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The paper presents outlines of suggested physical education activities that can be done semi-independently with children in wheelchairs. Sections address the following areas (sample activities in parentheses): developmental activities (rolling over, eye tracking, sliding), activities with an adult (games for two), music activities (dancing), body image activities (shadow play, photography), aquatic activities (painting with water, making bubbles), sensory experiences in the outdoors (listening for sounds), art activities (finger painting), and adapted sports ideas (kickball, bowling). (SBH)

This document provides teachers with information on the identifying features of anorexia nervosa and bulimia and suggests steps which teachers can take to encourage individual children in more positive behavior. The paper makes clear distinctions between anorexia nervosa, bulimia, and bulimarexia, describing the symptoms of each disorder. It is noted that these eating disorders have been associated with such causative factors as distorted body image, parental pressure to diet, social and cultural milieu, a compulsive desire to achieve, a need to attain a measure of control over some aspect of the self, and rejection of sexual development. The paper acknowledges that specialized treatment from psychologists and medical doctors is needed for these children, but emphasizes that teachers can help by being aware of their students' behavior. Four steps that teachers can take to help students are discussed: (1) encouraging children to make independent decisions and choices; (2) giving students freedom to fail by showing them that they can do so and still please the teachers; (3) calling the local youth services agency to find treatment resources; and (4) talking about the problem at faculty meetings. (Author/ABB)

Discusses the dilemma of self-concept in pre-adolescent girls, as they revise their self-images based on information that the culture dictates as the norm. Argues that drama education can offer creative activities to help girls find their voice and bring them into their power. Includes two group drama activities and a short annotated bibliography of current research on this dilemma. (SR)

This booklet presents three brief papers which focus on movement activities, transition activities, and incorporating parental assistance in preschool classrooms. "Let's Get Moving" suggests many circle, imagery, and mime exercises, for individuals, pairs, or groups of children. "Tips on Handling Transition Times" offers techniques teachers can use to help children adjust to different activities, and suggests some short activities to involve uneasy or impatient children. "Parents: A Plus in the Preschool" lists a variety of useful duties for parents to perform in the classroom. (BRT)

An outline is presented for a one-semester course in "people liberation" which can be incorporated into social studies, consumer education, family education, or womens studies programs. Designed for senior high school, the course explores masculine and feminine roles in contemporary American society and helps students understand themselves as members of society. Unit topics include self-concept; role clarification; awareness of the physiological differences between the sexes and social attitudes regarding sexual behavior; social and political roles of women in past and present American society; changing opportunities for women in work and marriage; economic problems of women; and analysis of students' own life styles, aspirations, and career interests. For each unit the outline indicates the rationale and overall goal. The outline also elaborates, for each of the 82 days, specific objectives, teaching strategies, resources, and evaluation techniques. For example, in the unit on women's political role in American society, the objective is for students to apply the definition of political behavior to particular women in American history. The teaching strategy emphasizes individual research reports using resources in the school library. Evaluation is done through written papers in which students describe a famous American woman's accomplishments and examine factors which influenced her development. (AV)

The paper presents developmental charts detailing the needs and patterns of very young visually impaired children. Five age levels are considered (0-6 months, 6-12 months, 1-.25 years, 2.5-4 years, and 4-5 years) within the context of auditory awareness, body image, development of meaningful language, tactual awareness and manipulative skills, visual awareness, and locomotion and pre-orientation. Additional considerations noted include the need for extra early handling, the importance of encouraging exploration mannerisms, eating skills, toilet training, descriptive terminology, and the steps in promoting reading awareness. (CL)

Discusses eating disorders in college females, recommending use of the Eating Disorder Not Otherwise Specified framework to identify and target various eating concerns for intervention. The paper also suggests using a multiple-level, developmental-intervention model to conceptualize preventive, educational, and remedial responses to eating disorders. The intervention model is illustrated with examples. (SM)

