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In this study, we frame learning in the tertiary-level contemporary dance class as a process of developing culturally situated shared patterns of skilled action and attention through dynamic engagement with kinetic experience. Extending existing scholarship on dance learning, we adopt the framework of cultural affordances to understand the developmental relationship between physical and general categories of attention during the learning process. Based on qualitative analysis of student and teacher interviews, we contend that the dance classes were laboratories in which cross-domain mapping (physical and general) was leveraged to develop students' kinetic and attentional skills. Understood in this way, the physical concepts and the general concepts worked in a helical fashion, cycling through dynamic engagement with kinetic experience and the development of attentional awareness, not as pure repetition, but as a progression toward more complex, skilled, and nuanced ways of moving.

The concept of 'flexible seating' has emerged as a possibility to meeting the goals of an active learning classroom. Recent scholarship has suggested that numerous student learning predictors are enhanced when interacting with flexible seating. This study aims to fill a gap in the literature by investigating the effects of flexible seating from a physical perspective in the higher education setting. Seventy-five participants engaged in mixed-method data collection and analysis strategies that included observations and field notes, a validated online survey, and open-ended question prompts. A thematic review and descriptive analysis revealed almost 80% of the respondents indicated that the flexible seating had a positive effect on their experience in the course related to the following themes: (a) Movement Opportunity; (b) Back Pain & Comfort; (c) Anxiety & Restlessness; and (d) Focus & Engagement. This research provides evidence that physically comfortable classrooms promote a sense of well-being, keep minds focused, and limit distractions, and that physically comfortable classrooms with increased movement opportunities for students make possible mental and emotional health benefits, as well. Results indicate the need for campuses to (re)consider the purposes and roles of seating styles within the 21st century classrooms, with seating selection based on principles of universal design.

With the projects implemented in the 'Design for the Disabled' course in Gazi University 2019- 2020 academic year, fourteen students are asked to develop solutions for the problems of disabled individuals, which is one of the real-world issues, while gaining professional knowledge such as critical thinking, idea generation and learning the conceptual design process. In addition, it is aimed to increase their learning motivation and interest in social design projects. It was learned that the students did not carry out a design project for disabled individuals in their previous projects. Throughout the semester, students developed their projects with a conceptual design matrix consisting of Data Collection, Primary Analysis, Secondary Analysis, Synthesis, Hypothesis, Preliminary Design and Final Design stages. Students were asked to present their projects at the Final Design stage. The course was conducted through online classes during the COVID-19 Pandemic for twelve weeks. Students are enabled to experience an interdisciplinary critical process. Thus, successful solutions and new models have been developed in projects in terms of product and space.

The Brazilian government has adopted measures that aim to influence students' spatial mobility. The extent and success of such measures require detailed knowledge of the mobility determinants. Gravity models are the appropriate tool for analyzing the flows of college students from their place of origin to their destination. To analyze the determinants of student flows, we estimate a negative binomial regression model with Brazilian data. The results show the deterrence effect of distance on mobility, as the total costs of entering a university increase with the distance between the place of origin and the destination institution. Places with lower living costs and smaller university centers (campuses) are attraction factors to students, as are the possibility of having non-reimbursable financing and a larger number of study programs.

The COVID-19 pandemic was unprecedented in scope and nature, altering everyday life for people across the United States. One major change involved how schools provided educational services. Prior to the pandemic, schools used in-person instruction as their service delivery model for educational and education-related services, such as services for the blind and visually impaired. To document the effects of this historic event, an exploratory survey through Qualtrics was conducted on the perceptions of (a) teachers of students with visual impairments and (b) orientation and mobility specialists in four categories: service delivery models, student demographics, instruction and engagement, and preparation and training. Percentages were calculated with closed questions, and open-ended responses were used to clarify the data. There were some significant post-hoc correlations between ability to provide educational services and instructional delivery models. The results have implications for practitioners and professionals working in higher education.

Purpose: Adapted ride-on cars offer an affordable mobility intervention that provides broader access to a child's environment. Such newfound independence is a unique opportunity to examine changes in environmental language and communicative participation as children acquire mobility. New technologies such as the Language Environmental Analysis (LENA) system hold promise for evaluating naturalistic language interactions but have not yet been applied to children with cerebral palsy with physical and/or communication impairments. This study sought to use LENA with a sample of children with cerebral palsy to determine the feasibility of monitoring environmental language patterns during longitudinal mobility intervention. Method: LENA's adult word counts, conversational turns, and child vocalizations were compared across three time points for participants aged 16-49 months with a range of communication skills (indexed by Communication Function Classification System Levels I-IV). Results: Feasibility was established with acceptable criterion validity during active drive time. Results had large effect sizes, likely diluted by sample size and heterogeneity. Conclusions: Limitations include small sample size, nonprescriptive use of powered mobility devices, and lack of control group. Future studies should incorporate these features to more closely examine communication patterns.

The purpose of this study was to explore the views of school staff about the bodily health and bodily integrity capabilities of students with autism spectrum disorder (ASD). These capabilities refer to being healthy and moving freely from place to place. Semi-structured interviews with 12 school staff (teaching and non-teaching staff) in Tehran, Iran, were carried out and thematically analyzed. 'Nutritional education' and 'sexual health education' emerged as two major themes. The findings revealed that children with ASD struggle to maintain excellent physical health and bodily integrity. The findings underscore the need for having an interprofessional approach to develop students' bodily health and bodily integrity capabilities. Although it is critical to improve these capabilities, the existing curriculum, time management and workload priorities may conflict with this goal.

