Kristi Roth, PhD, CAPE, is a professor in the School of Education at the University of Wisconsin (UW) at Stevens Point. She spent 10 years as a general and adapted physical education teacher in the preK-12 environment prior to moving into higher education. She has served in a combination of administrative and teaching roles at UW since 2004. She currently teaches graduate courses in resilience and self-care, equity in education, social justice, research methods, trauma-sensitive classrooms, and issues and trends in education, as well as undergraduate courses in adapted physical education. She was the lead developer of a certificate in trauma and resilience. She has written numerous publications and presentations focusing on technology and teaching students with severe disabilities. She holds the CAPE (certified adapted physical educator) credential.Melissa Bittner, PhD, CAPE, is an associate professor in the department of kinesiology at California State University, Long Beach. She is the coordinator of the adapted physical education program and of the graduate program for curriculum and instruction in physical education. Her primary responsibility is to prepare university students to teach physical education to individuals with disabilities. She directs several on-campus service learning programs designed to offer positive physical education experiences to young people with disabilities. Dr. Bittner serves on the board for the National Consortium for Physical Education for Individuals with Disabilities (NCPEID), California Association for Health, Physical Education, Recreation, and Dance (CAHPERD), and State Council on Adapted Physical Education (SCAPE). Her primary scholarly interests are evidence-based teaching practices for autistic youth and adapted physical education assessment. She has given many scholarly presentations and workshops at the international, national, and state levels.Elizabeth Foster, PhD, CAPE, is an associate professor of adapted physical activity and adapted physical education (APA/APE) at West Chester University. She is the APA/APE program coordinator, graduate coordinator of the APE graduate certificate program, program coordinator for health and physical education majors, and director of the adapted physical activity minor. Dr. Foster was named the 2012 APE Teacher of the Year by the Pennsylvania State Association for Health, Physical Education, Recreation, and Dance. She is a member of the Pennsylvania Deaf-Blind Advisory Committee, is a special advisor for the Pennsylvania Partnership for the Deafblind, and is the research chair for the National Consortium for Physical Education for Individuals With Disabilities. She is also certified in English as a secondary language. In addition, Foster has been involved with various adapted sport organizations and disability organizations promoting physical activities, fitness, adapted sports, and aquatics for all individuals with disabilities.Jean Pyfer, PNP, CAPE, is an emeritus faculty professor of Texas Woman's University and retired dean. She earned her bachelor's degree in physical education and biology from Bradley University, her master's degree in physical education from Indiana University (IU), and her doctorate in physical education and educational psychology from IU. Her professional specializations include adapted physical education, movement assessment, programming to alleviate sensory motor development delays, and motor development during growth.Lauriece Zittel, PhD, CAPE, is a professor of adapted physical activity in the kinesiology and physical education department of Northern Illinois University. Her research interests include early childhood physical activity and movement skill assessment, curriculum design, and instruction for children with disabilities and those at risk for developmental delay. She earned her doctoral degree in movement studies in disability from Oregon State University, her MSEd degree in physical education from the University of Maine, and her BS degree in physical education from Valparaiso University.

