{"product_id":"principles-and-methods-of-adapted-physical-education-13th-edition-epub","title":"Principles and Methods of Adapted Physical Education 13th Edition epub","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cp\u003e\u003ci\u003ePrinciples and Methods of Adapted Physical Education, 13th Edition,\u003c\/i\u003e continues its legacy as an evidence-based resource for undergraduate- and graduate-level students training to work with individuals with disabilities in a physical education setting. The content and strategies presented help educators dive deeply into how to build a successful program for the teaching of adapted physical education.\u003cbr\u003e\u003cbr\u003eThis edition incorporates the Adapted Physical Education National Standards and addresses contemporary issues confronted by teachers today:\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eCulturally responsive teaching strategies to help educators build learning environments where all students feel a sense of belonging\u003c\/li\u003e\n\u003cli\u003eSocial-emotional learning and trauma-sensitive teaching, in alignment with the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework\u003c\/li\u003e\n\u003cli\u003eTechnology use in adapted physical education to assist in daily planning, teaching, and assessment strategies\u003c\/li\u003e\n\u003cli\u003ePositive behavioral interventions and supports within an adapted physical education context\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eAuthored by experienced adapted physical education practitioners and teacher trainers, \u003ci\u003ePrinciples and Methods of Adapted Physical Education\u003c\/i\u003e emphasizes understanding teaching methods and applying those methods when teaching students with disabilities. Practical instruction is offered for completing comprehensive evaluations, developing individualized education programs (IEPs), facilitating least restrictive learning environments, incorporating universal design for learning, understanding legal requirements, understanding safety considerations for specific disabilities, and determining core elements of a successful adapted physical education program.\u003cbr\u003e\u003cbr\u003eAfter establishing the methodology for teaching, chapters are devoted to specific populations, including those with intellectual and developmental disabilities, autism spectrum disorder, specific learning disabilities, emotional disturbance, physically disabling conditions, deafness and hard of hearing, and visual impairments, including deafblindness.\u003cbr\u003e\u003cbr\u003eTo further support student learning, related online materials delivered through HK\u003ci\u003ePropel\u003c\/i\u003e include video clips of teachers and students in action to demonstrate how activities work in real adapted physical education settings. Also included are reproducible forms from the book, which can be used for online courses or in a flipped learning format.\u003cbr\u003e\u003cbr\u003e\u003ci\u003ePrinciples and Methods of Adapted Physical Education, 13th Edition,\u003c\/i\u003e is the premier resource for anyone teaching in an adapted physical education setting or planning to do so.\u003cbr\u003e\u003cbr\u003eNote: A code for accessing HK\u003ci\u003ePropel\u003c\/i\u003e is included with this ebook.\u003c\/p\u003e\n\u003ch4\u003eAudience\u003c\/h4\u003eTextbook for undergraduate and graduate students in physical education teacher education (PETE) and adapted physical education (APE) courses; professional reference for in-service K-12 PE and APE teachers.\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cb\u003eChapter 1.\u003c\/b\u003e Introduction to Adapted Physical Education\u003cbr\u003e Definition of Physical Education in Special Education Law\u003cbr\u003e Benefits of Physical Education for Learners With Disabilities\u003cbr\u003e Legal Rights of Students With Disabilities\u003cbr\u003e Oversight of Adapted Physical Education\u003cbr\u003e Components of a Quality Adapted Physical Education Program\u003cbr\u003e Adapted Physical Education Efficacy and Advocacy\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 2. \u003c\/b\u003eDetermining Educational Needs Through Evaluation\u003cbr\u003e Purposes of Evaluation\u003cbr\u003e Legal Mandates for Evaluation and Assessment\u003cbr\u003e The Evaluation Process in Adapted Physical Education\u003cbr\u003e Selecting Appropriate Tests\u003cbr\u003e Ongoing Assessment and Grading of Students With Disabilities\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Developing the Individualized Education Program\u003cbr\u003e Professional Personnel Who May Be Involved in the IEP Process\u003cbr\u003e Components of the IEP\u003cbr\u003e Participants in the IEP Team Meeting\u003cbr\u003e Agenda for the IEP Meeting\u003cbr\u003e Parent Participation in IEP Process\u003cbr\u003e Student Participation in the IEP Process\u003cbr\u003e Ongoing Requirements for the IEP\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Teaching to Meet Learners’ Needs\u003cbr\u003e Ages and Stages: Understanding Typical and Atypical Development\u003cbr\u003e Levels of Motor Function\u003cbr\u003e Instructional Approaches to Skill Development\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Facilitating Universally