{"id":2990,"date":"2020-10-08T12:35:52","date_gmt":"2020-10-08T12:35:52","guid":{"rendered":"https:\/\/www.dippe.lu\/references\/"},"modified":"2021-09-30T09:57:15","modified_gmt":"2021-09-30T09:57:15","slug":"references","status":"publish","type":"page","link":"https:\/\/www.dippe.lu\/nl\/references\/","title":{"rendered":"References"},"content":{"rendered":"[vc_row el_class=”definition-section”][vc_column][vc_custom_heading text=”A” font_container=”tag:h2|text_align:left|color:%23d1d3d4″][vc_row_inner][vc_column_inner width=”1\/2″][vc_toggle title=”Ahnfeld, T. (2018)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Visuelle Unterst\u00fctzung beim Anleiten von Kleinen Spielen f\u00fcr sprachlich heterogene Lerngruppen [Visual support for teaching small games to learning groups being heterogenic in language]. Master Thesis. University of Leipzig.[\/vc_toggle][vc_toggle title=”Alvare, S., Dugan, D., & Fuzy, J. (2005)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Nursing Assistant Care. Albuquerque, New Mexico: Hartman Publishing.[\/vc_toggle][\/vc_column_inner][vc_column_inner width=”1\/2″][vc_toggle title=”Allen, P. J., Vessey, J. A., & Schapiro, N. (2009)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]\n

Primary care of the child with a chronic condition. St. Louis, Missouri: Elsevier Health Sciences.<\/p>\n[\/vc_toggle][vc_toggle title=”Australian Sports Commission (2010)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Athletics Play<\/a>.[\/vc_toggle][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row el_class=”definition-section”][vc_column][vc_custom_heading text=”B” font_container=”tag:h2|text_align:left|color:%23d1d3d4″][vc_row_inner][vc_column_inner width=”1\/2″][vc_toggle title=”Block, M. (2016)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]A teacher\u2019s guide to adapted physical education: Including students with disabilities in sports and recreation. Baltimore: Brookes.
\nThis book is helpful in providing guidance on inclusive PE lessons. Chapters on Curricular and Game and Sport modifications are particularly useful in presenting adaptations for children with a physical disability. Regular references to research strengthen the theoretical basis for inclusion and strategies to promote inclusion. Particular sections focus on promoting understanding of the causes, incidence, treatment, health and medical issues that impact on children\u2019s inclusion.[\/vc_toggle][\/vc_column_inner][vc_column_inner width=”1\/2″][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row el_class=”definition-section”][vc_column][vc_custom_heading text=”C” font_container=”tag:h2|text_align:left|color:%23d1d3d4″][vc_row_inner][vc_column_inner width=”1\/2″][vc_toggle title=”Cahill, Justin. (2019, September 10)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Roll and Go! [Twitter Post<\/a>][\/vc_toggle][vc_toggle title=”Commodari, E. (2012)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Attention Skills and Risk of Developing Learning Difficulties.