• Chapter 1. Introduction to Adapted Physical EducationDefinition of Physical Education in Special Education LawBenefits of Physical Education for Learners With DisabilitiesLegal Rights of Students With DisabilitiesOversight of Adapted Physical EducationComponents of a Quality Adapted Physical Education ProgramAdapted Physical Education Efficacy and AdvocacySummaryChapter 2. Determining Educational Needs Through EvaluationPurposes of EvaluationLegal Mandates for Evaluation and AssessmentThe Evaluation Process in Adapted Physical EducationSelecting Appropriate TestsOngoing Assessment and Grading of Students With DisabilitiesSummaryChapter 3. Developing the Individualized Education ProgramProfessional Personnel Who May Be Involved in the IEP ProcessComponents of the IEPParticipants in the IEP Team MeetingAgenda for the IEP MeetingParent Participation in IEP ProcessStudent Participation in the IEP ProcessOngoing Requirements for the IEPSummaryChapter 4. Teaching to Meet Learners’ NeedsAges and Stages: Understanding Typical and Atypical DevelopmentLevels of Motor FunctionInstructional Approaches to Skill DevelopmentSummaryChapter 5. Facilitating Universally Designed, Culturally Responsive, and Least Restrictive EnvironmentsThe Least Restrictive Environment and Inclusive EducationPreparing for the Least Restrictive Environment: A Proactive ApproachUniversal Design for LearningStrategies for Creating a Least Restrictive Environment for Learners With DisabilitiesCulturally Responsive Learning EnvironmentsSummaryChapter 6. Fostering Positive Behavior and Trauma-Sensitive SpacesDefining Problem BehaviorPositive Behavioral Interventions and SupportsTrauma-Sensitive Teaching in Adapted Physical EducationSummaryChapter 7. Teaching With TechnologyCurrent ResearchConsiderations for Selection and Use of TechnologyAssistive TechnologyAssessmentInstructionEquipmentCommunicationAdministrative TasksBehavior Management and Classroom StructureSummaryChapter 8. Transition PlanningTransition DefinedFramework for Transition PlanningCommunity Sport and RecreationSummaryChapter 9. Infants, Toddlers, and PreschoolersMovement PhasesAges and Stages: Understanding Typical and Atypical DevelopmentDevelopmentally Appropriate Assessment of Infants, Toddlers, and PreschoolersEarly Intervention Programs: Birth to 3 YearsIndividualized Family Service PlanStrategies for Teaching Infants, Toddlers, and PreschoolersPreschool Programs: Ages 3 to 5 YearsPlay for Children With Severe DisabilitiesResponsibilities of the Adapted Physical Education TeacherSocial-Emotional Learning for Infants, Toddlers, and PreschoolersSummaryChapter 10. Intellectual and Developmental DisabilitiesDefinitionIncidenceCausesCharacteristics of Individuals With Intellectual DisabilitiesThe Physical Education ProgramTeaching StrategiesStudents With Severe and Profound Intellectual DisabilitiesSummaryChapter 11. Autism Spectrum DisorderIncidenceCausesCharacteristics of Students With Autism Spectrum DisorderThe Physical Education ProgramSummaryChapter 12. Specific Learning DisabilityDefinitionCausesCharacteristics of Students With Specific Learning DisabilitiesThe Physical Education ProgramSummaryChapter 13. Emotional DisturbanceDefinitionsIncidenceContinuum and Context of BehaviorsTypes of Mental Health ConditionsCauses of Emotional DisturbanceCharacteristics of Students With Emotional DisturbanceThe Physical Education ProgramEvaluation and AssessmentTeaching StrategiesCurriculumSummaryChapter 14. Physically Disabling ConditionsDefinition and ScopeNeurological DisordersOrthopedic ConditionsTraumatic InjuriesEvaluating Students With Physical DisabilitiesSocial-Emotional Needs of Students With Physical DisabilitiesSummaryChapter 15. Deafness and Hard of HearingEducational Philosophies for Working With Students With Hearing LossDeaf Community and CultureDefinitionIncidenceIdentifying Hearing LossLevels of Hearing LossOnset of Hearing LossAnatomy of the EarCauses and Types of Hearing LossCharacteristics of Students With Hearing LossThe Physical Education ProgramPlacementCurriculum DesignTeaching StrategiesSummaryChapter 16. Visual Impairments, Blindness, and DeafblindnessDefinition of Visual ImpairmentIncidence of Visual LossPreventing Vision LossCauses of Vision LossCharacteristics of Students With Vision LossThe Physical Education ProgramDeafblindnessSummaryChapter 17. Other Health ImpairmentsAsthmaAttention-Deficit/Hyperactivity DisorderCystic FibrosisDiabetesDwarfismSickle Cell DiseaseSpeech and Language DisordersSummaryChapter 18. Students With Significant Support NeedsDefinitionCharacteristics of Students With Significant Support NeedsThe Physical Education ProgramTeaching StrategiesSummary