Designed, Culturally Responsive, and Least Restrictive Environments\u003cbr\u003e The Least Restrictive Environment and Inclusive Education\u003cbr\u003e Preparing for the Least Restrictive Environment: A Proactive Approach\u003cbr\u003e Universal Design for Learning\u003cbr\u003e Strategies for Creating a Least Restrictive Environment for Learners With Disabilities\u003cbr\u003e Culturally Responsive Learning Environments\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 6. \u003c\/b\u003eFostering Positive Behavior and Trauma-Sensitive Spaces\u003cbr\u003e Defining Problem Behavior\u003cbr\u003e Positive Behavioral Interventions and Supports\u003cbr\u003e Trauma-Sensitive Teaching in Adapted Physical Education\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e Teaching With Technology\u003cbr\u003e Current Research\u003cbr\u003e Considerations for Selection and Use of Technology\u003cbr\u003e Assistive Technology\u003cbr\u003e Assessment\u003cbr\u003e Instruction\u003cbr\u003e Equipment\u003cbr\u003e Communication\u003cbr\u003e Administrative Tasks\u003cbr\u003e Behavior Management and Classroom Structure\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 8. \u003c\/b\u003eTransition Planning\u003cbr\u003e Transition Defined\u003cbr\u003e Framework for Transition Planning\u003cbr\u003e Community Sport and Recreation\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Infants, Toddlers, and Preschoolers\u003cbr\u003e Movement Phases\u003cbr\u003e Ages and Stages: Understanding Typical and Atypical Development\u003cbr\u003e Developmentally Appropriate Assessment of Infants, Toddlers, and Preschoolers\u003cbr\u003e Early Intervention Programs: Birth to 3 Years\u003cbr\u003e Individualized Family Service Plan\u003cbr\u003e Strategies for Teaching Infants, Toddlers, and Preschoolers\u003cbr\u003e Preschool Programs: Ages 3 to 5 Years\u003cbr\u003e Play for Children With Severe Disabilities\u003cbr\u003e Responsibilities of the Adapted Physical Education Teacher\u003cbr\u003e Social-Emotional Learning for Infants, Toddlers, and Preschoolers\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 10.\u003c\/b\u003e Intellectual and Developmental Disabilities\u003cbr\u003e Definition\u003cbr\u003e Incidence\u003cbr\u003e Causes\u003cbr\u003e Characteristics of Individuals With Intellectual Disabilities\u003cbr\u003e The Physical Education Program\u003cbr\u003e Teaching Strategies\u003cbr\u003e Students With Severe and Profound Intellectual Disabilities\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 11.\u003c\/b\u003e Autism Spectrum Disorder\u003cbr\u003e Incidence\u003cbr\u003e Causes\u003cbr\u003e Characteristics of Students With Autism Spectrum Disorder\u003cbr\u003e The Physical Education Program\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 12.\u003c\/b\u003e Specific Learning Disability\u003cbr\u003e Definition\u003cbr\u003e Causes\u003cbr\u003e Characteristics of Students With Specific Learning Disabilities\u003cbr\u003e The Physical Education Program\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 13.\u003c\/b\u003e Emotional Disturbance\u003cbr\u003e Definitions\u003cbr\u003e Incidence\u003cbr\u003e Continuum and Context of Behaviors\u003cbr\u003e Types of Mental Health Conditions\u003cbr\u003e Causes of Emotional Disturbance\u003cbr\u003e Characteristics of Students With Emotional Disturbance\u003cbr\u003e The Physical Education Program\u003cbr\u003e Evaluation and Assessment\u003cbr\u003e Teaching Strategies\u003cbr\u003e Curriculum\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 14.\u003c\/b\u003e Physically Disabling Conditions\u003cbr\u003e Definition and Scope\u003cbr\u003e Neurological Disorders\u003cbr\u003e Orthopedic Conditions\u003cbr\u003e Traumatic Injuries\u003cbr\u003e Evaluating Students With Physical Disabilities\u003cbr\u003e Social-Emotional Needs of Students With Physical Disabilities\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 15.\u003c\/b\u003e Deafness and Hard of Hearing\u003cbr\u003e Educational Philosophies for Working With Students With Hearing Loss\u003cbr\u003e Deaf Community and Culture\u003cbr\u003e Definition\u003cbr\u003e Incidence\u003cbr\u003e Identifying Hearing Loss\u003cbr\u003e Levels of Hearing Loss\u003cbr\u003e Onset of Hearing Loss\u003cbr\u003e Anatomy of the Ear\u003cbr\u003e Causes and Types of Hearing Loss\u003cbr\u003e Characteristics of Students With Hearing Loss\u003cbr\u003e The Physical Education Program\u003cbr\u003e Placement\u003cbr\u003e Curriculum Design\u003cbr\u003e Teaching Strategies\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 16.\u003c\/b\u003e Visual Impairments, Blindness, and Deafblindness\u003cbr\u003e Definition of Visual Impairment\u003cbr\u003e Incidence of Visual Loss\u003cbr\u003e Preventing Vision Loss\u003cbr\u003e Causes of Vision Loss\u003cbr\u003e Characteristics of Students With Vision Loss\u003cbr\u003e The Physical Education Program\u003cbr\u003e Deafblindness\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 17.\u003c\/b\u003e Other Health Impairments\u003cbr\u003e Asthma\u003cbr\u003e Attention-Deficit\/Hyperactivity Disorder\u003cbr\u003e Cystic Fibrosis\u003cbr\u003e Diabetes\u003cbr\u003e Dwarfism\u003cbr\u003e Sickle Cell Disease\u003cbr\u003e Speech and Language Disorders\u003cbr\u003e Summary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 18.