Lauren J Lieberman
Biographic Data
| ID | 6685370 |
|---|---|
| NAME | Lauren J Lieberman |
| GIVEN NAMES | Lauren J |
| FAMILY NAME | Lieberman |
| SIGNATURE | LIEBERMAN L J |
| AFFILIATIONS | SUNY Brockport |
| ORCID | 0000-0002-5393-104X |
| VERIFIED | Yes |
| TOTAL WORKS | 31 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 31 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The Health-Related Quality of Life and Putative Factors of Icelandic and American Youth with Multiple Disabilities Including Visual Impairments: A Preliminary Investigation
Preliminary findings suggest that patterns in objective and self-reported health indicators may vary by context. These results highlight the importance of considering both measured performance and self-perceived health when examining HRQoL among adolescents with multiple disabilities, while underscoring the need for further research in larger samples to clarify these relationships
Strategies for Inclusion: Physical Education for Everyone
Since the passage of the Individuals with Disabilities Education Act in 1975, the process of including students with disabilities in general physical education classes has become a reality for school districts. Unfortunately for many students with disabilities, the transition from traditionally segregated classrooms to supportive, inclusive environments has been a continual struggle for all parties involved. Strategies for Inclusion, Fourth Editi…
Paraeducators in Physical Education: Communication Is Key
Common issues that arise between the physical education teacher and paraeducators are related to a lack of communication. This article proposes a few strategies to help establish open communication and collaboration between physical education teachers and paraeducators. It presents a series of forms that can be modified to meet the needs of each individual situation and can be used as a starting point to get the team on the same page
Quality of Life and Related Outcomes Among Unpaid Caregivers of Older Adults With Visual Impairment
Caregivers of older adults with visual impairments are often family members who spend many hours caring for loved ones at the expense of their personal needs. The purpose of this study was to examine the quality of life of unpaid caregivers of older adults with visual impairments and determine the barriers and facilitators for improving their quality of life. To examine this population, 130 unpaid caregivers of older adults with visual impairment…
You Feel a Sense of Accomplishment”: Outdoor Adventure Experiences of Youths with Visual Impairments during a One-Week Sports Camp
There are many cognitive, physical, and social-emotional benefits for youths from participating in outdoor adventure activities. However, youths with visual impairments are not given the same opportunities to participate in outdoor adventure activities as their peers without disabilities. The purpose of this study was to examine the outdoor adventure experiences of youths with visual impairments participating in a week-long sports camp. Thirty-se…
Home-Based Pilot Intervention to Improve Quality of Life and Related Outcomes among Unpaid Caregivers and Their Care-Recipients with Visual Impairments
The increasing lifespan of the United States population has led to a rise in the prevalence of age-related chronic diseases, increasing the need for unpaid caregivers. Currently, little research is known about this specific population beyond the limited formal training unpaid caregivers receive on the caregiving process. Acquiring visual impairments (VI) later in life places a large emotional toll on both the loved one and their caregivers. The o…
Off the Sidelines: Allowing Students With Disabilities Equal Access to the Gymnasium
Under the Individuals with Disabilities Education Act (IDEA) of 2004 students with disabilities are entitled to specially designed physical education in the least restrictive environment outlined in their Individualized Education Program (IEP). Adapted Physical Education (APE) is physical education designed to meet the needs of all children including those with disabilities. It is the service that children receive not the placement. The Least Res…
Pre-Teaching in Physical Education for Students With Visual Impairments
Students with visual impairments do not have the same opportunity to see the equipment, activity, field, court, or game play as their sighted peers. Therefore, pre-teaching—the exposure to the entire upcoming unit before it starts—is warranted in order better support their inclusion in every activity with their peers at the same pace
Cross-Cultural Translation and Application of the Lieberman–Brian Inclusion Rating Scale for PE in German-Speaking Countries
Overcoming participation barriers of students with disabilities in physical education is of great importance and an internationally recognized goal. Research highlights that students with disabilities have mixed feelings about their inclusion experiences in physical education. Physical education teachers often do not feel prepared to appropriately support all students. In German-speaking countries in particular, there is a strong tradition of seg…