Kristi Roth, PhD, CAPE, is a professor in the School of Education at the University of Wisconsin (UW) at Stevens Point. She spent 10 years as a general and adapted physical education teacher in the preK-12 environment prior to moving into higher education. She has served in a combination of administrative and teaching roles at UW since 2004. She currently teaches graduate courses in resilience and self-care, equity in education, social justice, research methods, trauma-sensitive classrooms, and issues and trends in education, as well as undergraduate courses in adapted physical education. She was the lead developer of a certificate in trauma and resilience. She has written numerous publications and presentations focusing on technology and teaching students with severe disabilities. She holds the CAPE (certified adapted physical educator) credential.Melissa Bittner, PhD, CAPE, is an associate professor in the department of kinesiology at California State University, Long Beach. She is the coordinator of the adapted physical education program and of the graduate program for curriculum and instruction in physical education. Her primary responsibility is to prepare university students to teach physical education to individuals with disabilities. She directs several on-campus service learning programs designed to offer positive physical education experiences to young people with disabilities. Dr. Bittner serves on the board for the National Consortium for Physical Education for Individuals with Disabilities (NCPEID), California Association for Health, Physical Education, Recreation, and Dance (CAHPERD), and State Council on Adapted Physical Education (SCAPE). Her primary scholarly interests are evidence-based teaching practices for autistic youth and adapted physical education assessment. She has given many scholarly presentations and workshops at the international, national, and state levels.Elizabeth Foster, PhD, CAPE, is an associate professor of adapted physical activity and adapted physical education (APA/APE) at West Chester University. She is the APA/APE program coordinator, graduate coordinator of the APE graduate certificate program, program coordinator for health and physical education majors, and director of the adapted physical activity minor. Dr. Foster was named the 2012 APE Teacher of the Year by the Pennsylvania State Association for Health, Physical Education, Recreation, and Dance. She is a member of the Pennsylvania Deaf-Blind Advisory Committee, is a special advisor for the Pennsylvania Partnership for the Deafblind, and is the research chair for the National Consortium for Physical Education for Individuals With Disabilities. She is also certified in English as a secondary language. In addition, Foster has been involved with various adapted sport organizations and disability organizations promoting physical activities, fitness, adapted sports, and aquatics for all individuals with disabilities.Jean Pyfer, PNP, CAPE, is an emeritus faculty professor of Texas Woman's University and retired dean. She earned her bachelor's degree in physical education and biology from Bradley University, her master's degree in physical education from Indiana University (IU), and her doctorate in physical education and educational psychology from IU. Her professional specializations include adapted physical education, movement assessment, programming to alleviate sensory motor development delays, and motor development during growth.Lauriece Zittel, PhD, CAPE, is a professor of adapted physical activity in the kinesiology and physical education department of Northern Illinois University. Her research interests include early childhood physical activity and movement skill assessment, curriculum design, and instruction for children with disabilities and those at risk for developmental delay. She earned her doctoral degree in movement studies in disability from Oregon State University, her MSEd degree in physical education from the University of Maine, and her BS degree in physical education from Valparaiso University.