\u003c\/b\u003e Students With Significant Support Needs\u003cbr\u003e Definition\u003cbr\u003e Characteristics of Students With Significant Support Needs\u003cbr\u003e The Physical Education Program\u003cbr\u003e Teaching Strategies\u003cbr\u003e Summary\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cb\u003eKristi Roth, PhD, CAPE,\u003c\/b\u003e is a professor in the School of Education at the University of Wisconsin (UW) at Stevens Point. She spent 10 years as a general and adapted physical education teacher in the preK-12 environment prior to moving into higher education. She has served in a combination of administrative and teaching roles at UW since 2004. She currently teaches graduate courses in resilience and self-care, equity in education, social justice, research methods, trauma-sensitive classrooms, and issues and trends in education, as well as undergraduate courses in adapted physical education. She was the lead developer of a certificate in trauma and resilience. She has written numerous publications and presentations focusing on technology and teaching students with severe disabilities. She holds the CAPE (certified adapted physical educator) credential.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eMelissa Bittner, PhD, CAPE,\u003c\/b\u003e is an associate professor in the department of kinesiology at California State University, Long Beach. She is the coordinator of the adapted physical education program and of the graduate program for curriculum and instruction in physical education. Her primary responsibility is to prepare university students to teach physical education to individuals with disabilities. She directs several on-campus service learning programs designed to offer positive physical education experiences to young people with disabilities. Dr. Bittner serves on the board for the National Consortium for Physical Education for Individuals with Disabilities (NCPEID), California Association for Health, Physical Education, Recreation, and Dance (CAHPERD), and State Council on Adapted Physical Education (SCAPE). Her primary scholarly interests are evidence-based teaching practices for autistic youth and adapted physical education assessment. She has given many scholarly presentations and workshops at the international, national, and state levels.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eElizabeth Foster, PhD, CAPE,\u003c\/b\u003e is an associate professor of adapted physical activity and adapted physical education (APA\/APE) at West Chester University. She is the APA\/APE program coordinator, graduate coordinator of the APE graduate certificate program, program coordinator for health and physical education majors, and director of the adapted physical activity minor. Dr. Foster was named the 2012 APE Teacher of the Year by the Pennsylvania State Association for Health, Physical Education, Recreation, and Dance. She is a member of the Pennsylvania Deaf-Blind Advisory Committee, is a special advisor for the Pennsylvania Partnership for the Deafblind, and is the research chair for the National Consortium for Physical Education for Individuals With Disabilities. She is also certified in English as a secondary language. In addition, Foster has been involved with various adapted sport organizations and disability organizations promoting physical activities, fitness, adapted sports, and aquatics for all individuals with disabilities.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eJean Pyfer, PNP, CAPE,\u003c\/b\u003e is an emeritus faculty professor of Texas Woman's University and retired dean. She earned her bachelor's degree in physical education and biology from Bradley University, her master's degree in physical education from Indiana University (IU), and her doctorate in physical education and educational psychology from IU. Her professional specializations include adapted physical education, movement assessment, programming to alleviate sensory motor development delays, and motor development during growth.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eLauriece Zittel, PhD, CAPE,\u003c\/b\u003e is a professor of adapted physical activity in the kinesiology and physical education department of Northern Illinois University. Her research interests include early childhood physical activity and movement skill assessment, curriculum design, and instruction for children with disabilities and those at risk for developmental delay. She earned her doctoral degree in movement studies in disability from Oregon State University, her MSEd degree in physical education from the University of Maine, and her BS degree in physical education from Valparaiso University.