\nCurrent Psychology<\/a>[\/vc_toggle][vc_toggle title=”Coutinho, Reis, da Silva, Miranda, & Mallory-Diniz (2018)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]\n

Coutinho, T. V., Reis, S., da Silva, A. G., Miranda, D. M., & Malloy-Diniz, L. F. (2018). Deficits in Response Inhibition in Patients with Attention-Deficit\/Hyperactivity Disorder: The Impaired Self-Protection System Hypothesis. Frontiers in psychiatry, 8, 299.<\/a><\/i><\/p>\n[\/vc_toggle][\/vc_column_inner][vc_column_inner width=”1\/2″][vc_toggle title=”CAST (2018)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Universal Design for Learning Guidelines version 2.2.<\/a>[\/vc_toggle][vc_toggle title=”Commodari, E., & Guarnera, M. (2005)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Attention and reading skills.\u00a0Perceptual and Motor Skills<\/a>[\/vc_toggle][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row el_class=”definition-section”][vc_column][vc_custom_heading text=”D” font_container=”tag:h2|text_align:left|color:%23d1d3d4″][vc_row_inner][vc_column_inner width=”1\/2″][vc_toggle title=”De Corby, K., Halas, J., Dixon, S., Wintrup, L., & Janzen, H. (2005)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]\n

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Classroom Teachers and the Challenges of Delivering Quality Physical Education. The Journal of Educational Research,<\/i>\u00a098<\/i>(4),\u00a0208-220<\/a>.<\/div>\n<\/div>\n<\/div>\n[\/vc_toggle][\/vc_column_inner][vc_column_inner width=”1\/2″][vc_toggle title=”Durlach, F.-J., Kauth, T., & Lang, H. (2006)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Das chronisch kranke Kind im Schulsport \u2013 Handreichung f\u00fcr Sportlehrerinnen, Sportlehrer und Eltern [The chronically ill child in school sport \u2013 handout for physical education teachers and parents]. Stuttgart: Ministerium f\u00fcr Kultur, Jugend und Sport Baden-W\u00fcrttemberg<\/a>.[\/vc_toggle][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row el_class=”definition-section”][vc_column][vc_custom_heading text=”E” font_container=”tag:h2|text_align:left|color:%23d1d3d4″][vc_row_inner][vc_column_inner width=”1\/2″][vc_toggle title=”Edwards, W. H. (2010)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Motor learning and control: From theory to practice. CA: Wadsforth Cengage Learning Inc.[\/vc_toggle][\/vc_column_inner][vc_column_inner width=”1\/2″][vc_toggle title=”Eisenberg, N. (2005)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]The development of empathy-related responding. In G. Carlo & C. P. Edwards (Eds.), Moral motivation through the life span (pp.73-117). Lincoln, NE: University of Nebraska Press.[\/vc_toggle][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row el_class=”definition-section”][vc_column][vc_custom_heading text=”F” font_container=”tag:h2|text_align:left|color:%23d1d3d4″][vc_row_inner][vc_column_inner width=”1\/2″][vc_toggle title=”Farrell, A. M. (2013)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Suzanna Case Study Profile. Unpublished. Dublin: DCU, School of Inclusive and Special Education.[\/vc_toggle][\/vc_column_inner][vc_column_inner width=”1\/2″][vc_toggle title=”Florian, L. (2015)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Conceptualising inclusive pedagogy: The inclusive pedagogical approach in action. In J. M., Deppeler, T., Loreman, R., Smith & L., Florian (eds), Inclusive Pedagogy Across the Curriculum. Vol. 7. (pp. 11-24). Bingley: Emerald Group Publishing Limited.[\/vc_toggle][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row el_class=”definition-section”][vc_column][vc_custom_heading text=”G” font_container=”tag:h2|text_align:left|color:%23d1d3d4″][vc_row_inner][vc_column_inner width=”1\/2″][vc_toggle title=”Gallagher, S., & Marron, S. (2020)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]The Inclusion of Children with Visual Impairments in PE Lessons. InTouch.<\/a>[\/vc_toggle][vc_toggle title=”Graham, G., Holt\/Hale, S., & Parker, M. (2010.)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Children Moving: a Reflective Approach to Teaching Physical Education. New York: McGraw-Hill.[\/vc_toggle][\/vc_column_inner][vc_column_inner width=”1\/2″][vc_toggle title=”Gallahue D., & Cleland Donnelly, F. (2003)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Developmental Physical Education for All Children. Champaign: Human Kinetics.[\/vc_toggle][vc_toggle title=”Grenier, M., & Liberman, L. (Eds) 2018″ color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Physical Education for Children with Moderate to Severe Disabilities. Human Kinetics.[\/vc_toggle][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row el_class=”definition-section”][vc_column][vc_custom_heading text=”H” font_container=”tag:h2|text_align:left|color:%23d1d3d4″][vc_row_inner][vc_column_inner width=”1\/2″][vc_toggle title=”Hellison, D. (2011)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Teaching responsibility through physical activity. Champaign, IL: Human Kinetics.[\/vc_toggle][\/vc_column_inner][vc_column_inner width=”1\/2″][vc_toggle title=”Horvat M., Croce, R., Pesce, C., & Fallaize, A. (2019)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Developmental and adapted physical education (6th ed.). New York: Routledge.