Moving Freely in Space with Power and Not Be Afraid”: An Interpretative Phenomenological Analysis of the Experiences of Elite Rowers with Visual Impairment
Due to the accessibility of the sport of rowing for individuals with visual impairment (VI), rowers with VI are a unique population because they have the potential to be just as competitive outside of Para-rowing as sighted rowers. The purpose of this study was to explore the lived experiences of elite rowers with VI in relation to the benefits and challenges of those experiences as well as their peer and coach relationships. Adopting an Interpre…
A Qualitative Inquiry of a Three-Month Virtual Practicum Program on Youth with Visual Impairments and Their Coaches
Research has shown that the practicum experience for professional preparation students in physical education teacher education programs related to teaching youth with disabilities can improve self-efficacy. It is not currently known if a virtual program can be effective for the professional preparation students or the participants. The objective of this study was to determine the experiences of the participants of a three-month virtual practicum …
Exploring the Experiences of Runners with Visual Impairments and Sighted Guides
Running is a popular sport, and, with simple modifications, it can be accessible for individuals with visual impairments, particularly with a sighted running guide. The purpose of this study is to examine the experiences of runners with visual impairments and sighted running guides. Adopting a descriptive qualitative approach to guide data collection analysis and interpretation, seven runners with visual impairments and four sighted running guide…
Youth participation in a wheelchair tennis program from a social relational perspective
Discussing adapted physical education during IEP meetings: First‐hand parent experiences and a supporting tool
Physical education (PE) has long been neglected throughout the individualized education programme (IEP) process. Parents often feel unprepared to advocate for PE services within the IEP process. Aim: Thus, the purpose of this study was to outline the development of an advocacy checklist to help parents address PE within the IEP process and to examine parents’ experiences discussing PE during IEP meetings. A qualitative descriptive approach was us…
Check Your Fear at the Door: Allowing Students With Disabilities the “Dignity of Risk” in Physical Education
Some teachers may think that having students with disabilities participate in a separate activity is the correct decision because they are reducing the risk of injury, but this type of exclusion causes students with disabilities to miss out on many of the unique and integral benefits of physical education. In some cases, teachers are extra cautious when their students are in physical education, but a main goal for physical education should be to …
Overcoming Inclusion Barriers for Students With Disabilities in Physical Education
The purpose of this article is to review barriers students face most often in physical education, as well as some simple solutions to preventing these barriers from happening
Infusing Self-Advocacy Training Into Physical Education
Physical education is the perfect place to learn self-advocacy skills. Through the practice of self-advocacy, children will find and utilize their voices in the classroom and beyond. Self-advocacy teaches students how to speak up, make life decisions, gather information, find those who will support them in their journey, know their rights and responsibilities, solve problems, reach out to others when they need help and friendship, and learn about…
‘I mean I hate to say it’s sink or swim, but … ’: College course instructors’ perceptions of the adapted physical education content that they prioritize and teach
As most physical education teacher education programs provide little preparatory coursework on disabilities, it is unsurprising preservice physical educators often struggle to effectively include students with disabilities. Given upwards of 95% of students with disabilities are taught in integrated physical education classes, it is imperative teachers are prepared for this inevitability. Though it is moderately understood that preservice physical…
Affordances for Motor Development in the Home Environment for Young Children with and without CHARGE Syndrome
Affordances in the home environment are critical to early motor development. Currently, the home environment has not been examined in children with deafblindness or severe disabilities. The present study examined differences in, and relationships between, the home environment and motor development in children with and without CHARGE syndrome. CHARGE syndrome is a low-incidence, complex disorder with sensory and motor impairments. Participants inc…
The Brief Form of the Test of Gross Motor Development-3 for Individuals with Visual Impairments
