A Teacher’s Guide to Including Students with Disabilities in General Physical Education 3rd Edition

2009 ◽  
Vol 26 (3) ◽  
pp. 290-291
Author(s):  
Rebecca K. Lytle
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Teacher's Guide ◽  
General Physical ◽  
General Physical Education

Physical Educators’ Judgments About Inclusion: A New Instrument for Preservice Teachers

2002 ◽  
Vol 19 (4) ◽  
pp. 435-452 ◽  
Author(s):  
Samuel R. Hodge ◽  
Nathan M. Murata ◽  
Francis M. Kozub
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Students With Disabilities ◽  
Principal Component ◽  
Physical Educators ◽  
Physical Education Teacher Education ◽  
New Instrument ◽  
Pete Programs ◽  
General Physical ◽  
General Physical Education

The purpose was to develop an instrument for use in physical education teacher education (PETE) programs that would yield valid evidence of the judgments of PETE preservice teachers toward the inclusion of students with disabilities into general physical education classes. Both the conceptualization that judgments represent the cognitive expressions of attitudes (Ajzen, 2001; Sherif & Hovland, 1961) and focus group discussions were used to create the Physical Educators’ Judgments About Inclusion (PEJI) instrument. Following content validation procedures, we administered PEJI to 272 PETE preservice teachers. Subsequent principal component analysis to generate construct validity evidence indicated 15 items should be retained; they collectively explained 53% of the variance using a three-component model. Dimensions of the PEJI pertained to judgments about inclusion, acceptance, and perceived training needs. Alpha coefficients for the three subscales ranged from .64 to .88.

Promoting Social Acceptance and Inclusion in Physical Education

2021 ◽  
pp. 004005992110296
Author(s):  
Kason O’Neil ◽  
LeAnn Olson
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Social Inclusion ◽  
Social Acceptance ◽  
Cognitive Learning ◽  
Teacher Behaviors ◽  
National Standards ◽  
Physical Educators ◽  
General Physical ◽  
General Physical Education

In addition to psychomotor and cognitive learning, social development is one of the three pillars of the national standards for physical education instruction. Though a plethora of research has exhibited the benefits social inclusion can have for students with and without disabilities, inclusion cannot be successful unless physical educators are deliberate, persistent, and continually reflective on the needs of students. The purpose of this paper is to outline the state of inclusion of students with disabilities in a general physical education classes and to highlight teacher behaviors and instructional techniques that promote social acceptance and inclusion for all students in physical education.

Social Inclusion of Students with Physical Disabilities in General Physical Education: A Behavioral Analysis

2001 ◽  
Vol 18 (4) ◽  
pp. 389-404 ◽  
Author(s):  
Kimberly Place ◽  
Samuel R. Hodge
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Social Inclusion ◽  
Physical Disabilities ◽  
Study Data ◽  
Physical Contact ◽  
Academic Learning ◽  
Average Percentage ◽  
General Physical ◽  
General Physical Education

The purpose was to describe the behaviors of eighth-grade students with and without physical disabilities relative to social inclusion in a general physical education program. Participants were 3 girls with physical disabilities and 19 classmates (11 females, 8 males) without disabilities. The method was case study. Data for a 6-week softball unit were collected using videotapes, live observations, and interviews. Findings indicated that students with and without disabilities infrequently engaged in social interactions. Average percentage of time that classmates gave to students with disabilities was 2% social talk and less than 1% in each category for praise, use of first name, feedback, and physical contact. Two themes emerged in this regard: segregated inclusion and social isolation. Students with disabilities interacted with each other to a greater degree than with classmates without disabilities. Analysis of use of academic learning time revealed different percentages for students with and without disabilities.

scholarly journals Integrace žáků s tělesným postižením do hodin školní tělesné výchovy

2010 ◽  
Vol 4 (1) ◽  
pp. 127-132 ◽  
Author(s):  
Lucie Rybová ◽  
Martin Kudláček
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Physical Disabilities ◽  
Adapted Physical Education ◽  
Essential Factor ◽  
Current State ◽  
The Family ◽  
Complex Development ◽  
General Physical ◽  
General Physical Education

The presented paper is concerned with the analysis of the current state of inclusion in general physical education (PE). Even though, students with physical disabilities form a majority and permanently growing group of individually included students, this topic is not yet well described. Th e survey took place in 2007 in elementary schools. A research sample consisted of 164 PE teachers who taught students with physical disabilities (164 boys, 90 girls). Out of the whole research sample 160 students were included to PE classes. Th e other students were released from PE based on a recommendation from their physicians. It is evident that the inclusion within the frame of PE represents a unique phenomenon enabling a complex development of the student’s personality. However, there are a number of important factors infl uencing success of inclusion, e.g. lack of fi nancial means, low family support, and lack of knowledgeable PE teachers in the fi eld of adapted physical education. Th ose crucial factors signifi cantly infl uence the process. An essential factor in the successful inclusion of students with disabilities to the system is the creation of appropriate conditions by the school (material, personal, spatial). Also the family has to undertake certain steps leading to a more eff ective cooperation. Inclusive PE should be based on a complex assessment of students. It should suit their individual needs and should be highly planned and systematic.

Adapted Physical Education in the Special Education Process

2020 ◽  
pp. 61-85 ◽  
Author(s):  
Scott Mcnamara ◽  
Cheng-Chen Pan
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Individualized Education Program ◽  
Adapted Physical Education ◽  
Physical Educators ◽  
Special Education Process ◽  
Adapted Physical Educators ◽  
The Individual ◽  
General Physical ◽  
General Physical Education

Adapted physical education (APE) services have the same overall objectives as general physical education; however, adapted physical educators should implement accommodations and modifications to personalize the programs to meet the individual needs of students with disabilities. Because of the high levels of health disparity for people with disabilities, as well as cognitive and socio-emotional benefits associated with physical activity and exercise, it is crucial that students with disabilities receive high-quality APE programming. To give the readers a broad overview of APE and how it should be implemented, this chapter covers the following topics: physical education and physical literacy, the benefits of physical education and exercise for students with disabilities, federal laws in relation to physical education for students with disabilities, the role of adapted physical educators in interdisciplinary team approaches within the individualized education program process, and highlighting specialized teaching strategies and specialized equipment for students with disabilities.

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