Resource+Page

Resource Page
These are just a couple resources I found that talked about integrating Art/PE into the regular classroom. They don't necessarily talk about integrating art into PE, however, I still found them to be kind of interesting.

Kalyn, B. (2005). Integration. //Teaching Elementary Physical Education, 16//(5), 31-36. Ashley

Lynch, P. (2007). Making Meaning Many Ways: An Exploratory Look at Integrating the Arts with Classroom Curriculum. //Art Education. 60//(4), 33-38. Ashley

McGilchrist, I. (2011). //The Divided Brain//. RSA Animate. Retrieved from: http://www.youtube.com/watch?v=dFs9WO2B8uI

**Thich Nhat Hahn**: mindful practice
--relevant in terms of our first week's discussion on the embodied nature and 'nowness' of creation and movement Books: The Miracle of Mindfulness, The Art of Power

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__WEEK 3 contributions on Inclusion and Integration:__
__**Dierdre's:**__

Anonymous (2002). //Inclusion Happens//. P arks & Recreation, 37 (12), 79. - Deirdre C.

__**Katie's:**__

2 articles:


 * Hall, E. (2010). Spaces of social inclusion and belonging for people with intellectual disabilities. //Journal of Intellectual Disability Research, 54// (1), 48-57.


 * Whitehurst, T., Howells, A. (2006). 'When something is different people fear it': Children's perceptions of an arts-based inclusion project. //Support for Learning, 21// (1), 40-44.

I also wanted to suggest this book because it looks like a great reference in the long run:


 * Beninghof, Anne M. //Ideas for Inclusion: The Classroom Teacher's Guide to Integrating Students with Severe Disabilities.//

 **ABSTRACT:** This book presents 50 strategies for including students with severe disabilities in regular classrooms. Introductory sections review the trend towards increased classroom ** integration **  and explain a philosophy of successful ** integration ** . The 50 strategies are each introduced by a thought-provoking quote or statistic, some general information, and then specific information about how to implement the strategy. Additional resources are often suggested. Strategies address the following: use of "People First" terminology, managing professional literature and conferences, strategic planning through an ** integration **  task force, "All About Me" books, asking students for ideas, simulations, school chores, a disability quiz, passing out "stuff" (papers, books, tests, etc.) in the classroom, work folders, conversation books, guest readers, curricular infusion, communication log books, working with para-educators, an environment checklist, organizational tools, peer tutoring, hints for peer tutors, scheduling for ** inclusion ** , helping children to make friends, learning styles, cooperative learning, adapted equipment, a school store, circles of friends, natural proportions, grading, informal ** inclusion ** , needs assessment, recess, a quick student information form, the library, parents, academic modification, ** __art__ ** **__/music/physical education classes__**, student investigators, integrated therapy, finding time to talk, collaborative teaching, disruptive behavior, schedule reminders, choices, lunch pals, simulating learning differences, using computers, academic modifications in reading, the role of support personnel, visiting successful ** integration ** <span style="background-color: transparent; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;"> efforts, and brainstorming. (DB)


 * WEEK ONE RESOURCES **


 * Anonymous (2002). //Inclusion Happens//. P arks & Recreation, 37 (12), 79.
 * Beninghof, Anne M. //Ideas for Inclusion: The Classroom Teacher's Guide to Integrating// //Students with Severe Disabilities.//
 * Hall, E. (2010). Spaces of social inclusion and belonging for people with intellectual disabilities. //Journal of Intellectual Disability Research, 54// (1), 48-57.
 * Kalyn, B. (2005). Integration. //Teaching Elementary Physical Education, 16//(5), 31-36.
 * Lynch, P. (2007). Making Meaning Many Ways: An Exploratory Look at Integrating the Arts with Classroom Curriculum. //Art Education. 60//(4), 33-38.
 * McGilchrist, I. (2011). //The Divided Brain//. RSA Animate. Retrieved from: []
 * Thich Nhat Hahn: mindful practice Books: The Miracle of Mindfulness, The Art of Power []
 * Whitehurst, T., Howells, A. (2006). 'When something is different people fear it': Children's perceptions of an arts-based inclusion project. //Support for Learning,// //21// (1), 40-44.


 * WEEK TWO RESOURCES- Professional Learning Communities **


 * Critical Reflections on Professional Learning Communities in Alberta Electronic Journal of Sociology (2006) __ [] __
 * Professional Learning Communities: A Literature Synopsis []
 * Professional Learning Communities: What Are They and Why Are They Important?: Issues About Change, Volume 6, Number 1 []
 * Relational Trust: The Glue that Binds a Professional Learning Community Alberta Journal of Educational Research, ISSN 0002-4805, 12/2011, Volume 57, Issue 1, p. 59
 * Richard DuFour & Robert Eaker - Leading developers of PLC's __ [] __

=**WEEK THREE RESOURCES- Inclusion and Integration**=


 * Book: Color Dance by Ann Jonas
 * In My Language []
 * John Bohannon & Black label Movement- Dance Your PhD []
 * Jonathan Haidt: The real difference between liberals and conservatives []
 * Odom, L. S., Buysse, V., & Soukakou, E. (2011), Inclusion for Young Children With Disabilities: A Quarter Century of Research Perspectives. //Journal of Early Intervention,// 33, 4. 344-356
 * [[file:///C:/Users/Ashley/Documents/Playing%20the%20music%20in%20your%20head:%20Tod%20Machover%20&%20Dan%20llsey%C2%A0|Playing the music in your head: Tod Machover & Dan llsey]] []
 * Protein synthesis: an epic on the cellular level []
 * The Games of Life: Integrating Multicultural Games in Physical Education Journal article by Dan Ninham; JOPERD--The Journal of Physical Education, Recreation & Dance, Vol. 73, 2002
 * Whitehurst, T, Howells, A. (2006). 'When something is different people fear it': Children's perceptions of an arts-based inclusion project. //Support for learning 21// (1), 40-44.

=**WEEK FOUR RESOURCES- Specialization VS Generalization**=


 * ABC News-What Makes Great Teachers? []
 * Attentional associative interactions in creativity-Authors: Schmajuk, Aziz, Bates From: Creativity Research Journal Published: 2009
 * Generalist and specialist species []
 * Malcolm Gladwell's – Outliers
 * McGilchrist, I. (2011). //The Divided Brain//. RSA Animate. Retrieved from: []
 * Penn and Teller-Cheerleaders []
 * Penn and Teller-Martial Arts []
 * Specializing vs Generalizing []
 * Specialization Vs Generalization in Education __ [] __
 * Specialist VS Generalist Diagram []
 * Swimology []
 * To specialize or generalize is not the question []
 * T-Shaped People/Skills []

=WEEK FIVE RESOURCES- Dealing With Difficult Parents=


 * 10 tips to deal with difficult parents effectively []
 * Dealing successfully with your students’ parents []
 * Dealing with difficult parents []
 * Dealing with Difficult Parents and with Parents in Difficult Situations by Todd Whitaker and Douglas Fiore (2001)
 * Getting along with the grown-ups []
 * How can I deal with difficult parents? [|www.ilt.ccs.k12.nc.us/E-Mentoring/Dealingwithparents.doc]
 * How educators handle difficult parents []
 * How to handle difficult parents: A teacher`s survival guide []
 * Putting parents in their place: outside of class []
 * Reflections: Encounters with adult bullies []
 * Resources for dealing with difficult parents and students. []
 * Tips: Dealing with difficult parents []
 * Verbal Judo: Diffusing conflict through conversation []

Just thought I would organize our resources in preparation for our final assignment (paper and resources), and presentation.