Autonomy -- acting volitionally with a sense of choice -- is a crucial right for children. Given parents' pivotal position in their child's autonomy development, we examined how parental autonomy support and children's need for autonomy were negotiated and manifested in the context of children's independent mobility -- children's ability to play, walk or cycle unsupervised. We interviewed 105 Canadian children between 10 and 13-years-old and their parents (n = 135) to examine child-parents' negotiation patterns as to children's independent mobility. Four patterns emerged, varying on parental autonomy support and children's need/motivation for independent mobility: (1) child/parent dyad wants to increase independent mobility; (2) child only wants to increase independent mobility while parents do not; (3) child does not want to increase independent mobility while parents do; and (4) child/parent dyad does not want to increase independent mobility. Findings illuminate the importance of recognizing children as active and capable agents of change.

Issues related to old age and ageing are an imperative topic in a society of long life, concerning everyone. Wherever possible, the age-related issues should also be adequately addressed and integrated into school education. This article gives an overview of perceptions of students in regard to external and self-images of old age, as conceptions from students are an important starting point for the development of teaching approaches. So far, there is an insufficient research situation in Germany regrading images of old age of children and adolescents. Guideline-supported individual interviews with 10 ninth graders (M[subscript age] = 15.2 years) were conducted and analyzed in order to get an insight into prevalent conceptions of old age and ageing in this age cohort. The students' ideas result in a comprehensive category system. In summary, our investigation has shown that students do not hold one-sided positive or negative images of old age in general, although some aspects like the physical condition and exercise capacity are seen more negatively than for example the characteristics of older persons. Teaching approaches for biology lessons and other subjects, deducted from the students' perceptions, are given in the discussion.

The purpose of this study was to reveal the views of administrators working in institutions providing adult elderly education on teacher leadership. Ten administrators, who were determined via convenience sampling which is among purposeful sampling methods, participated in this study using qualitative research method. The study was conducted in phenomenological design, which is among qualitative research designs. The interview technique was used to collect data in the study, thus, a semi-structured interview form was prepared and used for this process. The data were analyzed via content analysis technique. All the data acquired in the study were coded, various dimensions and appropriate themes for these dimensions were determined in accordance with the purpose of the study, and percentages and frequencies related to the themes were calculated and the views of the administrators on teacher leadership were revealed. As a result, the concept of an enriched environment, including cognitive tasks, such as elder education courses (sports, physical activity, artistic and skill studies), can form the basis for systematic assessment of possible interventions for successful aging. It provides another effective possibility to achieve better physical, physiological and cognitive improvements, especially in older adult. Further efforts are needed on the basis of teacher leadership in older education courses to reduce weakness and dependency among older adults and maintain independent physical and cognitive function, mental health and well-being.

Educational policy guidelines mandate that all learning institutions, adopt, design and embrace programs that are conducive to learners with disabilities. In spite of inclusive education policy guidelines, disability remains a major course of discrimination in Kenyan schools. This study therefore, examined the structural modification challenges on the implementation of inclusive education policy in schools. The study adopted mixed-method research approach, which uses both qualitative and quantitative methods. The target population comprised all the principals, teachers and students in Tharaka-Nithi County. The study employed purposive sampling to select 16 extra-county and county secondary schools. The sample size constituted 161 respondents. The data were collected using questionnaires for 100 class teachers, teaching learners with disabilities, an interview guide for 11 learners with physical disabilities to discuss their personal experiences on structural modification challenges and focus groups discussions for 50 non-disabled students learning in the same classrooms with learners with disabilities. Quantitative data were analyzed by descriptive statistics of frequency counts and percentages while qualitative data were analyzed thematically. The research findings established lack of modified physical resources, poor attitude towards inclusive education policy, poverty among parents of children with disabilities, and lack of teachers' skills on Special Needs Education (SNE) were major challenges facing the implementation of inclusive education in public secondary schools. There are other structural modification challenges not in the scope of this study that could be affecting implementation of inclusive education policy and can be tackled at school level. The study established a clear link between structural modification challenges and weak policy guidelines. Therefore, the study concluded that weak inclusive education policy guidelines on structural modification in schools led to lack of modified physical resources, poor attitudes of key stakeholders, poverty and lack of teachers' skills on SNE, which contributed to poor implementation of inclusive education. Thus, a clear inclusive education policy guideline on structural modification is necessary to enable schools provide a learner-friendly environment, that nurtures learner diversity.

Access to tertiary education in the least developed countries, such as Lesotho, continues to be a rare experience for persons with disabilities who, despite being admitted to studies, struggle with meaningful participation. This article explores student experience of persons with disabilities studying at the National University of Lesotho. A combination of convenience and snowballing sampling techniques were used to recruit 15 staff members and 11 students enrolled in various programmes. A combination of individual semi-structured interviews and a focus group discussion were used to generate data. Findings reveal that various dimensions of student experiences are negatively affected. Students with disabilities encounter mobility challenges due to an inaccessible built environment; lecture timetables are not adapted to suit the needs of students with mobility challenges, blind students are not informed of potholes that are left uncovered and the students' request for their hostel to be adapted is not addressed. Additionally, students are not readily supported by their lecturers while some are subjected to bullying which goes unpunished and the victims receive no counselling for the resultant trauma. These factors affect the students' welfare and have an effect on their academic participation. The students are simply expected to conform to university practices. The summary of student experience, if used for assessment of quality education, demonstrates inequitable access to education for persons with disabilities. The study concludes that the institution provides poor-quality education as it fails to address the support needs of students with disabilities. The study recommends development of policies and practices that promote equity, and that student experience can be used to inform how the institution may improve access and the quality of its programmes. Equally, this study challenges students with disabilities to assert their right to an inclusive and equitable quality education.