\nThis book is helpful in defining particular developmental stages of children and in outlining key teaching strategies when teaching children with congenital and acquired impairments. Use of exemplars provide helpful scenarios where the focus is on the capacity of the child.[\/vc_toggle][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row el_class=”definition-section”][vc_column][vc_custom_heading text=”I” font_container=”tag:h2|text_align:left|color:%23d1d3d4″][vc_row_inner][vc_column_inner width=”1\/2″][vc_toggle title=”I CAN (2019)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Talking Point \u2013 Useful Information<\/a>.[\/vc_toggle][\/vc_column_inner][vc_column_inner width=”1\/2″][vc_toggle title=”Israel, M., Ribuffo, C., & Smith, S. (2014)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Universal Design for Learning: Recommendations for teacher preparation and professional development (Document No. IC-7)<\/a>.[\/vc_toggle][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row el_class=”definition-section”][vc_column][vc_custom_heading text=”J” font_container=”tag:h2|text_align:left|color:%23d1d3d4″][vc_row_inner][vc_column_inner width=”1\/2″][vc_toggle title=”Jacobs, F. (2016)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Addressing and navigating the social domain in sport: Coaches and physical education teachers. Enschede: Gildeprint.[\/vc_toggle][\/vc_column_inner][vc_column_inner width=”1\/2″][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row el_class=”definition-section”][vc_column][vc_custom_heading text=”K” font_container=”tag:h2|text_align:left|color:%23d1d3d4″][vc_row_inner][vc_column_inner width=”1\/2″][vc_toggle title=”Kennedy, P. (Ed.) (2012)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]The Oxford handbook of rehabilitation psychology. Oxford University Press.[\/vc_toggle][\/vc_column_inner][vc_column_inner width=”1\/2″][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row el_class=”definition-section”][vc_column][vc_custom_heading text=”L” font_container=”tag:h2|text_align:left|color:%23d1d3d4″][vc_row_inner][vc_column_inner width=”1\/2″][vc_toggle title=”Leary, T. (1957)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Interpersonal Diagnosis of Personality, A functional Theory and Methodology for Personality Evaluation. New York: The Ronald Press Co.[\/vc_toggle][vc_toggle title=”Lieberman L., Brian A., & Grenier M. (2017)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]\n

The Lieberman\u2013Brian Inclusion Rating Scale for Physical Education. European Physical Education Review, 25<\/i><\/span>(1), 1-14<\/a>.<\/p>\n[\/vc_toggle][vc_toggle title=”Lieberman, L., & Houston-Wilson, C. (2009)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Strategies for Inclusion: A Handbook for Physical Educators. New York: Human Kinetics.[\/vc_toggle][\/vc_column_inner][vc_column_inner width=”1\/2″][vc_toggle title=”Lieberman, L., & Greiner, M. (2019)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Infusing Universal Design for Learning into Physical Education professional Preparation Programmes. Journal of Physical Education, Recreation and Dance.<\/a>[\/vc_toggle][vc_toggle title=”Lieberman, L., Lytle, R., & Clarcq, J. A. (2008)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Getting it Right from the Start. Employing the Universal Design for Learning into your Curriculum. Journal of Physical Education, Recreation and Dance.<\/a>[\/vc_toggle][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row el_class=”definition-section”][vc_column][vc_custom_heading text=”M” font_container=”tag:h2|text_align:left|color:%23d1d3d4″][vc_row_inner][vc_column_inner width=”1\/2″][vc_toggle title=”Montagnio A. (n.d.)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Physical Education and Recreation for blind and visually impaired students. <\/a>[\/vc_toggle][vc_toggle title=”Morgan, P., & Bourke, S. (2005)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]An investigation of pre-service and primary school teachers\u2019 perspectives of PE teaching confidence and PE teacher education. ACHPER Healthy Lifestyles Journal.