Children with visual impairments (VI) tend to struggle with their fundamental motor skills (FMS), and these difficulties often persist across the lifespan, requiring frequent assessment. The Test of Gross Motor Development (TGMD) shows robust psychometric properties for children with VI. The TGMD, which includes 13 skills, is time-consuming to administer and score, warranting the need to explore brief versions. Therefore, the purpose of this stud…
The invisible student in physical education classes: Voices from Deaf and hard of hearing students on inclusion
Students with disabilities have described issues related to participating in activities during physical education (PE) classes with feelings of being excluded. This study investigates the inclusive process of the Deaf or hard of hearing students in school from the specific context of PE class. Qualitative research using semi-structured face to face interviews were utilised with a convenience sample of seven Deaf or Hard of hearing students. All i…
Running Strategies for Individuals with Visual Impairments
Competency in basic motor skills like running is essential for all students regardless of a visual ability. Children encounter running in their daily lives and many sporting activities. Research has shown that for children who are visually impaired, running specifically is a motor skill that is difficult to develop without instruction and practice. If children with visual impairments have a solid foundation of running as a motor skill and a safe …
A Needs Assessment for Inclusive Physical Education: A Tool for Professional Development
Current research has shown that children with disabilities often felt that their physical education teacher was not prepared to provide them with quality physical education experiences. Over 50% of physical education teachers did not feel prepared to teach children with disabilities. The purpose of this article is to share a “Needs Assessment for Physical Education” in order to determine the most pressing needs for an in-service in a school or sc…
Micro-Training: A Path to Collaborative Success with Paraeducators
Morrison and colleagues found that paraeducators desired professional development for physical education, specifically collaborative professional development–so the teachers and paraeducators can learn strategies for working together.–However, it is not always possible for paraeducators to be trained at the beginning of the school year for a number of reasons including time constraints and scheduling conflicts. The purpose of this article–is to–p…
Myths and Facts about Physical Education for Students with Disabilities
According to the Individuals with Disabilities Education Act every student that has a documented disability is required to have an individualized education program (IEP). The IEP comprises core areas, including physical education. The purpose of this article is to clarify 12 myths about physical education for students with disabilities and help general physical education and classroom teachers. Lastly, this article will provide suggestions for te…
Strategies for Inclusion: A Handbook for Physical Educators
Part 1 Understanding inclusion: defining inclusion in today's classroom preparing for inclusion planning for success adapting the curriculum to fit special needs creating an atmosphere for achievement. Part 2 Strategies for inclusion: basic skills sports and teamwork health and fitness recreation and life skills appendices - disabilities in kid terms, peer tutor training programme, disability awareness activities, aquatics checklist, organization…
Parent Influences on Physical Activity Participation and Physical Fitness of Deaf Children
Research has consistently demonstrated that parents' values toward physical activity and fitness have strongly influenced the physical activity habits of hearing children (Welk, G. J., Wood, K., & Morss, G. [2003]. Parental influences on physical activity in children: An exploration of potential mechanisms. Pediatric Exercise Science, 15, 19-33). The primary purpose of this study was to determine whether similar findings are obtained for deaf (1)…
Case Studies in Adapted Physical Education: Empowering Critical Thinking
The case studies in this book provide readers with opportunities to think critically about real-life situations that arise when working with children with varied abilities and disabilities, as well as opportunities to question and explore and to empower themselves in the process. The case scenarios illustrate actual experiences faced by a diverse group of general and adapted physical educators representing various contexts from self-contained APE…
Essentials of Teaching Adapted Physical Education: Diversity, culture, and inclusion
Essentials of Teaching Adapted Physical Education: Diversity, Culture, and Inclusion offers a wealth of knowledge for teaching today's diverse student population, including those with disabilities. Readers will learn how to teach a variety of students, organize learning within various curricular models, assess and evaluate students, and manage behavior. Readers will also learn more about the conditions and disabilities they may encounter when tea…
The Lieberman–Brian Inclusion Rating Scale for Physical Education