For over a century, early childhood experts have discussed the importance of play for young children's growth and development. Play is critical for the development of young children as it increases learning (Barton, 2015), supports young children in gaining social and communication skills (Dennis & Stockall, 2015), and leads to social awareness and empathy skills (Brown, 2009). However, for young children with disabilities, accessing play and social interactions can prove to be challenging (Fallon & MacCobb, 2013). In order to support preschoolers with disabilities in learning through play, the authors recommend the use of assistive technologies (AT) for (a) communication, (b) mobility, and (c) independence. This article presents information about specific assistive technology devices and supports in each of these three areas.

Independent mobility in typically developing infants and young children has been linked to growth in many areas of child development and changes in family behavior and interaction. Research suggests similar benefits in young children with motor disability who use powered mobility. The purpose of this study was to gain an understanding of how families experienced their child's development, growth, and abilities after using a power wheelchair for 1 year with the intent to generate a preliminary model to capture the process and relationships among these experiences. Eight families participated in interviews, and using grounded theory methodology the research team investigated their experiences. Results informed the development of the preliminary model that framed three key themes: (a) child competence, (b) parenting experience, and (c) the influence of power wheelchair use along with the key category "It will help in the long run" that titled and anchored the model. This model provides a possible view into how the use of powered mobility may influence development by supporting both child competence and the parenting experience.

Drawing from perspectives in critical disability studies, this article examines the teaching experiences of 9 disabled graduate students in Canada and the United States. Participants took between 2 and 6 photographs that illustrated their experience teaching with a disability. Follow-up interviews were conducted to gather descriptive accounts of the meaning and significance of the photos. Thematic analysis was used to analyse the data and uncover the core themes of mobility, disclosure and teaching performance, accommodation, and careers goals. The findings shed new light on the barriers that graduate students with disabilities face navigating the dual role of learners and teachers. Data reveal that there are overt and tacit ableist expectations in academia about how those in a teaching role perform and carry out their duties. Participants in this study internalised these ableist expectations and believed that an academic career was an unlikely career option.

This study delivered an intervention that included education, contact by video, an environmental assessment and reflection activity, and hands-on experiences via a university course that centred on the Go Baby Go programme. Go Baby Go involves modifying off-the-shelf, battery-operated, ride-on cars for young children with disabilities to use for self-directed mobility. The purpose of this study was to determine the effect of a 10-week course on college students' attitudes towards people with disabilities and self-directed mobility. Participants included 78 college students enrolled in an Honours College course related to disability (intervention group: n = 40) or unrelated to disability (control group: n = 38) and completed the Attitudes towards People with Disabilities Scale and Self-directed Mobility Scale before and after a 10-week course. The intervention included education, contact by video, an environmental assessment and reflection activity, and hands-on experiences. Participants in the intervention group displayed more favourable attitudes towards people with disabilities (p < 0.01) and self-directed mobility (p < 0.001) compared to the control group, following the intervention. Attitude interventions that include education, contact by video, an environmental assessment and reflection activity, and hands-on experiences may be a viable paedological strategy for promoting favourable attitudes towards people with disabilities and self-directed mobility.

This small-scale study aims to explore acceptance and preference dilemmas in choosing playmates with physical disability of typically developing 6-8-year-old Cypriot children. Eighteen participants were interviewed individually in a simple process involving scenarios and questions with the use of images of hypothetical peers with and without physical disabilities. Interview questions were based on three different scenarios about activities requiring different degrees of mobility. It was found that the majority of children tend to choose the hypothetical children with physical disability as playmates even for activities involving mobility. Children's justifications of their choices are of particular interest and fall within the sphere of morality and empathy rather than functionality. Some misconceptions about physical disability are associated with limited previous encounters with such individuals. Findings guide educators in choosing appropriate activities in the framework of child-focused intervention programmes aiming to promote fruitful social interactions between children with and without physical disabilities.

Postsecondary dance technique teachers negotiate extensive physical demands throughout their careers. As they rise through the academic ranks, their bodies age, and with age sometimes comes limited mobility, decreasing strength, and injuries. Further, mental and emotional processes and self-perceptions sometimes change in response to diminishing physical abilities. The potential impact of this research is wide-ranging; it may assist both dance practitioners and pedagogues to approach their dancing from an equipped, empowered position as they age. This article offers strategies and best practices cited by 33 surveyed working and retired dance educators to expand career options and extend active participation in the dance field. Participants discuss challenges related to the aging process, and they also model creative problem solving and illustrate grit, resilience, and positive momentum. Their narratives expand notions about the meanings and methods of teaching technique throughout academic dance careers.

New evidence builds upon the Student Engagement IndexTM and Teacher Engagement IndexTM research (Scott-Webber, Konyndyk, & French, 2019; Scott-Webber, Konyndyk, French, & French, 2018; Scott-Webber, Konyndyk, French, Lembke, & Kinney, 2017) determining post-occupancy answers to, "Can we demonstrate that the design of the built environment for grades 6-8 impacts student academic engagement levels post-occupancy?" The early studies used respondents from grades 9-12. This one is from users in grades 6-8 ('alpha' pilot). All studies were conducted in the USA as convenience samples. Engagement performance is a high predictor of student success across multiple domains and learning/work experiences. Specifically, "Research that shows that engagement, the time and energy students devote to educationally purposeful activities, is the best single predictor of their learning and personal development" (Anonymous, NSSE, 2010, p. 2), and thus our research focus. From both the students and educators perspectives, design of the built space impacts engagement performance (p < 0.0001).