\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/eight-questions-to-answer-prior-to-using-technology-as-an-instructional-or-administrative-tool-for-your-classes\"\u003eEight questions to answer prior to using technology as an instructional or administrative tool for your classes\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/five-principles-of-culturally-relevant-pedagogy-and-how-they-apply-to-adapted-physical-education\"\u003eFive principles of culturally relevant pedagogy and how they apply to adapted physical education\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/the-physical-education-program-and-teaching-strategies-for-individuals-with-traumatic-brain-injury\"\u003eThe physical education program and teaching strategies for individuals with traumatic brain injury\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Steps_in_the_evaluation_process_in_adapted_PE.jpg?v=1755705705\" alt=\"Steps in the evaluation process in adapted PE\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Steps_in_the_evaluation_process_in_adapted_PE.jpg?v=1755705705\" alt=\"Steps in the evaluation process in adapted PE\"\u003eSteps in the evaluation process in adapted PE\u003c\/a\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/The_three_tiers_of_the_PBIS_model.jpg?v=1755705739\" alt=\"The three tiers of the PBIS model\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/The_three_tiers_of_the_PBIS_model.jpg?v=1755705739\" alt=\"The three tiers of the PBIS model\"\u003eThe three tiers of the PBIS model\u003c\/a\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Cochlear_implant_diagram.jpg?v=1755705774\" alt=\"Cochlear implant diagram\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Cochlear_implant_diagram.jpg?v=1755705774\" alt=\"Cochlear implant diagram\"\u003eCochlear implant diagram\u003c\/a\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Running_with_a_tether.jpg?v=1755705808\" alt=\"Running with a tether\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Running_with_a_tether.jpg?v=1755705808\" alt=\"Running with a tether\"\u003eRunning with a tether\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003ca data-fancybox class=\"vimeo\" href=\"https:\/\/vimeo.com\/1113012043?;byline=0;portrait=0\"\u003e\u003cimg width=\"45%\" class=\"img-responsive img-video\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/roth_13e_1_PNG.png?v=1756296966\" alt=\"9781718221307-video thumbnail\"\u003e\u003c\/a\u003e\u003cbr\u003e\u003ca href=\"https:\/\/vimeo.com\/1113012043\"\u003eSample video content: IEP Goal Tracking Sheet Instructions\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003e\u003ca data-fancybox class=\"vimeo\" href=\"https:\/\/vimeo.com\/1113005851?;byline=0;portrait=0\"\u003e\u003cimg width=\"45%\" class=\"img-responsive img-video\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/roth_13e_2_PNG.png?v=1756297001\" alt=\"9781718221307-video thumbnail\"\u003e\u003c\/a\u003e\u003cbr\u003e\u003ca href=\"https:\/\/vimeo.com\/1113005851\"\u003eSample video content: Small Group Elem. Lesson with Adult Support\u003c\/a\u003e\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e \u003cp\u003eAll ancillaries are free to adopting instructors through \u003ca href=\"https:\/\/us.humankinetics.com\/pages\/ancillary-materials\" target=\"_blank\"\u003eHK\u003ci\u003ePropel\u003c\/i\u003e\u003c\/a\u003e.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eInstructor guide. \u003c\/b\u003eIncludes a sample course syllabus and sample course outline; additional projects and assignments, including a project-based final exam; and mini video lectures and active learning activities for each chapter.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eTest package. \u003c\/b\u003eContains more than 500 questions in true-false, essay and short-answer, and multiple-choice formats. The files may be downloaded for integration with a learning management system or printed for use as paper-based tests.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter quizzes.\u003c\/b\u003e Contains ready-made quizzes (10 questions each) to assess student comprehension of the most important concepts in each chapter. Each quiz may be downloaded or assigned to students directly through HK\u003ci\u003ePropel\u003c\/i\u003e. The chapter assessments are automatically graded, and instructors can review student scores in the platform.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003ePresentation package. \u003c\/b\u003eFeatures more than 400 PowerPoint slides of text and illustrations from the book that can be used for class discussion and presentation, as well as a case study for each chapter. The slides in the presentation package can be used directly within PowerPoint or printed to make handouts for students. Instructors can easily add, modify, and rearrange the order of the slides.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eInstructors also receive access to all student materials in HK\u003ci\u003ePropel\u003c\/i\u003e. \u003c\/b\u003eFor \u003ci\u003ePrinciples and Methods of Adapted Physical Education, 13th Edition,\u003c\/i\u003e this includes video clips of teachers and students in action demonstrating how activities work in real adapted physical education settings, and reproducible forms from the book.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e","brand":"Kristi Roth,Melissa Bittner,Elizabeth Foster,Jean Pyfer,Laurie Zittel","offers":[{"title":"Ebook With Online Resource","offer_id":43521600651338,"sku":null,"price":102.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718221307.jpg?v=1780943543","url":"https:\/\/us.humankinetics.com\/products\/principles-and-methods-of-adapted-physical-education-13th-edition-epub","provider":"Human Kinetics","version":"1.0","type":"link"}