• Blanket Medical Excuses From Physical Education

      Lieberman, Lauren J.; Cruz, Luz; The College at Brockport (2001-07-01)
    • Inclusive Education: The Benefits and the Obstacles

      McMillan, Nicole M.; The College at Brockport (2008-05-01)
      The consideration of the benefits and challenges of inclusive education is more than the latest educational trend. It is an ongoing topic of study and conversation for both educators and parents. As the educational community seeks to acknowledge and serve multiple learning styles and differently-abled students, the debate continues whether an inclusive educational setting is advantageous or detrimental to student’s academic achievement, for both students with and without any disability. This thesis project examines the current research on inclusion education through careful examination of the legislative history, pedagogical approaches, and assessment of the various benefits and obstacles to inclusive educational practices. The research notes that the value of a partnership between a fully prepared and educated teaching staff, administrator support, and parental involvement affects inclusive program gains, and that the roles and attitudes of educators, administrators, parents, and the students themselves, as each has bearing on the success of any given inclusive method, is paramount. Study conclusions state that “inclusion is a philosophy of acceptance and diversity” that must be “embraced” in order to achieve both positive social interaction and academic achievement.
    • Strategies for Collecting Data in Physical Education

      Morton, Kimble B.; Lieberman, Lauren J.; The College at Brockport (2006-07-01)
      It is important to collect accurate data on student performance in order to be accountable for the instruction and learning of students. Although barriers sometimes impede data collection, they can be overcome through strategies such as (a) planning, (b) matching collection strategies to the setting, (c) recording your own behavior, (d) using specific rubrics, (e) collecting data on one or two students a day, (f) training and directing paraeducators, (g) teaching students to self monitor, and (h) utilizing simple equipment to record data. Once accurate and sufficient data is collected, placements, planning, modifications, instruction, and feedback are easier, more valid, and effective.