Including Students with Disabilities in Regular Physical Education: Effects on Nondisabled Children

1996 ◽  
Vol 13 (1) ◽  
pp. 38-49 ◽  
Author(s):  
Martin E. Block ◽  
Ron Zeman
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Support Services ◽  
Severe Disabilities ◽  
Gain Scores ◽  
Skill Improvement ◽  
Students With Severe Disabilities ◽  
Education Effects ◽  
Attitudes Toward Students ◽  
The Impact

The purpose of this study was to measure the impact of including three 6th-grade students with severe disabilities who were given support services into a regular physical education class. Basketball skill improvement in passing, shooting, and dribbling during a 3-1/2-week basketball unit and attitudes toward students with disabilities were compared between a 6th-grade class that included 3 students with severe disabilities (CI) and a 6th-grade class in the same school that did not have any students with disabilities (C2). Results from the nonparametric Mann-Whitney U test indicated no differences in skill improvement between the two groups except in dribbling, which favored C2. C1 showed significantly greater pretest scores in general and sport-specific attitudes compared to C2, but there were no differences in gain scores for either general or sport-specific attitude. It was argued that, with proper support services, students with severe disabilities can be included in regular physical education without negatively affecting the program for students without disabilities.

scholarly journals Talking without words

2020 ◽  
Vol 34 (Esp.) ◽  
pp. 117-125
Author(s):  
Michelle Grenier ◽  
Lauren Lieberman
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Severe Disabilities ◽  
Individual Education Plan ◽  
Second Grade ◽  
Team Members ◽  
Teachers And Students ◽  
Field Notes ◽  
Students With Severe Disabilities ◽  
Iep Team

This case study explored the inclusion of students with severe disabilities in a general elementary physical education program. Qualitative methods were used to capture the communication protocols and instructional practices used by the physical education (PE) teacher and Individual Education Plan (IEP) team members in one fourth grade and second grade physical education classroom.  Data from three primary sources including field notes, interviews and a journal were analyzed to address questions of interest. Findings revealed four primary themes. The first “Collaboration-Needing to Know What I Don’t Know” described the process the PE teacher used in gaining information on her students with disabilities. The second, “Community in the Classroom,” revealed the value system shared by the IEP team members. The third theme, “The Role of Modeling” articulated the value of appropriated practices between teachers and students. The final theme, “Talking Without Words” highlighted the communicative processes and shared language between the students with and without disabilities.

scholarly journals Talking without words

2020 ◽  
Vol 34 (Esp.) ◽  
pp. 117-125
Author(s):  
Michelle Grenier ◽  
Lauren Lieberman
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Severe Disabilities ◽  
Individual Education Plan ◽  
Second Grade ◽  
Team Members ◽  
Teachers And Students ◽  
Field Notes ◽  
Students With Severe Disabilities ◽  
Iep Team

This case study explored the inclusion of students with severe disabilities in a general elementary physical education program. Qualitative methods were used to capture the communication protocols and instructional practices used by the physical education (PE) teacher and Individual Education Plan (IEP) team members in one fourth grade and second grade physical education classroom.  Data from three primary sources including field notes, interviews and a journal were analyzed to address questions of interest. Findings revealed four primary themes. The first “Collaboration-Needing to Know What I Don’t Know” described the process the PE teacher used in gaining information on her students with disabilities. The second, “Community in the Classroom,” revealed the value system shared by the IEP team members. The third theme, “The Role of Modeling” articulated the value of appropriated practices between teachers and students. The final theme, “Talking Without Words” highlighted the communicative processes and shared language between the students with and without disabilities.

Peer-Interaction Strategies: Fostering Positive Experiences for Students With Severe Disabilities in Inclusive Music Classes

2019 ◽  
Vol 37 (3) ◽  
pp. 28-35 ◽  
Author(s):  
Ellary A. Draper ◽  
Laura S. Brown ◽  
Judith A. Jellison
Keyword(s):  
Students With Disabilities ◽  
Peer Interaction ◽  
Task Complexity ◽  
Severe Disabilities ◽  
Positive Interactions ◽  
Typically Developing ◽  
Wide Range ◽  
Regular Classrooms ◽  
Working Together ◽  
Students With Severe Disabilities

Too often, students with disabilities in regular classrooms have limited access to the regular curriculum, and for students with severe disabilities, interactions are often with paraprofessionals, not typical classmates. The present study is grounded in action research methods in that an elementary teacher and the authors worked together for the purpose of designing, implementing, and evaluating interaction guidelines between her students with severe disabilities and their typically developing classmates. Overall, instruction and implementation of peer-interaction activities for working together and helping each other were efficient and resulted in high rates of positive interactions. Although the students with disabilities needed different kinds of support, they were capable of participating in a wide-range of music activities and interacting with their typical classmates. Differences in frequencies and quality of interactions are attributed primarily to task complexity, individual needs, and partner assignments.

Including Students with Severe Disabilities in Music Classrooms

2019 ◽  
Vol 32 (3) ◽  
pp. 23-25
Author(s):  
Ellary A. Draper
Keyword(s):  
Physical Education ◽  
Severe Disabilities ◽  
Neighborhood Schools ◽  
Individuals With Disabilities ◽  
Disabilities Education Act ◽  
Education Act ◽  
Students With Severe Disabilities ◽  
Music Classrooms

Since the passing of what we now call the Individuals With Disabilities Education Act, or IDEA, students who were previously educated in separate facilities or campuses are now educated in their neighborhood schools. Even though students with severe disabilities are now in their neighborhood schools, many spend the majority of their day in separate classrooms. When they are not in separate classrooms, it is possible students with severe disabilities are participating in art, physical education, and music classes alongside their same-aged peers.

