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Motivating paraeducators to be actively involved in physical education programs: paraeducators offer invaluable help in the inclusive class, but gaining the full benefit of their services requires proper supervision.
- Article from:
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JOPERD--The Journal of Physical Education, Recreation &Dance
- Article date:
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April 1, 2007
- Author:
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Copyright informationCOPYRIGHT 2007 American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD). This material is published under license from the publisher through the Gale Group, Farmington Hills, Michigan. All inquiries regarding rights should be directed to the Gale Group. (Hide copyright information)
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Marian was a part-time paraeducator for Sara. Marian hated it when it was time to take Sara to physical education during third period. The smell of the locker room brought back bad memories of her physical education experience as a child. She never felt comfortable in the gym; there was nowhere to sit, and she did not want to sit on the cold gym floor in her dress and heels. When the class was held outdoors, she hated tromping through the wet grass in her good shoes. She enjoyed her job in the classroom working on reading and academics with Sara: this was her comfort zone. She disliked the dynamic environment and seeming chaos of physical education, where she never knew what to ...
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