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Describe ideas for equipment modifications and progressions for Softball. |
Descriptive |
By implementing the changes suggested in the article, PE teachers can take a significant step towards creating an inclusive learning environment. |
Ferreira e Ranieri (2016)FERREIRA, Natasha Reis; RANIERI, Leandro Penna. O uso da tecnologia assistiva por professores de educação física. Revista Eletrônica de Educação, v. 10, n. 3, p. 215-229, 2016. DOI: https://doi.org/10.14244/198271991593 https://doi.org/10.14244/198271991593...
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O uso da tecnologia assistiva por professores de Educação Física / The use of assistive technology by Physical Education teachers |
To investigate the ways in which Physical Education teachers work with students with disabilities and how they adapt their lessons, looking into the use of Assistive Technology. |
Exploratory |
The analysis of the reports showed that adaptations and improvisations are made in activities involving students with disabilities and that Assistive Technology is little known by the majority. |
Fiorini e Manzini (2017)FIORINI, Maria Luiza Salzani; MANZINI, Eduardo José. Formação continuada para professores de Educação Física: a tecnologia assistiva favorecendo a inclusão escolar. Práxis Educativa, v. 12, n. 2, p. 334-355, 2017. DOI: https://doi.org/10.5212/PraxEduc.v.12i2.0003 https://doi.org/10.5212/PraxEduc.v.12i2....
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Formação continuada para professores de Educação Física: a Tecnologia Assistiva favorecendo a inclusão escolar/ Continuing education for Physical Education teachers: Assistive Technology favoring school inclusion |
It describes the development of continuing education for Physical Education teachers with a view to incorporating Assistive Technology into lessons and creating favorable conditions for school inclusion. |
Exploratory |
Assistive Technology was essential, as teaching strategies and pedagogical resources were established to suit the students’ needs and potential. In addition, the results indicate that the inclusion of disabled students and students with GDD in schools implies guaranteeing a process of continuous training for teachers. |
Laughlin et al. (2018)LAUGHLIN, Michael K. et al. Assistive technology: what physical educators need to know. Journal of Physical Education, Recreation & Dance, v. 89, n. 3, p. 38-45, 2018. DOI: https://doi.org/10.1080/07303084.2017.1417930 https://doi.org/10.1080/07303084.2017.14...
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Assistive Technology: What Physical Educators Need to Know
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To provide physical educators with a working knowledge of the AT process, highlighting some of the devices and services currently used in Physical Education settings. And to provide recommendations that PE teachers should consider to ensure that students with disabilities maximize their learning potential with increased AT. |
Descriptive |
The AT process can involve a complex series of actions, but this should not obscure the potential value for students with disabilities. Services exist to ensure that students are fully supported during the selection, acquisition, and use of the necessary devices. In Physical Education, devices are being used by students to increase their functional capacity in order to access and achieve learning outcomes. PE teachers must work closely with all members of the school team so that assistive technology decisions incorporate practical, useful, and individually chosen functionality. |
Simpson e Taliaferro (2021)SIMPSON, A. Chloe; TALIAFERRO, Andrea Ruth. Designing inclusion: using 3D printing to maximize adapted physical education participation. TEACHING Exceptional Children, v. 54, n. 1, p. 26-35, 2021. DOI: https://doi.org/10.1177/00400599211010191 https://doi.org/10.1177/0040059921101019...
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Designing Inclusion Using 3D Printing to Maximize Adapted Physical Education Participation
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Discuss the capability of 3D printed AT in educational settings, and illustrate how teachers, Adapted Physical Education specialists and other related service staff can utilize 3D printing to aid student success in Physical Education. In addition to helping professionals locate, upload, and utilize existing collections of 3D TA models from open-source websites. |
Descriptive |
This article discussed the capability of 3D printing for use in school Physical Education, illustrating how physical educators, Adapted Physical Activity specialists and other related service providers can take advantage of 3D printing technology. The potential of 3D printing has been demonstrated in other areas of education and should be considered for use in Physical Education to promote the inclusion and participation of students with disabilities. |