<\/a>[\/vc_toggle][vc_toggle title=”Meyer, A., Rose, D. H., & Gordon, D. (2014).” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Universal design for learning: Theory and Practice. Wakefield, MA: CAST Professional Publishing[\/vc_toggle][\/vc_column_inner][vc_column_inner width=”1\/2″][vc_toggle title=”Moloney-O\u2019 Regan, S. J., & Marron, S. (2020)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Including a child with a Hearing Impairment in the PE lesson. Intouch<\/a>.[\/vc_toggle][vc_toggle title=”Morrison, H., & Gleddie, D. (2019)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Interpretive case studies of inclusive physical education: shared experiences from diverse school settings, International Journal of Inclusive Education.<\/a>[\/vc_toggle][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row el_class=”definition-section”][vc_column][vc_custom_heading text=”N” font_container=”tag:h2|text_align:left|color:%23d1d3d4″][vc_row_inner][vc_column_inner width=”1\/2″][vc_toggle title=”National Council of Curriculum and Assessment (NCCA) (2010b)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Curriculum Overload in Primary Schools<\/a>: an overview of national and international experiences.[\/vc_toggle][vc_toggle title=”NHS (2017)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]\n

National Health Service (NHS) (2017). Irritable bowel syndrome<\/a><\/p>\n[\/vc_toggle][vc_toggle title=”Nolte, E., & McKee, M. (2008)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Caring for People with Chronic Conditions: A Health System Perspective (European Observatory on Health Systems and Policies series). New York: McGraw-Hill Education.[\/vc_toggle][\/vc_column_inner][vc_column_inner width=”1\/2″][vc_toggle title=”National Council of Curriculum and Assessment (NCCA) (2010a)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Curriculum Overload in Primary Schools<\/a>: experiences and reflections from the learning .[\/vc_toggle][vc_toggle title=”National People with Disabilities and Carer Council (2009)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]\n

National Disability Policy \u2013 A Progress Report<\/i><\/span>. Washington DC: National Council on Disability.<\/p>\n[\/vc_toggle][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row el_class=”definition-section”][vc_column][vc_custom_heading text=”O” font_container=”tag:h2|text_align:left|color:%23d1d3d4″][vc_row_inner][vc_column_inner width=”1\/2″][vc_toggle title=”Overton H., Wrench A., & Garrett R. (2017)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Pedagogies for inclusion of junior primary students with disabilities in PE. Physical Education and Sport pedagogy.<\/a>[\/vc_toggle][\/vc_column_inner][vc_column_inner width=”1\/2″][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row el_class=”definition-section”][vc_column][vc_custom_heading text=”P” font_container=”tag:h2|text_align:left|color:%23d1d3d4″][vc_row_inner][vc_column_inner width=”1\/2″][vc_toggle title=”Perrin, J. M. (2002)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Health services research for children with disabilities. Milbank Quaterly.<\/a>[\/vc_toggle][vc_toggle title=”Professional Development Service for Teachers Primary School Sports Initiative (n.d.)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]More information.<\/a>[\/vc_toggle][\/vc_column_inner][vc_column_inner width=”1\/2″][vc_toggle title=”Perrin, J. M., Bloom, S. R., & Gortmaker, S. L. (2007)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]The increase of childhood chronic conditions in the United States. The Journal of the American Medical Association.<\/a>[\/vc_toggle][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row el_class=”definition-section”][vc_column][vc_custom_heading text=”R” font_container=”tag:h2|text_align:left|color:%23d1d3d4″][vc_row_inner][vc_column_inner width=”1\/2″][vc_toggle title=”Rapp, W. H., 2014″ color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Universal Design for Learning in Action: 100 Ways to Teach All Learners. Balitmore, M.D: Paul H. Brooks.