Learning to walk allows infants to travel faster and farther and explore more of their environments. In turn, walking may have a cascading effect on infants' communication and subsequent responses from caregivers. We tested for an "inflection point"--a dramatic shift in the developmental progression--in infant communication and caregiver responses when infants started walking. We followed 25 infants longitudinally over 7 months surrounding the onset of walking (mean walk onset age = 11.76 months, SD = 1.56). After learning to walk, the pace of gesture growth (but not vocalization growth) increased substantially, and infants increasingly coordinated gestures and vocalizations with locomotion (e.g., by walking to a caregiver and showing off a toy bear). Consequently, caregivers had more opportunities to respond contingently to their infants during walking months compared to crawling months (e.g., "What did you find? Is that your bear?"). Changes in communication were amplified for infants who began walking at older ages, compared to younger walkers. Findings suggest that learning to walk marks a point in development when infants actively communicate in new ways, and consequently elicit rich verbal input from caregivers.

People who are visually impaired (that is, those who are blind or have low vision) use a wide variety of sensory information to understand the world around them. Hearing is a particularly useful sense because of its range. Many visually impaired people use some form of echolocation to monitor the space around them (for example, the sound of a cane tip reflected off a wall is a common way to keep a parallel path without trailing or shore lining). One purpose of this report is to introduce the generic, catchall word "echoidentification" to refer to this skill categorically. A second purpose of this paper is to emphasize that it is within an orientation and mobility (O&M) specialist's scope of practice to teach students techniques for obtaining the most meaning out of sensory information to interpret the space around them. The third purpose of this paper is to provide some concrete strategies that may be useful to instructors interested in teaching higher-level echoidentification skills.

The present study is designed to understand the adjustment of visually impaired students, attending the special and the integrated schools. This study has been conducted on the students of 60 visually impaired students, aged 14-16 years, attending special and the integrated schools in the selected schools of Varanasi city, UP, India. The method of survey has been used to elicit the information about their adjustment in the home area, school area and personal area in special and integrated set-up. Data were collected by using the adjustment scale developed and standardized by the investigator. Results indicate that there was a significant difference in the adjustment of the visually impaired students in the area of home, school and personal in special and integrated set-up.

Adapted fitness tests and tests for children without disabilities are used for evaluating the effects of physical training programs of children with disabilities. This study investigated the applicability of those frequently-used tests for children with different types of disability. A total of 282 children ages between 5 and 14 years with Cerebral Palsy, Spina Bifida, Brachlial Plexus Injury, Spinal Cord Injuries, Amputations, Neuromuscular Diseases, Traumatic Brain Injury, Orthopedic Deformity, Intellectual Disability, Down Syndrome were participated in the study. Gross Motor Function Measure, Modified Ashworth Scale, Posture Analysis, Berg Balance Scale, Sitting Balance, 9 Holed Peg, Sit and Reach, Pro-agility, Anticipation Time, Curl-up, Modified Curl-up, Lateral step-up, Hand grip, Medicine Ball Throw, Pull up and 6 Minute Walk tests were used for evaluation. The major result of this study is that the differences in physical fitness levels, functionality and severity of sequelae rule out using several tests commonly even if the type of disability is the same.

Coronavirus disease (COVID-19) is currently sweeping the globe. With this pandemic impacting social, political and economic spheres, this article unpacks COVID-19 in relation to international tertiary dance education, asking: How are we sustaining international relationships and global dialogues within dance education in light of COVID-19? What might be new ways of engaging internationally if we are not physically able to travel in the ways we did before COVID-19? And how are we becoming creative with our dance education within this time of online learning, teaching and researching, and what might this offer international tertiary dance education? Through an auto-narrative approach we share three experiences from these early days within a changing world, where we reflect on our role and practices as dance educators and researchers navigating these times. Themes of innovation, motivation, cultural agendas, slow scholarship, online pedagogy, and virtual and corporeal mobility are identified and discussed in relation to the potential future(s) for international tertiary dance education in a COVID-19 world.

This article examines the experiences of students with mobility disabilities accessing higher education institutions in the Accra metropolis of Ghana. To capture the accessibility issues that people with disabilities encounter in their daily lives as postsecondary students first hand, this study used PhotoVoice methodology, which uses a combination of photographs and corresponding narrations. Themes identified in the photographs and narrations highlight the emotional and academic impact of participant encounters with an inaccessible postsecondary environment. Implications for policy and practice are discussed.

The domains of the Pediatric Evaluation of Disability Inventory (PEDI) cover self-care, mobility and social function. Employing this inventory as an operational definition of functional performance of everyday life activities, this performance in an age-cohort of children with Down syndrome (DS) was measured at ages 5, 7 (n = 43) and 14 (n = 38). Compared with the performance of typically developing 5-year-olds, this sample was considerably delayed in all three PEDI domains. Improvements were slightly higher from age 5 to age 7, but they continued up to 14 years. Individual differences are evident, however, and also increase considerably with age. A suggested DS functional performance profile receives only partial support. This article argues that observed domain differences should be regarded as a property of the measurement scales, not as a characteristic of the sample. The recognition of substantial individual differences of children with DS is important to rehabilitation.

