Physical Education and Special Education—Likely Partners?

Physical education continues to be the only curricular area included as a defined part of special education. Although this merger has remained viable for over 26 years, physical education and special education have not always been compatible partners. These relationships are discussed from historical perspectives. Other areas explored include physical education defined; LRE examples of early activities to prepare students for the real world; physical education IEPs; physical education at each school level, elementary through senior high school; inclusion, what it is and what it is not; effects of class size, teacher attitudes, and infusion in professional preparation programs; sport opportunities; implications and applications of deliberations and recommendations from the 1996 3rd Paralympic Congress; and the 4-As for quality programs—accessibility, accommodations, advocacy, and attitude.

Varied Meanings and Practice: Teachers' Perspectives regarding High School Inclusion

This study examines teachers perspectives in a ninth grade class that included students with disabilities in regular classes. Observations and interviews yielded data on how the teachers thought about inclusion of students with disabilities in their classes, and how they thought about a student with Down syndrome who was also in their class at the time of the study. Data collected over 7 months of a school year included variability in the interpretations and practice of inclusion and varied expectations for some students with disabilities. Teachers who supported inclusion of the student with Down syndrome differed in their expectations of him and the other students with and without disabilities. Variable standards for classroom attendance was a primary example. Findings suggest the importance of further research into the meanings and practices of inclusion as they relate to perceived purposes of schooling, the application of structures supporting inclusion in high schools, and the merging of social and academic goals for high school students with severe disabilities.