The mainstreamed student's success in physical education is related to the quality of the program.
Get full access to this article
View all access options for this article.
References
1.
Bryan, T., Bay, M., & Donahue, M. (1988). Implications of the learning disabilities definition for the Regular Education Initiative. Journal of Learning Disabilities, 21, 23–28.
2.
Hallahan, D.P., Kauffman, J.M., Lloyd, J.W., & McKinney, J.D. (1988). Introduction to the series: Questions about the Regular Education Initiative. Journal of Learning Disabilities, 21, 3–5.
3.
Kelly, L.E. (1989). Instructional time: The overlooked factor in PE curriculum development. Journal of Physical Education, Recreation, and Dance, 60(6), 29–32.
4.
Mosston, M., & Ashworth, S. (1986). Teaching physical education. Columbus, OH: Merrill.
5.
Sherrill, C. (1986). Adapted physical education and recreation. Dubuque, IA: William C. Brown.
6.
Sherrill, C., & Pyfer, J.L. (1985). Learning disabled students in physical education. Adapted Physical Activity Quarterly, 2, 283–291.
7.
Siedentop, D., Mand, C., & Taggart, A. (1986). Physical education: Teaching and curriculum strategies for grades 5–12. Palo Alto, CA: Mayfield.
8.
Trent, S. (1989). “Much to do about nothing”: A clarification of issues on the Regular Education Initiative. Journal of Learning Disabilities, 22, 23–25, 45.
9.
Wessel, J.A. (1976). I CAN fundamental motor skills. Northbrook, IL: Hubbard.
10.
Wessel, J.A., & Kelly, L.E. (1986). Achievement-based curriculum development in physical education. Philadelphia, PA: Lea & Febiger.