The Ambiguous Role of the Paraeducator in the General Physical Education Environment

2013 ◽  
Vol 30 (2) ◽  
pp. 164-183 ◽  
Author(s):  
Rebecca R. Bryan ◽  
Jeffrey A. McCubbin ◽  
Hans van der Mars
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Students With Disabilities ◽  
Best Practice ◽  
Phenomenological Approach ◽  
Physical Education Teachers ◽  
Education Environment ◽  
General Physical ◽  
General Physical Education

The use of paraeducators has increased as a main mechanism to include more students with disabilities in the public schools in the U.S. Although the utilization of paraeducators is intended to be a supportive service delivery option, many concerns and challenges have resulted. The purpose of this study was to examine the role of the paraeducator in the general physical education environment from the perspectives of special education, physical education, and adapted physical education teachers and paraeducators. Data were collected from a phenomenological approach using questionnaires, interviews, and observations. Results indicate concerns about the clarity of the role of the paraeducator in physical education. Emerging themes include elastic definitions of student protection and teacher backup, contradictory expectations and mixed acceptance, and paraeducators’ role ambiguity. Findings regarding the role of the paraeducator are essential in determining both best practice and legal policy for the appropriate utilization of paraeducators in physical education.

scholarly journals Effect of practicum experiences on pre-professional physical education teachers' intentions toward teaching students with disabilities in general physical education classes

2012 ◽  
Vol 18 (3) ◽  
pp. 361-374 ◽  
Author(s):  
M. Kathleen Ellis ◽  
Monica Lepore ◽  
Lauren Lieberman
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Physical Education Teachers ◽  
Individuals With Disabilities ◽  
Practicum Experience ◽  
Pete Programs ◽  
General Physical ◽  
Practicum Experiences ◽  
General Physical Education

The purpose of this study was to examine the effect of practicum experiences on pre-professional physical education teachers' intentions toward working with individuals with disabilities. Pre-professional physical education teachers were students in their respective university's PETE programs and were categorized based on level of practicum experience. Over a three year period, a total of 596 PETE students completed the Physical Educators' Intention toward Teaching Individuals with Disabilities (PEITID) questionnaire (Rizzo, 2007). Significant differences were found among groups for overall intention to teach students with disabilities in their general physical education classroom. Additionally, trends of more positive intentions among pre-professionals with greater practicum experiences lead to higher Quality of Experience and Perceived Competence. The results of this study indicated that the level and quality of practicum experience significantly influence pre-professional teachers' intentions and competence toward teaching individuals with disabilities. (138 words)

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.

Strategies to Increase Self-, Student, and Discipline Advocacy in Adapted Physical Education

2021 ◽  
pp. 004005992110188
Author(s):  
Alyssa M. Trad ◽  
K. Andrew R. Richards ◽  
Wesley J. Wilson
Keyword(s):  
Physical Education ◽  
Service Providers ◽  
Individualized Education Program ◽  
Adapted Physical Education ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Functional Understanding ◽  
Adapted Physical Educators ◽  
General Physical ◽  
General Physical Education

While sharing some characteristics with their general physical education colleagues, adapted physical educators also face unique challenges related to their role. For example, both general and adapted physical education teachers encounter stress stemming from the marginalized nature of their discipline but may navigate such experiences differently. Adapted physical education teachers often serve in itinerant roles travelling among multiple schools and may provide services for upwards of 100 students. They must also have a functional understanding of a wide variety of disabilities, individualize instruction for each student, collaborate with service providers across several schools, and be an active team member in the individualized education program process. As a result, they may need to advocate for themselves, their students, and the role of the discipline in different and unique ways. Drawing from research on general and adapted physical education teacher socialization, and available research-informed practices, the purpose of this paper is to describe the unique stressors associated with teaching adapted physical education and strategies they may implement as part of local advocacy.

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.

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