Children with physical challenges have developmental needs and rights like other children and due to their exceptionality they call for more attention in provision of adequate quality mobility and educational resources to enhance their holistic development. However, it is apparent that provision of resources to children with physical challenges has not been possible in Kenya due to various factors which are not yet understood. The study drive was to explore parental role in the provision of mobility and educational resources to children who are physically challenged. The study sought to establish parents' involvement in provision of mobility and educational resources. The study was carried out in Joytown Primary School for the Physically Challenged in Thika Town. The school was purposefully selected because it is best suited for the study since it caters for children in the category of special needs being addressed in the study that is physical challenges. Case study design was used. Target population of the study was 100 children with physical challenges, 200 parents and 4 teachers and the head teacher. Stratified random sampling method was employed to arrive at a Sample size of 30 children with physical challenges, purposive and opportunity sampling to arrive at 30 parents and purposive sampling to arrive at 4 teachers. Therefore, the total sample size was 64. The data were collected using various techniques which included questionnaires for the teachers, interview guides for parents and observation guides for children. Collected data were analyzed using both quantitative and qualitative methods. Quantitative methods entailed use of descriptive statistics such as frequencies and percentages which enhanced discussion of qualitative data which was organized into themes and categories and presented in discussion form. The study established that parental involvement in provision of mobility and educational resources is minimal. The main recommendation of the study is that government should have a budgetary allocation meant specifically for purchase of mobility and educational resources and maintenance of facilities since it's a noble course which would ensure that children are actively involved in learning activities therefore enhancing holistic development hence molding children with physical challenges to become self-reliant and productive citizens.

Postsecondary education programs have increased opportunities for students with and without intellectual disabilities to study abroad as inclusive classes. Using open-coding qualitative techniques, the authors examined an inclusive study abroad group's daily reflective journals during a study abroad trip to London and Dublin. Three shared categories emerged from analysis: personal development, bonding/social inclusion, and learning from English and Irish adults with intellectual disabilities. Each group reported two distinct categories as well. Students with intellectual disabilities described the importance of mobility/transportation and fun, while their classmates without intellectual disabilities described the importance of inclusive learning and an increasing awareness of barriers to full participation for people with disabilities. Student-constructed categories are used to describe the benefits of inclusive study abroad and build future inclusive international opportunities.

This article examines the outcomes of the ACEE program, which is a one-year transition program for youth with disabilities, preparing them for the workplace and adult life. In a mixed methods approach, the investigators surveyed sixty-six youth with disabilities who were alumni of the program and followed up in depth with ten alumni in in-depth interviews and focus groups. The results show that the youth are doing well in terms of community participation and mobility. Many of them are active and involved into different social networks, be it with family, friends or community organizations. On the other hand, the study highlights issues in regards to employment and independent living. Employment can be precarious and underpaid, and the alumni's living situation often depends on their families, as there are few other options to them available.

In the last three decades, inclusive disability legislation has led to an increasing number of students with disabilities entering higher education. However, barriers to the full participation of students remain. This article presents evidence from studies conducted in two Italian universities. Drawing on the Capability Approach, the goal is to analyse the experiences of students with disabilities and to assess their capabilities in academic life. Participatory research methods were adopted using structured focus group discussion techniques. Fifty students with different types of disability participated in the study. Two major findings emerged from the data: (a) the essential value, in the experience of the students, of being able to use educational spaces, move around off campus and socialise with others; and (b) the tendency of capability achievements to vary according to context and type of disability, especially for students with visual disabilities, who experience relatively lower levels of mobility and respect.

As individuals decline cognitively physiotherapists' attitudes become more negative. Evidence supports the use of experiential learning modules in a curriculum to improve student confidence and knowledge to treat individuals with cognitive disorders. Work stemming from Schon's model of reflection suggests that "reflection-on-specific action" can facilitate clinical decision-making. The purpose of this case report is to describe the use of this model by students working with a patient with severe cognitive impairment. Under the supervision of a neurologic physiotherapist who was also a full-time faculty member in a physiotherapy program, the 74-year-old male with severe cognitive decline worked with two student physiotherapists (10 sessions over 5 weeks). The students reflected upon and journaled before, during, and after each session including every encounter, patient response, and activity. Four themes emerged: (1) capitalize on caregiver involvement and knowledge, (2) salient activities promote engagement, (3) intentional communication, and (4) flexibility throughout treatment. Improved exercise participation was noted as the themes were integrated to a greater degree each session. Cognitive deficits precluded performance for some measures, the 6-minute walk test yielded clinically significant results. The factors identified in this case may be beneficial to developing exercise programs for individuals with severe cognitive deficits to assist with maintaining functional mobility and decrease caregiver burden. This intentional reflective approach to practice may combat negative attitudes by providers and enhance effective communication and intervention implementation. The educational approach increased reflective behaviors demonstrated by students and will be useful to educators interested in facilitating professional development in students.

This study explores "toddling style" in adult-child interaction. Toddling style was conceptualised by Gunvor Løkken in relation to toddlers' playful and social style in peer groups; however, adults' position was rarely explored. Therefore, this article aims to examine adults' emotional and playful support in creating, maintaining and developing "toddling style." A cultural-historical approach and a multimodal interaction analysis is used for analysing "toddling style" in naturally occurring adult-child interaction. Video observations were made in ECEC in Australia and Finland. Drawing on three representative empirical cases, we argue that "toddling style" is a unique embodied way of being together as well as a form of play between adults and children. Findings show the importance of adults' participation in play for creating a playful community. Implications suggest the important role of adults' emotional and playful support in maintaining toddlers' exploration of "toddling style," particularly in multiparty situations.