LRE and the Placement of Students with Severe Disabilities

1992 ◽  
Vol 17 (3) ◽  
pp. 145-153 ◽  
Author(s):  
Kathryn Haring ◽  
Felicia Farron-Davis ◽  
Lori Goetz ◽  
Patricia Karasoff ◽  
Wayne Sailor ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Severe Disabilities ◽  
Small Sample ◽  
Educational Placement ◽  
National Monitoring ◽  
Severely Handicapped ◽  
Degree Of Disability ◽  
Survey Validity ◽  
Students With Severe Disabilities ◽  
Integrated Or

This study addresses the issue of state variability in the placement of students with disabilities in integrated or segregated (students with disabilities only) settings. The study examines actual placement patterns of students with severe disabilities (“severely handicapped”) in a small sample of states in order to more closely identify and analyze factors that might influence national monitoring and reporting of LRE issues. Three states representing different geographical areas and including rural, suburban, and urban population bases participated in a direct survey. The survey asked respondents to identify the number of students with severe disabilities (as defined by the U.S. Department of Education) in the state and the educational placement of these students. A survey validity check was also carried out on a sample of 139 students across the three states. Students were observed and rated using a scale that reports degree of disability (moderate to profound) across nine characteristics; in addition, the placement of these students was recorded. The results of the study suggest that the means by which states collect child count data to report to the federal government under Section 618 of the Education for All Handicapped Children Act are inadequate to meet present informational needs. The collection of data by disability category, for example, rather than by estimates of the extent of disability, may make it difficult to evaluate the effects of present educational reform efforts.

Attitudes and Attributes of Physical Educators Associated with Teaching Individuals with Severe and Profound Disabilities

1995 ◽  
Vol 20 (1) ◽  
pp. 80-87 ◽  
Author(s):  
Martin E. Block ◽  
Terry L. Rizzo
Keyword(s):  
Students With Disabilities ◽  
Severe Disabilities ◽  
Adapted Physical Education ◽  
Physical Educators ◽  
Attitudes Toward Teaching ◽  
Profound Disabilities ◽  
Students With Severe Disabilities ◽  
Education Coursework ◽  
Regular Classes

The purpose of this study was to assess the relationship between attitudes and selected attributes (teaching assignment, teaching level, adapted physical education coursework, special education coursework, years teaching students with disabilities, quality of teaching experience, and perceived competence in teaching students with disabilities) of public school (K-12) physical educators toward teaching students with severe and profound disabilities in regular classes. Teacher (N = 150) from suburban school districts in a midwestern state were sent the Physical Educators' Attitude Toward Teaching Individuals with Disabilities-III (PEATID-III) and 91 (61%) responded. Data showed that physical educators were undecided about teaching students with severe disabilities and disagreed with the proposal of teaching students with profound disabilities in their regular classes. There was a significant difference between attitudes toward teaching students with severe and profound disabilities. Although only a moderate amount of the variance was accounted by attributes, results from a forward stepwise multiple regression procedure showed that as the quality of teaching experiences improved and adapted physical education coursework increased, attitudes toward teaching students with severe disabilities were more favorable. Favorable attitudes toward teaching students with profound disabilities were associated with an increase of both coursework in special education and perceived teacher competence.

Efficacy of Paraeducators Facilitating Peer Support Arrangements for Elementary Students With Multiple Disabilities

2021 ◽  
pp. 074193252110636
Author(s):  
Kelsey J. Trausch ◽  
Matthew E. Brock ◽  
Eric J. Anderson
Keyword(s):  
Elementary Students ◽  
Secondary Students ◽  
Peer Support ◽  
Peer Interactions ◽  
Multiple Disabilities ◽  
Severe Disabilities ◽  
Functional Relations ◽  
Students With Severe Disabilities ◽  
Student Independence ◽  
The Impact

Previous findings demonstrate peer support arrangements improve academic and social outcomes for secondary students with severe disabilities, but further research is needed to determine (a) the degree to which this practice would benefit younger students, (b) the impact on student independence, and (c) how teachers can best support paraeducator implementation. In this multiple-probe-across-participants design study, a teacher trained five paraeducators to facilitate peer support arrangements with four elementary students with multiple disabilities who were eligible for alternate assessment. We identified functional relations between teacher training and paraeducator implementation and between peer support arrangements and peer interactions. Interactions increased to levels similar to those of peers without disabilities. Students decreased their reliance on paraeducators for classroom routines when peers provided support. These findings show that the effectiveness of peer support arrangements extends to elementary students with multiple disabilities and replicate initial evidence for a promising model of teacher-implemented training for paraeducators.

Using Badges to Increase Initiations of Children with Severe Disabilities in a Play Setting

1993 ◽  
Vol 18 (1) ◽  
pp. 46-51 ◽  
Author(s):  
Ann C. Jolly ◽  
St. Marks Center ◽  
David W. Test ◽  
Fred Spooner
Keyword(s):  
Students With Disabilities ◽  
Role Playing ◽  
Severe Disabilities ◽  
Free Play ◽  
Multiple Baseline ◽  
Play Skills ◽  
Training Strategy ◽  
Age Appropriate ◽  
Students With Severe Disabilities ◽  
Teacher Assistant

A study was conducted to investigate a training strategy that allowed children with severe disabilities to choose and initiate activities when playing with chronologically age-appropriate peers without disabilities. Prior to intervention, each student with severe disabilities was taught to use badges with photographs to indicate play activities. Pretraining involved role-playing with the teacher, teacher assistant, and a fourth grader without disabilities and not otherwise involved in the study. The intervention involved having students with disabilities take their badges into a free-play situation. A multiple-baseline, across-subjects design indicated a functional relationship between intervention and student use of play organizers, initiations, and shares. Results are discussed in terms of including students with severe disabilities in the training process when teaching social and play skills.

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