Katrina Arndt

Policy and the Impact on Placement, Involvement, and Progress in General Education: Critical Issues That Require Rectification.

Students with significant disabilities continue to be among the most segregated in schools. In this article, we argue that the principles of least restrictive environment and involvement and progress in the general curriculum have been interpreted in ways that perpetuate segregation, rather than increasing students’ access to meaningful curriculum in inclusive educational contexts. We examine this issue from three broad perspectives: federal policy related to least restrictive environment, interpretations of policies related to involvement and progress in the general curriculum, and the implementation of policies related to assessment of grade-level standards. We discuss implications of each of these issues for providing and increasing involvement and progress in general education contexts and content.

Using Online Videos for Disability Awareness

JOPERD • Volume 80 No. 8 • October 2009 T he increase of inclusive education in the United States has heightened the need for disability awareness among individuals without disabilities. As more students with and without disabilities share classrooms, teachers must help their students be aware and respectful of individual differences, including disabilities. However, many educators need to develop the skill of fostering awareness and openness toward different ability levels in the classroom. Literature that addresses best practice in teaching students about disabilities can be helpful in this regard. This article describes how teachers can develop disability awareness in their students, specifically with the use of online videos.

Promoting Leadership in Physical Education and Recreation

(2007). Promoting Leadership in Physical Education and Recreation. Journal of Physical Education, Recreation & Dance: Vol. 78, No. 3, pp. 46-50.

Recreational Physical Activity Experiences Among Guatemalan Families With Children With Visual Impairments

BACKGROUND Nationwide research indicates that children with visual impairment have limited participation in recreational and sport activities than their peers. This is due in part to the lack of recreational opportunities and facilities, as well as a lack of awareness by parents of how and where their children can participate. The purpose of the current study was to explore the experiences of Latino families of children with visual impairments living in Guatemala regarding physical recreation. Participants were Latino parents (N = 13) who have children with visual impairments recruited from a sport camp. METHODS Qualitative data were gathered through one-on-one interviews that were transcribed and analyzed through a constant comparative analysis. RESULTS Participating Latino families who resided in Guatemala City participated at least once a month in low budget recreational activities with their children with visual impairments. Activities were mostly done in local surroundings and led mainly by their mother. Benefits identified by the participants related to relaxation, socialization, and sense of independence, with minimal mention of health related benefits. CONCLUSIONS There is a need to disseminate information to the Latino community with children with visual impairments regarding the multiple benefits that arise from being involved in recreational physical activities.

Special Education Terminology Every Physical Education Teacher Should Know.

An initial step to demonstrate commitment and professional behaviors is to be knowledgeable in the terminology used by special education colleagues, and to share with them common terminology used in physical education settings. Adapted physical education (APE) and general physical education (GPE) teachers need to know terminology used by multidisciplinary individualized education program (IEP) teams so they can be active contributing team members, and thus better assist the student with a disability in their class. The purpose of this article is to review commonly used special education terminology that APE and GPE teachers may hear during their interactions with team members. In addition, this article includes suggestions for participating in the IEP meeting and collaborating with parents and other special education professionals. IEP meetings are the perfect setting to learn and share common terminology.

Supporting the Social Lives of Adolescents Who Are Blind: Research to Practice

Abstract Seven adolescents who are blind and seven of their parents were interviewed about the adolescents’ social lives. Adolescent and parent perspectives are reviewed, followed by implications for teachers to support the social connections of students who are blind.

Conducting Interviews with People Who Are Deafblind: Issues in Recording and Transcription

For my doctoral research, I conducted interviews in signed language with college students who are deafblind. This qualitative research project included many challenges, including selecting the best process for recording interviews and creating written transcripts in English from these interviews. In this article, I describe the background for the study, briefly review literature in Deaf culture and deafblindness, and examine decisions I made in videotaping and transcription. Finally, I review four rules I developed to guide my translation process, using the seven rules established by Halai (2007) in her translations from Urdu to English as a starting point.

Student Teachers' Management Practices in Elementary Classrooms: A Qualitative Study.

This qualitative study of four student teachers completing certification in elementary and special education investigated the classroom management practices of the student teachers. This is an important area of study because management practices are essential for an effective classroom, and student teachers often lack confidence and skill in the area of management. Data was collected through a survey, observations, audio transcripts of seminar meetings, and written reflections. Findings revealed that three of four student teachers struggled with implementing positive classroom management strategies and had difficulty establishing a strong teacher identity. As a result, those three did not challenge school-based educator (SBE) management practices even when they disagreed with their SBE. One student teacher had a strong teacher identity and navigated trying new strategies. Findings establish that the praxis of student teaching, including managing relationships with SBEs, may inhibit many student teachers’ decision-making. Factors that affected teacher identity development included classroom climate and the relationships between student teachers and SBEs. Implications from this study: creating communities of practice in student teaching to support teacher identity development; recognizing that student teachers may not have fully developed teacher identities and therefore may not be ready to question SBE practices and decisions.

Class Action Lawsuits and Consent Decrees in Special Education: Recommendations for Practice

This article presents an analysis of the cost and effectiveness of seven class action lawsuits in special education brought against school districts. Commonalities and differences in the cases are identified as are characteristics that contribute to successful resolution. Common pitfalls that create barriers to progress are identified. Recommendations for attorneys, school staff, and parents are provided to improve the outcomes of such cases and perhaps avoid them.