[\/vc_toggle][\/vc_column_inner][vc_column_inner width=”1\/2″][vc_toggle title=”Renshaw, I.., & Chow, J. Y. (2018)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]A constraint-led approach to sport and physical education pedagogy. Physical Education and Sport Pedagogy.<\/a>[\/vc_toggle][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row el_class=”definition-section”][vc_column][vc_custom_heading text=”S” font_container=”tag:h2|text_align:left|color:%23d1d3d4″][vc_row_inner][vc_column_inner width=”1\/2″][vc_toggle title=”Simpson, K., & Mandich, A. (2012)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]\n

Creating inclusive physical education opportunities in elementary physical education. Physical & Health Education Journal, 77<\/i><\/span>(4), 18-21.<\/p>\n[\/vc_toggle][vc_toggle title=”STAR Institute (2020)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]\n

STAR Institute (2020). Understanding Sensory Processing Disorder<\/i><\/a>. <\/span><\/p>\n[\/vc_toggle][\/vc_column_inner][vc_column_inner width=”1\/2″][vc_toggle title=”Stein, R. E., & Silver, E. J. (1999)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Operationalizing a conceptually based non-categorical definition: A first look at US children with chronic conditions. Arch Pediatr Adolesc Med.<\/a>[\/vc_toggle][vc_toggle title=”Steinki, J., Kauth, T., & Ulbrich, U. (2001)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Die F\u00f6rderung des Schulsports als Mittel zur Gesundheitspr\u00e4vention \u2013 eine wichtige Aufgabe des Kinder- und Jugendarztes [The promotion of school sports as a means of health prevention \u2013 an important task of the pediatrician]. Kinder und Jugendarzt, 32, 562-568.[\/vc_toggle][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row el_class=”definition-section”][vc_column][vc_custom_heading text=”T” font_container=”tag:h2|text_align:left|color:%23d1d3d4″][vc_row_inner][vc_column_inner width=”1\/2″][vc_toggle title=”Thornton, J. S., Fr\u00e9mont, P., Khan, K., Poirier, P., Fowles, J., Wells, G. D., & Frankovich, R. J. (2016)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Physical activity prescription: a critical opportunity to address a modifiable risk factor for the prevention and management of chronic disease: a position statement by the Canadian academy of sport and exercise medicine. British Journal of Sports Medicine.<\/a>[\/vc_toggle][\/vc_column_inner][vc_column_inner width=”1\/2″][vc_toggle title=”Tremblay, M. S., Warburton, D. E., Janssen, I., Paterson, D. H., Latimer, A. E., Rhodes R. E., \u2026 & Duggan, M. (2011)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]New Canadian physical activity guidelines.\u00a0Applied Physiology, Nutrition, and Metabolism.<\/a>[\/vc_toggle][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row el_class=”definition-section”][vc_column][vc_custom_heading text=”U” font_container=”tag:h2|text_align:left|color:%23d1d3d4″][vc_row_inner][vc_column_inner width=”1\/2″][vc_toggle title=”UK NRW (Unfallkasse Nordrhein-Westfalen) (Ed.) (2016)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Gemeinsames Lernen im Schulsport. Inklusion auf den Weg gebracht. Band 1 \u2013 Grundlagen [Joint learning in school sports. Inclusion brought on the way. vol. 1 – Basics] (Pr\u00e4vention in NRW, no. 71). D\u00fcsseldorf: UK NRW.<\/a>[\/vc_toggle][vc_toggle title=”UN General Assembly (1948)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]\n

Universal Declaration of Human Rights<\/i><\/span>\u00a0(217 [III] A). Paris: United Nations.<\/p>\n[\/vc_toggle][vc_toggle title=”United Nations Economic and Social Council (UNESCO) (2005)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Guidelines for inclusion: <\/a>ensuring access to education for all.[\/vc_toggle][vc_toggle title=”United Nations Economic and Social Council (UNESCO) (2015)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Quality Physical Education<\/a> (QPE). Guidelines for policy-makers.[\/vc_toggle][\/vc_column_inner][vc_column_inner width=”1\/2″][vc_toggle title=”United Nations (1989)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Convention on the Rights of the Child. Treaty Series, 1577, 3.