Children with disabilities have mixed feelings about their inclusion experiences. The purpose of this study was to explore the validity and reliability of results from the Lieberman-Brian Inclusion Rating Scale for Physical Education. Experts in adapted physical education ( n = 10) established content and face validity (mean = 4.68 ± 0.56) on a five-point scale through three rounds of evaluation through the Delphi method. Next, elementary physica…
Case Studies in Adapted Physical Education: Empowering Critical Thinking
Running Strategies for Individuals with Visual Impairments
Competency in basic motor skills like running is essential for all students regardless of a visual ability. Children encounter running in their daily lives and many sporting activities. Research has shown that for children who are visually impaired, running specifically is a motor skill that is difficult to develop without instruction and practice. If children with visual impairments have a solid foundation of running as a motor skill and a safe …
A Needs Assessment for Inclusive Physical Education: A Tool for Professional Development
Current research has shown that children with disabilities often felt that their physical education teacher was not prepared to provide them with quality physical education experiences. Over 50% of physical education teachers did not feel prepared to teach children with disabilities. The purpose of this article is to share a “Needs Assessment for Physical Education” in order to determine the most pressing needs for an in-service in a school or sc…
Micro-Training: A Path to Collaborative Success with Paraeducators
Morrison and colleagues found that paraeducators desired professional development for physical education, specifically collaborative professional development–so the teachers and paraeducators can learn strategies for working together.–However, it is not always possible for paraeducators to be trained at the beginning of the school year for a number of reasons including time constraints and scheduling conflicts. The purpose of this article–is to–p…
Myths and Facts about Physical Education for Students with Disabilities
According to the Individuals with Disabilities Education Act every student that has a documented disability is required to have an individualized education program (IEP). The IEP comprises core areas, including physical education. The purpose of this article is to clarify 12 myths about physical education for students with disabilities and help general physical education and classroom teachers. Lastly, this article will provide suggestions for te…
Discussing adapted physical education during IEP meetings: First‐hand parent experiences and a supporting tool
Physical education (PE) has long been neglected throughout the individualized education programme (IEP) process. Parents often feel unprepared to advocate for PE services within the IEP process. Aim: Thus, the purpose of this study was to outline the development of an advocacy checklist to help parents address PE within the IEP process and to examine parents’ experiences discussing PE during IEP meetings. A qualitative descriptive approach was us…
Check Your Fear at the Door: Allowing Students With Disabilities the “Dignity of Risk” in Physical Education
Some teachers may think that having students with disabilities participate in a separate activity is the correct decision because they are reducing the risk of injury, but this type of exclusion causes students with disabilities to miss out on many of the unique and integral benefits of physical education. In some cases, teachers are extra cautious when their students are in physical education, but a main goal for physical education should be to …
Overcoming Inclusion Barriers for Students With Disabilities in Physical Education
The purpose of this article is to review barriers students face most often in physical education, as well as some simple solutions to preventing these barriers from happening
Infusing Self-Advocacy Training Into Physical Education
Physical education is the perfect place to learn self-advocacy skills. Through the practice of self-advocacy, children will find and utilize their voices in the classroom and beyond. Self-advocacy teaches students how to speak up, make life decisions, gather information, find those who will support them in their journey, know their rights and responsibilities, solve problems, reach out to others when they need help and friendship, and learn about…
‘I mean I hate to say it’s sink or swim, but … ’: College course instructors’ perceptions of the adapted physical education content that they prioritize and teach
As most physical education teacher education programs provide little preparatory coursework on disabilities, it is unsurprising preservice physical educators often struggle to effectively include students with disabilities. Given upwards of 95% of students with disabilities are taught in integrated physical education classes, it is imperative teachers are prepared for this inevitability. Though it is moderately understood that preservice physical…
Affordances for Motor Development in the Home Environment for Young Children with and without CHARGE Syndrome