Yoga has been found to provide numerous health benefits to older adults including preventing or slowing physical frailty and subsequent functional limitations. The purpose of this study was to examine pre-frail or frail older adults' beliefs about yoga as well as to identify barriers to participation. We recruited 37 older adults from a Faint, Fall, and Frailty Clinic at a medical center and asked them to complete questionnaires regarding their physical health and beliefs about yoga using the Beliefs About Yoga Scale. Frailty and fall risk were obtained through electronic health records. Participants' had mean age of 72.81 years. Participants were considered to be prefrail (66.7%) or frail (33.3%), and most (78.4%) had fallen at least once in the past year. Over 72% of participants engaged in light physical activity. The BAYS mean score was 59.17 (SD = 12.5; Range 11-77). Higher scores indicted more optimistic beliefs about yoga. Over 90% of participants had not practiced yoga, 97.1% had no intentions to practice, 61.8% did not know locations placed where yoga classes were offered, 82.4% were unsure about the costs associated with yoga, and only 56.3% reported having transportation. The three primary barriers to practicing yoga were perceived difficulty of yoga practice, lack of motivation, and fear of injury. Participants held positive beliefs about yoga, yet had limited experience and little intention to participate indicating a need to provide targeted educational interventions to this population of older adults.

Purpose: In youth, cross-sectional studies reported age differences in balance performance that were in favor of adolescents. Thus, trainability of balance performance might be different in children compared to adolescents. The purpose of this study was therefore to compare the effects of balance training (BT) on balance performance between children and adolescents. Method: Thirty children (7.5 ± 0.5 years) and 42 adolescents (14.7 ± 0.5 years) participated in this study and were assigned to either a BT-group or a control (CON) group. In both age groups, BT was conducted over five weeks while the CON-groups received their regular physical education lessons. Pre- and posttests included the assessment of mobility, static steady-state, proactive, and reactive balance. Results: Significant Test × Group × Age interactions were found for static steady-state balance (i.e., CoP displacements during single leg stance) and mobility (i.e., 10-m gait velocity). For both measures, post hoc analysis revealed larger improvements (+16-37%, 0.001 [less than or equal to] p [less than or equal to] 0.033, 0.65 [less than or equal to] d [less than or equal to] 2.24) for children compared to adolescents. For proxies of proactive and reactive balance, we could not detect significant Test × Group × Age interactions. Conclusions: We conclude that trainability of static steady-state balance and mobility seems to be higher in children than in adolescents indicating larger adaptive reserves in children compared to adolescents. However, there were no age differences in adaptations to BT with respect to proactive and reactive balance.

It is well documented that engagement in arts and cultural activities contributes to improving and maintaining the health and well-being of older people. Despite this, many health and social care professionals do not recognize or accept arts and cultural activities as relevant to their care remit. To address this, a team of 17 individuals comprising older service users, and staff from a range of health and social care, arts, and museum and archive services in North East England worked collaboratively to design and develop the Museum Health and Social Care Service (MHSCS). MHSCS is a resource and training package that reinforces the care and clinical benefits of arts and cultural activities to older people's health and wellbeing, aimed at supporting health and social care professionals to acknowledge and use these activities as integral to care delivery.

Little is known about how, when, or why individuals with intellectual and developmental disabilities (IDD) retire. Recognizing the changing needs of older adults with IDD is critical to support person-driven services and development of best practices in aging transitions. Using secondary analysis of the 2016 to 2017 National Core Indicators--Adult Consumer Survey (NCI-ACS) data for adults with IDD, we examined the relation between independent mobility (i.e., without aids), age group, level of intellectual disability, and type of employment/activity program, with a focus on mobility and community-based employment in older age groups. There was an overall age-related decline in mobility, but the prevalence of mobility impairment by age group was related to employment type. The percentage who were independently mobile was highest for community employment in every age group. The percentage of individuals by age group in community employment fell significantly from middle age onward, suggesting some former community-based workers had retired. There was no significant age-related difference in the percentage in facility-based employment across these age groups. Mobility limitations may be a barrier to obtaining or retaining community-based employment. Age-related mobility impairment may be associated with premature retirement, and could affect travel to and from work, undertaking work tasks, or both. Closer examination is needed of aging, community employment, and age-related mobility limitations to understand the specific causes of these effects on employment and identify supports and accommodations.

Despite UNESCO's Learning Cities agenda, which argues for the mobilisation of resources to promote education across all sectors and environments, there is little evaluative research on Learning City engagement which is both naturalistic and empirically rigorous. The research on informal adult learning in urban contexts is particularly sparse. This paper provides a case study of informal learning and lifewide literacies amongst Glaswegian adults using three distinct approaches to data collection: a household survey capturing rich data on learning attitudes, behaviours, and literacies; GPS trails that track mobility around the city; and the capture of naturally occurring social media. The work operationalises Learning City indicators, and explores domains beyond education, some of which have not previously been considered in surveys of adult learning, for example, physical mobilities and transportation patterns. We use theoretical concepts of social identity and capital to situate inclusion within explanatory frameworks of marginalisation in less tangible domains of informal learning using multi-stranded data. A triangulated analysis of city-wide participation in lifewide learning reveals a demographic picture of groups marginalised from learning opportunities and practices. We conclude with a call for new approaches to exploring learning participation which offer novel methods to evidence informal learning and lifewide literacies.