• Chapter 1. Introduction to Adapted Physical EducationDefinition of Physical Education in Special Education LawBenefits of Physical Education for Learners With DisabilitiesLegal Rights of Students With DisabilitiesOversight of Adapted Physical EducationComponents of a Quality Adapted Physical Education ProgramAdapted Physical Education Efficacy and AdvocacySummaryChapter 2. Determining Educational Needs Through EvaluationPurposes of EvaluationLegal Mandates for Evaluation and AssessmentThe Evaluation Process in Adapted Physical EducationSelecting Appropriate TestsOngoing Assessment and Grading of Students With DisabilitiesSummaryChapter 3. Developing the Individualized Education ProgramProfessional Personnel Who May Be Involved in the IEP ProcessComponents of the IEPParticipants in the IEP Team MeetingAgenda for the IEP MeetingParent Participation in IEP ProcessStudent Participation in the IEP ProcessOngoing Requirements for the IEPSummaryChapter 4. Teaching to Meet Learners’ NeedsAges and Stages: Understanding Typical and Atypical DevelopmentLevels of Motor FunctionInstructional Approaches to Skill DevelopmentSummaryChapter 5. Facilitating Universally Designed, Culturally Responsive, and Least Restrictive EnvironmentsThe Least Restrictive Environment and Inclusive EducationPreparing for the Least Restrictive Environment: A Proactive ApproachUniversal Design for LearningStrategies for Creating a Least Restrictive Environment for Learners With DisabilitiesCulturally Responsive Learning EnvironmentsSummaryChapter 6. Fostering Positive Behavior and Trauma-Sensitive SpacesDefining Problem BehaviorPositive Behavioral Interventions and SupportsTrauma-Sensitive Teaching in Adapted Physical EducationSummaryChapter 7. Teaching With TechnologyCurrent ResearchConsiderations for Selection and Use of TechnologyAssistive TechnologyAssessmentInstructionEquipmentCommunicationAdministrative TasksBehavior Management and Classroom StructureSummaryChapter 8. Transition PlanningTransition DefinedFramework for Transition PlanningCommunity Sport and RecreationSummaryChapter 9. Infants, Toddlers, and PreschoolersMovement PhasesAges and Stages: Understanding Typical and Atypical DevelopmentDevelopmentally Appropriate Assessment of Infants, Toddlers, and PreschoolersEarly Intervention Programs: Birth to 3 YearsIndividualized Family Service PlanStrategies for Teaching Infants, Toddlers, and PreschoolersPreschool Programs: Ages 3 to 5 YearsPlay for Children With Severe DisabilitiesResponsibilities of the Adapted Physical Education TeacherSocial-Emotional Learning for Infants, Toddlers, and PreschoolersSummaryChapter 10. Intellectual and Developmental DisabilitiesDefinitionIncidenceCausesCharacteristics of Individuals With Intellectual DisabilitiesThe Physical Education ProgramTeaching StrategiesStudents With Severe and Profound Intellectual DisabilitiesSummaryChapter 11. Autism Spectrum DisorderIncidenceCausesCharacteristics of Students With Autism Spectrum DisorderThe Physical Education ProgramSummaryChapter 12. Specific Learning DisabilityDefinitionCausesCharacteristics of Students With Specific Learning DisabilitiesThe Physical Education ProgramSummaryChapter 13. Emotional DisturbanceDefinitionsIncidenceContinuum and Context of BehaviorsTypes of Mental Health ConditionsCauses of Emotional DisturbanceCharacteristics of Students With Emotional DisturbanceThe Physical Education ProgramEvaluation and AssessmentTeaching StrategiesCurriculumSummaryChapter 14. Physically Disabling ConditionsDefinition and ScopeNeurological DisordersOrthopedic ConditionsTraumatic InjuriesEvaluating Students With Physical DisabilitiesSocial-Emotional Needs of Students With Physical DisabilitiesSummaryChapter 15. Deafness and Hard of HearingEducational Philosophies for Working With Students With Hearing LossDeaf Community and CultureDefinitionIncidenceIdentifying Hearing LossLevels of Hearing LossOnset of Hearing LossAnatomy of the EarCauses and Types of Hearing LossCharacteristics of Students With Hearing LossThe Physical Education ProgramPlacementCurriculum DesignTeaching StrategiesSummaryChapter 16. Visual Impairments, Blindness, and DeafblindnessDefinition of Visual ImpairmentIncidence of Visual LossPreventing Vision LossCauses of Vision LossCharacteristics of Students With Vision LossThe Physical Education ProgramDeafblindnessSummaryChapter 17. Other Health ImpairmentsAsthmaAttention-Deficit/Hyperactivity DisorderCystic FibrosisDiabetesDwarfismSickle Cell DiseaseSpeech and Language DisordersSummaryChapter 18. Students With Significant Support NeedsDefinitionCharacteristics of Students With Significant Support NeedsThe Physical Education ProgramTeaching StrategiesSummary

