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Books on the topic 'Children and adolescents with physical disabilities'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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1

Adolescents on the Autism Spectrum: A Parent's Guide to the Cognitive, Social, Physical and Transition Needs of Teenagers with Autism Spectrum Disorders. New York: A Perigee Book, 2006.

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2

Ricks, Tarrence I. The effects of peer presence on performance of the physical fitness test by educable mentally retarded pre-adolescent males. Eugene: Microform Publications, College of Human Development and Performance, University of Oregon, 1987.

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3

How it feels to live with a physical disability. New York: Simon & Schuster, 1992.

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4

Drnach, Mark. The clinical practice of pediatric physical therapy: From the NICU to independent living. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins, 2008.

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5

Halliday, Paula. Children with physical disabilities. London: Cassell, 1989.

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6

Children with physical disabilities. London: Cassell, 1989.

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7

L, Olson Judy, ed. Teaching adolescents with mild disabilities. Pacific Grove [Calif.]: Brooks/Cole, 1997.

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8

Ariel, Abraham. Education of children and adolescents with learning disabilities. New York: Merrill, 1992.

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9

Jordan, Dale R. Overcoming dyslexia in children, adolescents, and adults. Austin, Tex: Pro-Ed, 1989.

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10

Overcoming dyslexia in children, adolescents, and adults. 2nd ed. Austin, Tex: Pro-ed, 1996.

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11

Greydanus, Donald E., Dilip R. Patel, and Helen D. Pratt. Developmental disabilities. Philadelphia, Pa: Saunders, 2009.

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12

Developmental disabilities. Philadelphia, Pa: Saunders, 2008.

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13

Understanding motor development: Infants, children adolescents, adults. [Place of publication not identified]: Brown & Benchmark, 1995.

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14

Gallahue, David L. Understanding motor development: Infants, children, adolescents, adults. 7th ed. New York: McGraw-Hill, 2012.

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15

Understanding motor development: Infants, children, adolescents. Dubuque, Iowa: Brown and Benchmark, 1989.

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16

Gallahue, David L. Understanding motor development: Infants, children, adolescents. 2nd ed. Indianapolis, Ind: Benchmark Press, 1989.

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17

F, Telzrow Cathy, ed. Neuropsychological assessment and intervention with children and adolescents. Sarasota, Fla: Professional Resource Exchange, 1986.

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18

Baca, Jimmy Santiago. Adolescents on the edge: Stories and lessons to transform learning. Portsmouth, NH: Heinemann, 2010.

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19

Cossett, Lent ReLeah, ed. Adolescents on the edge: Stories and lessons to transform learning. Portsmouth, NH: Heinemann, 2010.

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20

1957-, Heller Kathryn Wolff, and Bigge June L, eds. Teaching individuals with physical or multiple disabilities. 6th ed. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall, 2010.

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21

Baca, Jimmy Santiago. Adolescents on the edge: Stories and lessons to transform learning. Portsmouth, NH: Heinemann, 2010.

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22

Sanderson, Cath. Individual education plans for children with physical disabilities. Oxford: Oxford Brookes University, 2000.

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23

Frank, DeSanto, ed. Transferring and lifting children and adolescents. San Antonio, Tex: Therapy Skill Builders, 1997.

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24

1958-, Ozmun John C., ed. Understanding motor development: Infants, children, adolescents, adults. 3rd ed. Madison, Wis: Brown & Benchmark, 1995.

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25

1958-, Ozmun John C., and Goodway Jackie, eds. Understanding motor development: Infants, children, adolescents, adults. 7th ed. New York: McGraw-Hill, 2012.

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26

America, Boy Scouts of. Scouting for youth with physical disabilities. Irving, Tex: Boy Scouts of America, 2002.

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27

Jeanne, Philippe. Enfants et adolescents handicapés: Pour un accompagnement qualitatif. Paris: ESF, 1998.

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28

Teaching individuals with physical and multiple disabilities. 3rd ed. New York: Merrill, 1990.

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29

1958-, Ozmun John C., ed. Understanding motor development: Infants, children, adolescents, adults. 5th ed. Dubuque, Iowa: McGraw-Hill, 2002.

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30

1958-, Ozmun John C., ed. Understanding motor development: Infants, children, adolescents, adults. 4th ed. Boston, Mass: McGraw-Hill, 1998.

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31

Focus on physical impairments: A reference handbook. Santa Barbara, Calif: ABC-CLIO, 1990.

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32

Haskell, Simon H. The education of children with physical and neurological disabilities. 3rd ed. London: Chapman & Hall, 1993.

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33

On our own terms: Children living with physical disabilities. Milwaukee: Gareth Stevens Children's Books, 1989.

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34

Shenkman, John. Living with physical handicap. New York: F. Watts, 1990.

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35

North Dakota. Governor's Commission on Children and Adolescents at Risk. Governor's Commission on Children and Adolescents at Risk: [final report and recommendations]. [Bismarck, N.D.] (State Capitol, Bismarck 58505): [The Commission, 1986.