Affordances in the home environment are critical to early motor development. Currently, the home environment has not been examined in children with deafblindness or severe disabilities. The present study examined differences in, and relationships between, the home environment and motor development in children with and without CHARGE syndrome. CHARGE syndrome is a low-incidence, complex disorder with sensory and motor impairments. Participants inc…
The Brief Form of the Test of Gross Motor Development-3 for Individuals with Visual Impairments
Children with visual impairments (VI) tend to struggle with their fundamental motor skills (FMS), and these difficulties often persist across the lifespan, requiring frequent assessment. The Test of Gross Motor Development (TGMD) shows robust psychometric properties for children with VI. The TGMD, which includes 13 skills, is time-consuming to administer and score, warranting the need to explore brief versions. Therefore, the purpose of this stud…
The invisible student in physical education classes: Voices from Deaf and hard of hearing students on inclusion
Students with disabilities have described issues related to participating in activities during physical education (PE) classes with feelings of being excluded. This study investigates the inclusive process of the Deaf or hard of hearing students in school from the specific context of PE class. Qualitative research using semi-structured face to face interviews were utilised with a convenience sample of seven Deaf or Hard of hearing students. All i…
Off the Sidelines: Allowing Students With Disabilities Equal Access to the Gymnasium
Under the Individuals with Disabilities Education Act (IDEA) of 2004 students with disabilities are entitled to specially designed physical education in the least restrictive environment outlined in their Individualized Education Program (IEP). Adapted Physical Education (APE) is physical education designed to meet the needs of all children including those with disabilities. It is the service that children receive not the placement. The Least Res…
Pre-Teaching in Physical Education for Students With Visual Impairments
Students with visual impairments do not have the same opportunity to see the equipment, activity, field, court, or game play as their sighted peers. Therefore, pre-teaching—the exposure to the entire upcoming unit before it starts—is warranted in order better support their inclusion in every activity with their peers at the same pace
Cross-Cultural Translation and Application of the Lieberman–Brian Inclusion Rating Scale for PE in German-Speaking Countries
Overcoming participation barriers of students with disabilities in physical education is of great importance and an internationally recognized goal. Research highlights that students with disabilities have mixed feelings about their inclusion experiences in physical education. Physical education teachers often do not feel prepared to appropriately support all students. In German-speaking countries in particular, there is a strong tradition of seg…
Moving Freely in Space with Power and Not Be Afraid”: An Interpretative Phenomenological Analysis of the Experiences of Elite Rowers with Visual Impairment
Due to the accessibility of the sport of rowing for individuals with visual impairment (VI), rowers with VI are a unique population because they have the potential to be just as competitive outside of Para-rowing as sighted rowers. The purpose of this study was to explore the lived experiences of elite rowers with VI in relation to the benefits and challenges of those experiences as well as their peer and coach relationships. Adopting an Interpre…
A Qualitative Inquiry of a Three-Month Virtual Practicum Program on Youth with Visual Impairments and Their Coaches
Research has shown that the practicum experience for professional preparation students in physical education teacher education programs related to teaching youth with disabilities can improve self-efficacy. It is not currently known if a virtual program can be effective for the professional preparation students or the participants. The objective of this study was to determine the experiences of the participants of a three-month virtual practicum …
Exploring the Experiences of Runners with Visual Impairments and Sighted Guides
Running is a popular sport, and, with simple modifications, it can be accessible for individuals with visual impairments, particularly with a sighted running guide. The purpose of this study is to examine the experiences of runners with visual impairments and sighted running guides. Adopting a descriptive qualitative approach to guide data collection analysis and interpretation, seven runners with visual impairments and four sighted running guide…
Youth participation in a wheelchair tennis program from a social relational perspective
Psychology (28 works) · Inclusion and Disability in Education and Sport (27 works) · Medicine (20 works) · Pedagogy (13 works) · Disability Education and Employment (12 works) · Medical education (12 works) · Computer Science (11 works) · Mathematics education (11 works) · Physical education (11 works) · Special education (9 works)