Kristi Roth, PhD, CAPE, is a professor in the School of Education at the University of Wisconsin (UW) at Stevens Point. She spent 10 years as a general and adapted physical education teacher in the preK-12 environment prior to moving into higher education. She has served in a combination of administrative and teaching roles at UW since 2004. She currently teaches graduate courses in resilience and self-care, equity in education, social justice, research methods, trauma-sensitive classrooms, and issues and trends in education, as well as undergraduate courses in adapted physical education. She was the lead developer of a certificate in trauma and resilience. She has written numerous publications and presentations focusing on technology and teaching students with severe disabilities. She holds the CAPE (certified adapted physical educator) credential.Melissa Bittner, PhD, CAPE, is an associate professor in the department of kinesiology at California State University, Long Beach. She is the coordinator of the adapted physical education program and of the graduate program for curriculum and instruction in physical education. Her primary responsibility is to prepare university students to teach physical education to individuals with disabilities. She directs several on-campus service learning programs designed to offer positive physical education experiences to young people with disabilities. Dr. Bittner serves on the board for the National Consortium for Physical Education for Individuals with Disabilities (NCPEID), California Association for Health, Physical Education, Recreation, and Dance (CAHPERD), and State Council on Adapted Physical Education (SCAPE). Her primary scholarly interests are evidence-based teaching practices for autistic youth and adapted physical education assessment. She has given many scholarly presentations and workshops at the international, national, and state levels.Elizabeth Foster, PhD, CAPE, is an associate professor of adapted physical activity and adapted physical education (APA/APE) at West Chester University. She is the APA/APE program coordinator, graduate coordinator of the APE graduate certificate program, program coordinator for health and physical education majors, and director of the adapted physical activity minor. Dr. Foster was named the 2012 APE Teacher of the Year by the Pennsylvania State Association for Health, Physical Education, Recreation, and Dance. She is a member of the Pennsylvania Deaf-Blind Advisory Committee, is a special advisor for the Pennsylvania Partnership for the Deafblind, and is the research chair for the National Consortium for Physical Education for Individuals With Disabilities. She is also certified in English as a secondary language. In addition, Foster has been involved with various adapted sport organizations and disability organizations promoting physical activities, fitness, adapted sports, and aquatics for all individuals with disabilities.Jean Pyfer, PNP, CAPE, is an emeritus faculty professor of Texas Woman's University and retired dean. She earned her bachelor's degree in physical education and biology from Bradley University, her master's degree in physical education from Indiana University (IU), and her doctorate in physical education and educational psychology from IU. Her professional specializations include adapted physical education, movement assessment, programming to alleviate sensory motor development delays, and motor development during growth.Lauriece Zittel, PhD, CAPE, is a professor of adapted physical activity in the kinesiology and physical education department of Northern Illinois University. Her research interests include early childhood physical activity and movement skill assessment, curriculum design, and instruction for children with disabilities and those at risk for developmental delay. She earned her doctoral degree in movement studies in disability from Oregon State University, her MSEd degree in physical education from the University of Maine, and her BS degree in physical education from Valparaiso University.