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36

1950-, Short Francis Xavier, and Educational Resources Information Center (U.S.), eds. Project Target: Criterion-referenced physical fitness standards for adolescents with disabilities : final report. [Brockport, N.Y.]: Dept. of Physical Education and Sport, State University of New York, College at Brockport, 1998.

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37

Influence of reinforcers on motorized bicycle on-task time of profoundly mentally retarded adolescents. 1992.

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38

Influence of reinforcers on motorized bicycle on-task time of profoundly mentally retarded adolescents. 1991.

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39

Influence of reinforcers on motorized bicycle on-task time of profoundly mentally retarded adolescents. 1991.

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40

The effects of peer presence on performance of the physical fitness test by educable mentally retarded pre-adolescent males. 1986.

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41

Sicile-Kira, Chantal. Adolescents on the Autism Spectrum: A Parent's Guide to the Cognitive, Social, Physical, and Transition Needs ofTeenagers with Autism Spectrum Disorders. Perigee Trade, 2006.

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42

Morahan, Patricia Nancy. Assessing the effectiveness of CAI for teaching functional academics to adolescents who are non-speaking, physically handicapped, and mentally retarded. 1987.

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43

Youth with Conduct Disorder: In Trouble With the World (Helping Youth With Mental, Physical, & Social Disabilities). Mason Crest Publishers, 2007.

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44

Tetzchner, Von, Stephen Von Tetzchner, and Harald Martinsen. Introduction to Augmentative and Alternative Communication: Sign Teaching and the Use of Communication Aids for Children, Adolescents and Adults with Developmental Disorders. 2nd ed. Whurr Publishers, 2000.

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45

The Clinical Practice of Pediatric Physical Therapy: From the NICU to Independent Living (Point (Lippincott Williams & Wilkins)). Lippincott Williams & Wilkins, 2007.

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46

Sinha, Debotosh. Prevention of Violence against Children: Challenges and Opportunities. New Delhi Publishers, 2021. http://dx.doi.org/10.30954/ndp/povac.

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This book is a compilation of papers authored by academicians, practitioners, researchers who are the witnesses to increasing challenges in mitigating violence against children. Children are considered to be the backbone of human development. Violence against children is a multi-dimensional phenomenon which consists of all forms of physical, mental torture, injury, abuse, neglect, maltreatment and sexual abuse perpetrated on them. It is very evident that children experience certain forms of violence at their various stages of life. Global evidence suggests that girls and boys in certain contexts are more vulnerable to violence (UNICEF, 2017). For instance, vulnerability may be heightened for children living with disabilities, in institutional care and deprived of liberty; those living in extreme poverty, unaccompanied or separated from family; children on the move (migrants, refugees, asylum seekers and internally displaced children); and children living with HIV, facing discrimination for their sexual orientation or gender identity, belonging to marginalized social or ethnic groups, and those living with other social and economic disadvantages. While individual factors that increase the risk of violence are clearly important, there is broad consensus in the field that violence prevention and response must not focus too narrowly on individual characteristics of victims and perpetrators rather the focus should be enlarged to give more attention to broader social, economic, normative and institutional environments in which children and adolescents live.
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47

Martin, Jeffrey J. Peer Relationships. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190638054.003.0011.

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This chapter addresses the relation between sport and peer relationships for children with disabilities. Sport may be particularly valuable as a vehicle for the development of peer relationships, as many children with disabilities struggle with loneliness. Similar to many achievement-oriented social settings, sport can be a vehicle for positive, negative, and neutral experiences. For instance, sport has been linked to enhanced self-esteem, physical self-concept, positive mood states, and high-quality sport friendship. Sport can also mitigate negative affective states, such as loneliness, depression, anxiety, and fear. For example, segregated sport programs provide safe environments where adolescents with disabilities do not have to fear being teased or denigrated by able-bodied participants. However, experiences in integrated sport, with able-bodied children, can be beneficial if instructors create safe environments where teasing and bullying are not allowed. While children with disabilities are often victims of bullying, they can also be bullies in sport settings. Finally, sport experiences can be benign, with no discernible negative or positive ramifications.
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48

Eliakim, Alon, and Dan Nemet. Exercise and hormones. Edited by Neil Armstrong and Willem van Mechelen. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198757672.003.0005.

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The complex endocrine response to exercise in children and adolescents includes significant changes in hormones that regulate muscle adaptations and growth. Better understanding of this system makes the possible use of hormonal changes as an objective tool to gauge exercise intensity and duration, to assess training response, and to improve our understanding of the beneficial and deleterious hormonal effects of competitive sports (e.g. on growth and reproduction). Moreover, better understanding of the unique relationship between exercise and the endocrine system is important not only for children and adolescents engaged in competitive sports, but also to those with chronic diseases and disabilities who wish or need to increase their physical activity levels. The effect of a single exercise bout on the endocrine system and in particularly on the GH-IGF-I axis, the reproductive system, and the adrenal gland is discussed.
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49

Society, Spastics, and Westminster College (Oxford, England). National Primary Centre., eds. Children with physical disabilities. London: Spastics Society, 1992.

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50

Palmer, Stephen, George Graham, and Eloise Elliott. Teaching Children and Adolescents Physical Education. Human Kinetics, 2016.

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