'We're Asking Teachers to Do More with Less': Perspectives on Least Restrictive Environment Implementation in Physical Education

Autor/inn/en	Wilson, Wesley J.; Kelly, Luke E.; Haegele, Justin A.
Titel	'We're Asking Teachers to Do More with Less': Perspectives on Least Restrictive Environment Implementation in Physical Education
Quelle	In: Sport, Education and Society, 25 (2020) 9, S.1058-1071 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wilson, Wesley J.) ORCID (Haegele, Justin A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2019.1688279
Schlagwörter	Adapted Physical Education; Students with Disabilities; Inclusion; Physical Education Teachers; Teacher Education Programs; Experiential Learning; Teacher Competencies; Special Education; Educational Policy; Teacher Role; Educational Resources; Faculty Workload; Barriers; Socialization; Participative Decision Making; Teacher Participation; Virginia + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Experiental learning; Erfahrungsorientiertes Lernen; Lehrkunst; Special needs education; Sonderpädagogik; Sonderschulwesen; Politics of education; Bildungspolitik; Lehrerrolle; Bildungsmittel; Socialisation; Sozialisation
Abstract	The current practice of the least restrictive environment (LRE) policy in physical education (PE) settings is not well understood. The purpose of this study was to explore how PE and adapted physical education (APE) teachers make placement decisions and what factors impact those practices. Qualitative data were collected via survey and follow-up interviews with 78 (30 PE, 48 APE) and 12 (five PE, seven APE) teachers, respectively. Through a qualitative description design, four themes emerged: (a) the importance and pitfalls of teacher education, (b) APE teachers involved, PE teachers not, (c) lack of resources challenge LRE implementation and (d) demanding duties exacerbated by perceived marginalization. Findings suggest that the teacher education programs did not provide enough real-world experience in making LRE decisions. Further, PE and APE teachers felt that marginalization prevented the appropriate practice of the special education policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01