The idea book presents over 50 activities to help handicapped children develop creative self-awareness through the arts. All the activities can be used with non-handicapped children as well. Music, movement, visual arts, and drama provide the basis for the activities, which can be done in small groups or individually. The ideas are geared to developing four growth areas: self expression/communication, sensory awareness, skill development, and originality. Among self-expression activities are singing one's own name and making body movements to represent emotions. Sensory awareness activities involve children in exploring each other's hands and the variety of movements that can be made with fingers, wrists, and palms. Paper-cutting, drawing, and making sound echoes form the basis of some skill-development exercises. Children can demonstrate originality by forming statues with their bodies or by moving to imitate sound. Teachers are encouraged to let physically handicapped children get out of wheelchairs and sit or lie on carpeted floors. However, all activities can be done in chairs as well. Each activity identifies the basic idea, motivation suggestions, materials required, and variations in the activity. A bibliography and lists of material resources conclude the guide. (AV)

This manual, one of a series of manuals developed for the Foster Parent Training Project at Eastern Michigan University, was designed to assist instructors in presenting course content to foster parents on how to provide a corrective and healing environment for battered and abused foster children. The introductory section presents information for the instructor on aspects of classroom dynamics (such as principles for teaching adults, choosing the physical facilities, classroom arrangement, establishing good classroom procedure, and teaching techniques) that the project staff has found successful in working with foster parents. Instructor's materials and copies of pages from the trainee workbook are included for eight class sessions: (1) Orientation/Introduction, (2) Perspectives on Child Abuse, (3) Helping the Battered and Abused Child in Terms of Physical Development, (4) Helping the Battered and Abused Child's Body Image, (5) Helping the Battered and Abused Child's Social and Emotional Development, (6) Alternatives to Physical Discipline, (7) Helping the Battered and Abused Child's Cognitive and Moral Development and (8) Can I Successfully Work with Battered and Abused Children? The story of an abusive parent who joined Parents Anonymous and a brief review of normal child development are appended. References to relevant books, films, and filmstrips are presented. An introduction to the instructor's manual is provided. In the lesson material instructions to the instructor are on colored paper. White pages are copies of the trainee manual. Instructor's material on these pages is in red ink. An appendix provides anatomical facts and diagrams. (JMB)

This paper describes a group counseling weight loss program, Weight Group, for elementary school students who are already overweight for their age and body structure. The selection procedures for group members and the general format of the sessions are outlined, and the need for confidentiality is stressed. The rules for Weight Group members are listed and a typical format for a session, including activity descriptions and time allotments, is given. Activities suggested include charting of progress and special group recognition for successful weight losers. A series of eight stimulus activities, designed to help teach proper nutrition and alternatives to junk foods, are described. Parental involvement is suggested if the program is to succeed and if those who lose weight are to receive the necessary reinforcement to keep it off. Exhibit A is a sample letter to parents describing the program and requesting parental permission for the child's involvement. Exhibit B is a sample progress report to be sent home to parents during the course of the program. Exhibit C is a list of rules for parents of children in Weight Group, and Exhibit D is a sample check sheet for group participants to record progress. (JAC)

The purpose of this guide is to present dance education as a discipline and to encourage student participation in a wide range of dance activities. The unit, "Rationale/Philosophy/Goals," contains an introduction to the program, a rationale, and overall goals. "Scope/Sequence/Strategies," presents a chart which lists basic competency goals for dance education programs in elementary and secondary schools and is followed by two sets of classroom strategies. The first, "Dance--A Movement for the Elementary Student" (Tom Griffin), uses a dance approach for the K-6 curriculum. The second, "Dance--A Creative Art Experience 7-12" (Betty Toman), uses a unified approach to study the body, movement, space, and rhythm, the four basic elements of dance. Information concerning a visiting artist program concludes the unit. "Evaluation" lists qualities used to judge dance programs for the lower elementary (K-3), the upper elementary (4-6), the middle/junior high (7-9), and high school (10-12). An evaluation for students and dance facilities is included. The final unit, "Appendices," contains four sections (1) audiovisuals and dance publications by the National Dance Association; (2) selected references on dance; (3) dance organizations; and (4) the National Dance Association position paper on aerobic dance. (APG)