Healthy life expectancy (HLE) is an emerging field in aging studies. Nevertheless, understanding of HLE from the perspective of socioeconomic status (SES) is inadequate. To fill this gap, the present study explores differences in HLE by SES based on two nationally representative longitudinal databases in China. The study adopts education as a proxy of SES and employs the multistate life table method to compute HLE. Health is measured by the following four indicators: physical function, cognitive function, depression, and self-rated health. The results show that educational differences are associated with significantly different results in these four health indicators. Active life expectancy, cognitive-impairment-free life expectancy, and self-rated healthy life expectancy differ by existence of educational attainment among the old adults, with the nonilliterate group enjoying both longer cognitive-impairment-free life expectancy and self-rated healthy life expectancy, while unexpectedly, the illiterate group has a higher active life expectancy at most ages. In contrast, depression-free life expectancy is similar between the two educational categories. The positive association between educational attainment and cognitive-impairment-free life expectancy and self-rated healthy life expectancy might be explained by the beneficial effect of education in improving and maintaining cognitive ability and SES, while the negative association between educational attainment and active life expectancy might be interpreted by the higher rate of mortality and the absence of social-security support among less educated Chinese senior citizens. The lack of difference by educational attainment in depression-free life expectancy requires further investigation.

Little research is available concerning the use of technology to connect non-mobile senior adults with museums. This paper explores the viability of Interactive Virtual Learning (IVL) programs to gauge the interests, preferences, and needs of the older adults. The authors drew from personal experiences presenting such programs to seniors and held focus groups with past participants to craft a survey. Seniors living in residential retirement communities answered the surveys as did their activity directors who act as coordinators for these IVL programs. Additional input was solicited from educators experienced in facilitating virtual visits (IVL) for seniors. This information was compared with the findings and comments from the returned surveys. Among the three groups, (seniors, activity directors and educators) many common ideas emerged which are offered as recommendations for organizations interested in developing similar IVL programs or conducting further research.

In the present qualitative case study, we used the participatory action research method of photovoice in order to explore the lived experiences of college students in wheelchairs at a mid-sized, Midwestern university campus. Five undergraduate students with mobility impairments participated in the present study. Participants were asked to photographically record their daily life on campus by taking pictures which they felt represented their experience. We then asked participants to reflect on these experiences with us through individual interviews. Results revealed that participants spent much time and effort dealing with the intersection of accessibility and independence on campus. The photos and narratives suggested an important connectivity between academics and social relationships. Further, these participants shared deep social connections with friends as well as mentors, were highly concerned about their academic pursuits, and felt a particular desire to share their individuality as a student and person.

This study analyzed the multidimensional (including emotional, psychological, and social well-being) profiles of mental well-being and their links to various indicators of successful aging (SA; including diseases, cognitive and physical function, and engagement with life). The analyses were based on the Finnish Jyväskylä Longitudinal Study of Personality and Social Development, where the age-cohort participants have been followed from age 8 to 50. Data on 335 participants collected in mid-adulthood were analyzed. Applying Latent Profile Analysis and measures of life satisfaction and psychological well-being at ages 36, 42, and 50 and social well-being at ages 42 and 50, four longitudinal well-being profiles were extracted: high (29% of the participants), relatively high (47%), moderate (22%), and low (3%). ANCOVAs (controlling for gender and education) revealed that the participants in the high, relatively high, and moderate well-being profiles had more satisfying relationships, better labor market success, and fewer diseases at age 50 than those in the low well-being profile. Fewer inter-profile differences were observed in physical or cognitive function. Favorable profiles of mental well-being are related to SA in mid-adulthood. Future studies should investigate the causal relations between well-being and SA.

The foundations of modern physical education in Turkey have been defined using arrangements of European countries. In general, it has been determined that European standards are taken into account as criteria when physical education is generally assessed. The evaluation of this development should also be made with scientific studies. It cannot be said that the researches carried out by the comparative research method are not sufficient; besides, many studies are carried out in different fields of physical education in Turkey. In this research the current status of physical education has been analyzed through comparative research methodology. Core aims of the study include assessing the value of PE to learners and the community; finding out and comparing teaching modules and approaches; comparing material environment around teaching PE; defining the modern trends in physical education development. Data have been collected by means of document analysis. Curriculum reform carried out in 2013 in Turkey was accepted as the start for the conducting of the document analysis. As a result, it must be accepted that Europe is an established physical education course culture. Turkey has been carrying out the reforms in recent years to create this culture. Europe has a strong heritage in terms of physical education while Turkey has increased its efforts in recent years to build this heritage. It has been revealed that the new physical education course content has been used in Turkey since 2004. Physical education and sports programs are designed on two basic areas of learning and development: mobility competence and active and healthy living. The basic structure of the physical education lesson teaching plan is based on the principles of physical, mental, individual, emotional and social skills, taking into account the environmental conditions and prevalence of providing physical activity and participation of students in sports.

A large proportion of disability around the world is preventable. Levels of disability in many poor countries can be reduced by achieving the international development targets for economic, social and human development. In this paper, the author studied the different contributory and causative factors of locomotor disability, disease states and the significance of poverty in relation to disability in Eastern part of India. Final data were collected from 200 people with locomotor disability by personally visiting each individual and their family at their home or institutes on the basis of personal interviews, discussions with them, their parents and teachers. Data were collected by situational sampling technique and tools used for the study were General information schedule (GIS) and Semi-structured interview schedule. The study revealed that various diseases which resulted in locomotor disability in some way were related to poverty. The nature and causative factors for various diseases which resulted in locomotor disability are malnutrition, unhygienic condition in the pre-natal and postnatal period of the mother as well as carelessness of the medical practitioners. Among the other associated significant indirect causes has been found to be illiteracy, ignorance of the parents, and various socio-cultural issues. However, general improvements in living conditions will not be enough but an integrated and specific steps are required for prevention of disability, ensuring that people with disabilities are able to fully participate in the developmental process and claim their rights as well as obtain a fair share of the benefits as full and equal members of society.

