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dc.contributor.authorWiskochil, Brian
dc.date.accessioned2021-09-08T14:09:01Z
dc.date.available2021-09-08T14:09:01Z
dc.date.issued4/22/2004
dc.identifier.urihttp://hdl.handle.net/20.500.12648/6513
dc.descriptionAbstract created by repository to add in the discovery process.
dc.description.abstractChildren with disabilities are often far behind their peers in motor skills, and physical development, and therefore require equal, and in many cases greater time spent in physical activity than their peers. However, the actual time spent in Academic Learning Time-Physical Education (ALT-PE) is often much shorter for disabled children. This study was designed to determine the effect same-aged peer tutors have on the ALT-PE of visually impaired students. Four participants between the ages of nine and sixteen were included in the study. Two were completely blind, and two were capable of very limited vision. An initial period of ALT-PE with peer-tutors was measured for four to five classes, after that all peer tutors were given training along with the tutee that lasted 1.5 to 2 hours. After training, all participants were recorded for 10-12 classes. The results showed a significant increase in APT-PE for all but one of the participants. The research concludes that trained same-age peer tutors are beneficial to children with disabilities.
dc.subjectPhysical Education
dc.subjectDisabilities
dc.subjectVisual Impairment
dc.titleEffects of Trained Peer Tutors on Academic Learning Time-Physical Education of Persons with Visual Impairments
dc.typethesis
refterms.dateFOA2021-09-08T14:09:01Z
dc.description.institutionSUNY Brockport
dc.description.departmentKinesiology, Sport Studies and Physical Education
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleKinesiology, Sport Studies, and Physical Education Master’s Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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