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"Hey, I've Got This Kid": A Study of Multimodal Semiotics in Adapted Physical Education Strategies.

Record Type:	Electronic resources : Monograph/item
Title/Author:	"Hey, I've Got This Kid": A Study of Multimodal Semiotics in Adapted Physical Education Strategies./
Author:	Crowe, Nancy Morrow.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	191 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-04, Section: A.
Contained By:	Dissertations Abstracts International83-04A.
Subject:	Physical education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28320322
ISBN:	9798538141241

"Hey, I've Got This Kid": A Study of Multimodal Semiotics in Adapted Physical Education Strategies.
Crowe, Nancy Morrow.

"Hey, I've Got This Kid": A Study of Multimodal Semiotics in Adapted Physical Education Strategies. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 191 p.

Source: Dissertations Abstracts International, Volume: 83-04, Section: A.

Thesis (Ed.D.)--University of South Carolina, 2021.

This item must not be sold to any third party vendors.

General education physical education (GPE) teachers currently face difficulties in providing for the special needs of students with autism spectrum disorder (ASD) in inclusion GPE classes. In addition, there is currently no best practice in how to present information on adapted physical education (APE ) strategies to GPE teachers effectively. This study aims to address the problem of practice through a multimodal semiotic approach in offering GPE teachers APE strategies to implement in their inclusion classes. Specially, the study investigates three GPE teachers as they participate in multimodal semiotics and employ APE strategies in inclusion classes.Three GPE teachers were selected based on previous questions related to the inclusion of students with ASD into GPE classes. In the case study, the GPE teachers are provided APE strategies for teaching students with ASD specific to their questions. Strategies are exemplified in a video format using multimodalities created by the researcher. The GPE teachers provide feedback on the video through a survey.The case study results support a triad of theories used as a framework. The theories include the learning theories of Vygotsky and Bruner and Kress's theory of multimodalities. The case study illustrates the use of multimodal semiotics in assisting GPE teachers in meeting the needs of students with ASD in the inclusion classroom is beneficial. Multimodal semiotics provides an effective means of sharing APE strategies with GPE teachers.

ISBN: 9798538141241Subjects--Topical Terms:

635343
Physical education.
Subjects--Index Terms:

Students with autism

"Hey, I've Got This Kid": A Study of Multimodal Semiotics in Adapted Physical Education Strategies.
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100 1 $a Crowe, Nancy Morrow. $3 3685447
245 1 0 $a "Hey, I've Got This Kid": A Study of Multimodal Semiotics in Adapted Physical Education Strategies.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 191 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-04, Section: A.
500 $a Advisor: Lilly, Todd.
502 $a Thesis (Ed.D.)--University of South Carolina, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a General education physical education (GPE) teachers currently face difficulties in providing for the special needs of students with autism spectrum disorder (ASD) in inclusion GPE classes. In addition, there is currently no best practice in how to present information on adapted physical education (APE ) strategies to GPE teachers effectively. This study aims to address the problem of practice through a multimodal semiotic approach in offering GPE teachers APE strategies to implement in their inclusion classes. Specially, the study investigates three GPE teachers as they participate in multimodal semiotics and employ APE strategies in inclusion classes.Three GPE teachers were selected based on previous questions related to the inclusion of students with ASD into GPE classes. In the case study, the GPE teachers are provided APE strategies for teaching students with ASD specific to their questions. Strategies are exemplified in a video format using multimodalities created by the researcher. The GPE teachers provide feedback on the video through a survey.The case study results support a triad of theories used as a framework. The theories include the learning theories of Vygotsky and Bruner and Kress's theory of multimodalities. The case study illustrates the use of multimodal semiotics in assisting GPE teachers in meeting the needs of students with ASD in the inclusion classroom is beneficial. Multimodal semiotics provides an effective means of sharing APE strategies with GPE teachers.
590 $a School code: 0202.
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650 4 $a Autism. $3 526650
650 4 $a Collaboration. $3 3556296
650 4 $a Teaching methods. $3 595505
650 4 $a Elementary schools. $3 644175
650 4 $a Learning. $3 516521
650 4 $a Curriculum development. $3 684418
650 4 $a Special education. $3 516693
653 $a Students with autism
653 $a Adapted physical education
653 $a Multimodal semiotics
653 $a Inclusion classroom
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710 2 $a University of South Carolina. $b Curriculum and Instruction. $3 1682098
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792 $a 2021
793 $a English
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