This article presents a case study of an adult with severe, multiple disabilities and discusses issues affecting meaningful life participation. Emphasis is placed on the role of functional mobility skills to increase active engagement in age-appropriate activities and opportunities to make informed choices. MOVE for Adults (Mobility Opportunities Via Experience) is presented as a program designed to improve functional mobility in order to increase active participation and choice making in meaningful life activities. The impact of the MOVE for Adults program is presented. (Contains 1 figure.)

Objective: Colleges have increased postsecondary educational access for youth, including individuals with disabilities, but completion rates remain low. This study tests the hypothesis that health conditions that reduce social integration predict lower educational attainment among college students. Method: The sample from the nationally representative Add Health (National Longitudinal Study of Adolescent and Adult Health) data (1995, 2001, 2008) comprised respondents in 2001 whose highest degree was a high school diploma (n = 9,909), focusing on subsamples of students enrolled in 2-year colleges and 4-year colleges (n = 1,494; n = 2,721). For each of 57 health conditions in 2001, the relative risk of earning certificate, associate's degree, or bachelor's degree in 2008 was estimated, controlling for precollege factors, including high school grades, test scores, parents' household income, and full-time enrollment. Results: Health conditions associated with social stigma predicted lower educational attainment among 2-year college students including stuttering, being overweight, and health that restricts engaging in vigorous sports. A broader range of health conditions predicted lower educational attainment among 4-year college students, including restrictions on climbing one and several flights of stairs and walking one and several blocks. Contributions: Stigmatized health conditions may disproportionately reduce educational attainment by impacting students' social integration in 2-year colleges. Improved awareness may reduce the impact of unconscious stigma. Until 4-year colleges improve accommodations, students may benefit by earning credentials at 2-year colleges before transferring to 4-year institutions.

This article investigates how normative attitudes about work construct barriers to workers who are blind and visually impaired. The researcher collected narratives about rhetorical experiences from blind and visually impaired participants in the United States and analyzed accounts of these workplace interactions to identify rhetorical commonplaces that drive arguments about work. These commonplaces reveal the ableist assumptions that construct access barriers and constrain rhetorical possibilities for disabled workers' self-advocacy. The author proposes that business and professional communication students and practitioners should engage in collaborative approaches to flexible thinking and leadership necessary for reimagining work in ways that promote accessibility.

This article explores research on clay manipulation art therapy for individuals with a diagnosis of Parkinson's disease (PD). An overview of 3 phases of the authors' previous research includes (a) comparison of people living with PD to control in a single individual setting, (b) investigation of negative psychological symptoms in a single individual setting, and (c) analysis of psychological symptoms in a 6-week group setting. Outcomes supported clay manipulation for individuals with PD, evidenced by decreased obsessive-compulsive thinking, depression, and phobic anxiety within all phases. Observed physiological changes in areas of resting tremors, gait, increased affect, and movement fluidity initiated a fourth phase of research on the interaction of sensory, kinesthetic, and neurological activity for patients living with PD.

This study examines learning in home care visits aimed at systematic facilitation of clients' physical mobility. Building on the theory of expansive learning, we ask what kinds of learning cycles may be identified in home care encounters charged with implementing the new Mobility Agreement practice, what kinds of interplay may be detected between the parallel learning cycles of the home care client and the home care worker, and what the characteristics of defensive learning are. The data consist of 30 videotaped home care visits. The learning cycles of the encounters were found to be either predominantly defensive or expansive, which led to the identification of 4 basic types of combined learning cycles. Encounters in which the client's and the worker's cycles were aligned tended to contain fewer learning actions than encounters in which the cycles moved to opposite directions. The latter types of encounters were characterized by subtle orientational mismatches that left matters open and invoked further elaboration by the client and the worker. Defensive cycles were more reflective than expected and seemed to involve aspects of agency that are not commonly acknowledged.

The study of human anatomy is an integral component in the education of future occupational therapists, yet there is a paucity of research that explores the anatomy needs of students and new practitioners. As a follow up from a pilot study that surveyed a small cohort of practicing therapists, this article aimed to determine occupational therapy (OT) practitioners' views on anatomy course structure and content deemed important to include in OT curricula, entry level practitioners' anatomy knowledge, and application of anatomy in current practice. A Likert scale and free text questionnaire was distributed to practicing occupational therapists across the United States. Fifty-four percent of the participants in this cohort favored a standalone course, as compared to 94% in the pilot study group. Anatomy course content areas were comparable across groups. Systems identified as essential to cover in an OT anatomy course included skeletal, muscular, and nervous. Regions included the upper limb, thorax/trunk, head and neck, and lower limb. Seventy percent of participants in both groups felt that entry-level practitioners had adequate anatomy knowledge; 30% did not. Practice areas requiring anatomy knowledge included assessment of joint movement, muscle strength, pain, and functional mobility. Qualitative analysis of free text response data revealed the importance of anatomy knowledge in OT assessment and intervention strategies, determining the impact of injury or disease on occupational performance, client safety, and communication with other health care professionals and families.