The itinerant delivery model has grown out of necessity in rural school districts and small schools where few students are identified as needing special physical education services. An interesting array of challenges are presented to professionals who deliver physical education using the rural itinerant model. Professionals in this position must possess expertise and experiences in the successful delivery of a number of unique services. This paper will closely examine the itinerant model in special physical education, discuss the variety of issues and challenges it presents, and offer proven strategies for successfully providing services through this delivery system.
Get full access to this article
View all access options for this article.
References
1.
Auxter,D., & Pyfer,J. (1985). Principles and methods of adapted physical education.St. Louis: C.V. Mosby.
2.
Churton,M., & Thompkins,J. R. (1988). A service delivery model in adapted physical education: An ecological approach. In SherrillC., (Ed.), Leadership training in adapted physical education (pp.199–206). Champaign, IL: Human Kinetics.
3.
French,R., Lavay,B., & Montelione,T. (1986). Survival strategies: Itinerant special physical educators. Journal of Physical Education, Recreation and Dance,57(8), 84–86.
4.
Idol-Maestas,I. (1983). Special education consultant handbook.Rockville, MD: Aspen Publication.
5.
Lavay,B., & Hall,A. M. (1987). Referral procedures in special physical education. Physical Educator,44, 25–27.
6.
Lavay,B., & French,R. (1985). The special physical educator: Meeting educational goals through a transdisciplinary approach. American Corrective Therapy Journal,39, 77–81.
7.
Lynch,E. C, & DiCola,J. M. (1986). Comparison of rural community service delivery approaches for infants and toddlers with handicaps. Rural Special Education Quarterly,7, 13–15.
8.
Sherrill,C. (1988). Adapted physical education as a specialization. In SherrillC., (Ed.), Leadership Training in adapted physical education (pp. 1–22). Champaign, IL: Human Kinetics.