• Chapter 1. Introduction to Adapted Physical EducationDefinition of Physical Education in Special Education LawBenefits of Physical Education for Learners With DisabilitiesLegal Rights of Students With DisabilitiesOversight of Adapted Physical EducationComponents of a Quality Adapted Physical Education ProgramAdapted Physical Education Efficacy and AdvocacySummaryChapter 2. Determining Educational Needs Through EvaluationPurposes of EvaluationLegal Mandates for Evaluation and AssessmentThe Evaluation Process in Adapted Physical EducationSelecting Appropriate TestsOngoing Assessment and Grading of Students With DisabilitiesSummaryChapter 3. Developing the Individualized Education ProgramProfessional Personnel Who May Be Involved in the IEP ProcessComponents of the IEPParticipants in the IEP Team MeetingAgenda for the IEP MeetingParent Participation in IEP ProcessStudent Participation in the IEP ProcessOngoing Requirements for the IEPSummaryChapter 4. Teaching to Meet Learners’ NeedsAges and Stages: Understanding Typical and Atypical DevelopmentLevels of Motor FunctionInstructional Approaches to Skill DevelopmentSummaryChapter 5. Facilitating Universally Designed, Culturally Responsive, and Least Restrictive EnvironmentsThe Least Restrictive Environment and Inclusive EducationPreparing for the Least Restrictive Environment: A Proactive ApproachUniversal Design for LearningStrategies for Creating a Least Restrictive Environment for Learners With DisabilitiesCulturally Responsive Learning EnvironmentsSummaryChapter 6. Fostering Positive Behavior and Trauma-Sensitive SpacesDefining Problem BehaviorPositive Behavioral Interventions and SupportsTrauma-Sensitive Teaching in Adapted Physical EducationSummaryChapter 7. Teaching With TechnologyCurrent ResearchConsiderations for Selection and Use of TechnologyAssistive TechnologyAssessmentInstructionEquipmentCommunicationAdministrative TasksBehavior Management and Classroom StructureSummaryChapter 8. Transition PlanningTransition DefinedFramework for Transition PlanningCommunity Sport and RecreationSummaryChapter 9. Infants, Toddlers, and PreschoolersMovement PhasesAges and Stages: Understanding Typical and Atypical DevelopmentDevelopmentally Appropriate Assessment of Infants, Toddlers, and PreschoolersEarly Intervention Programs: Birth to 3 YearsIndividualized Family Service PlanStrategies for Teaching Infants, Toddlers, and PreschoolersPreschool Programs: Ages 3 to 5 YearsPlay for Children With Severe DisabilitiesResponsibilities of the Adapted Physical Education TeacherSocial-Emotional Learning for Infants, Toddlers, and PreschoolersSummaryChapter 10. Intellectual and Developmental DisabilitiesDefinitionIncidenceCausesCharacteristics of Individuals With Intellectual DisabilitiesThe Physical Education ProgramTeaching StrategiesStudents With Severe and Profound Intellectual DisabilitiesSummaryChapter 11. Autism Spectrum DisorderIncidenceCausesCharacteristics of Students With Autism Spectrum DisorderThe Physical Education ProgramSummaryChapter 12. Specific Learning DisabilityDefinitionCausesCharacteristics of Students With Specific Learning DisabilitiesThe Physical Education ProgramSummaryChapter 13. Emotional DisturbanceDefinitionsIncidenceContinuum and Context of BehaviorsTypes of Mental Health ConditionsCauses of Emotional DisturbanceCharacteristics of Students With Emotional DisturbanceThe Physical Education ProgramEvaluation and AssessmentTeaching StrategiesCurriculumSummaryChapter 14. Physically Disabling ConditionsDefinition and ScopeNeurological DisordersOrthopedic ConditionsTraumatic InjuriesEvaluating Students With Physical DisabilitiesSocial-Emotional Needs of Students With Physical DisabilitiesSummaryChapter 15. Deafness and Hard of HearingEducational Philosophies for Working With Students With Hearing LossDeaf Community and CultureDefinitionIncidenceIdentifying Hearing LossLevels of Hearing LossOnset of Hearing LossAnatomy of the EarCauses and Types of Hearing LossCharacteristics of Students With Hearing LossThe Physical Education ProgramPlacementCurriculum DesignTeaching StrategiesSummaryChapter 16. Visual Impairments, Blindness, and DeafblindnessDefinition of Visual ImpairmentIncidence of Visual LossPreventing Vision LossCauses of Vision LossCharacteristics of Students With Vision LossThe Physical Education ProgramDeafblindnessSummaryChapter 17. Other Health ImpairmentsAsthmaAttention-Deficit/Hyperactivity DisorderCystic FibrosisDiabetesDwarfismSickle Cell DiseaseSpeech and Language DisordersSummaryChapter 18. Students With Significant Support NeedsDefinitionCharacteristics of Students With Significant Support NeedsThe Physical Education ProgramTeaching StrategiesSummary