The FeelGood PE programme: Designing an autism-friendly PE curriculum in a residential school setting / Clare STOCKLEY in Good Autism Practice - GAP, 11-2 (October 2010)

Public ISBD [article]  inGood Autism Practice - GAP > 11-2 (October 2010) . - p.18-26 Titre : The FeelGood PE programme: Designing an autism-friendly PE curriculum in a residential school setting Type de document : Texte imprimé et/ou numérique Auteurs : Clare STOCKLEY, Auteur Année de publication : 2010 Article en page(s) : p.18-26 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Clare Stockley is the PE Co-ordinator for all pupils who attend Purbeck View School which is a specialist school for children on the autism spectrum. In this paper, she describes a programme she devised called the FeelGood Programme. This takes account 0f the particular needs of chiidren on the autism spectrum. She conducted a small-scale evaluation of the programme gaining the views of the support assistants who assisted the students in the PE sessions and obtained some feedback from the students themselves. There is relatively little literature on how PE and Games might best be taught to students on the autism spectrum, so this is a welcome addition and the Editors are keen to invite readers to submit other papers on this topic. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=131 [article] The FeelGood PE programme: Designing an autism-friendly PE curriculum in a residential school setting [Texte imprimé et/ou numérique] / Clare STOCKLEY, Auteur . - 2010 . - p.18-26. Langues : Anglais (eng) in Good Autism Practice - GAP > 11-2 (October 2010) . - p.18-26 Index. décimale : PER Périodiques Résumé : Clare Stockley is the PE Co-ordinator for all pupils who attend Purbeck View School which is a specialist school for children on the autism spectrum. In this paper, she describes a programme she devised called the FeelGood Programme. This takes account 0f the particular needs of chiidren on the autism spectrum. She conducted a small-scale evaluation of the programme gaining the views of the support assistants who assisted the students in the PE sessions and obtained some feedback from the students themselves. There is relatively little literature on how PE and Games might best be taught to students on the autism spectrum, so this is a welcome addition and the Editors are keen to invite readers to submit other papers on this topic. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=131

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