[\/vc_toggle][vc_toggle title=”United Nations (2006)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Convention of the Rights of Persons with Disabilities: resolution \/ adopted by the General Assembly, 24 January 2007, A\/RES\/61\/106<\/a>[\/vc_toggle][vc_toggle title=”United Nations Economic and Social Council (UNESCO) (2015)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]The Pathway to Diversity<\/a>.[\/vc_toggle][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row el_class=”definition-section”][vc_column][vc_custom_heading text=”V” font_container=”tag:h2|text_align:left|color:%23d1d3d4″][vc_row_inner][vc_column_inner width=”1\/2″][vc_toggle title=”Vickerman, P. (2009)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Trainee and recently qualified physical education teacher perspectives on including children with special education needs. Physical Education and Sport Pedagogy.<\/a>[\/vc_toggle][\/vc_column_inner][vc_column_inner width=”1\/2″][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row el_class=”definition-section”][vc_column][vc_custom_heading text=”W” font_container=”tag:h2|text_align:left|color:%23d1d3d4″][vc_row_inner][vc_column_inner width=”1\/2″][vc_toggle title=”WHO (2002)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Innovative Care for Chronic Conditions \u2013 Building Blocks for Action (Global Report). Geneva, Switzerland: WHO.[\/vc_toggle][vc_toggle title=”WHO (2020a)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Blindness and visual impairment. <\/a>[\/vc_toggle][vc_toggle title=”Wrench, A., & Garrett, R. (2017)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Diversity and Inclusion. In\u00a0G., Griggs & K. Petrie (Eds.), Routledge Handbook of Primary Physical Education\u00a0(pp. 134-144). Abingdon: Routledge.[\/vc_toggle][\/vc_column_inner][vc_column_inner width=”1\/2″][vc_toggle title=”WHO (2016)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]International Statistical Classification of Diseases and Related Health Problems (IDC-10).<\/a>[\/vc_toggle][vc_toggle title=”WHO (2020b)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Hearing loss<\/a>.[\/vc_toggle][vc_toggle title=”Wrotniak, B. H., Epstein L. H., Dorn J. M., Jones K. E.., & Kondilis, V. A. (2006)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]The relationship between motor proficiency and physical activity in children. Pediatrics<\/a>.[\/vc_toggle][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row]\n","protected":false},"excerpt":{"rendered":"

[vc_row el_class=”definition-section”][vc_column][vc_custom_heading text=”A” font_container=”tag:h2|text_align:left|color:%23d1d3d4″][vc_row_inner][vc_column_inner width=”1\/2″][vc_toggle title=”Ahnfeld, T. (2018)” color=”sky” custom_font_container=”tag:h5|text_align:left|color:%23333333″ custom_use_theme_fonts=”yes” use_custom_heading=”true”]Visuelle Unterst\u00fctzung beim Anleiten von Kleinen Spielen f\u00fcr sprachlich heterogene Lerngruppen [Visual support for teaching small games to learning …<\/a><\/p>\n","protected":false},"author":1,"featured_media":2444,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"template-fullwidth.php","meta":[],"_links":{"self":[{"href":"https:\/\/www.dippe.lu\/nl\/wp-json\/wp\/v2\/pages\/2990"}],"collection":[{"href":"https:\/\/www.dippe.lu\/nl\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.dippe.lu\/nl\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.dippe.lu\/nl\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.dippe.lu\/nl\/wp-json\/wp\/v2\/comments?post=2990"}],"version-history":[{"count":1,"href":"https:\/\/www.dippe.lu\/nl\/wp-json\/wp\/v2\/pages\/2990\/revisions"}],"predecessor-version":[{"id":2991,"href":"https:\/\/www.dippe.lu\/nl\/wp-json\/wp\/v2\/pages\/2990\/revisions\/2991"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.dippe.lu\/nl\/wp-json\/wp\/v2\/media\/2444"}],"wp:attachment":[{"href":"https:\/\/www.dippe.lu\/nl\/wp-json\/wp\/v2\/media?parent=2990"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}