Attempting Inclusive Practice: Perspectives of Physical Educators and Adapted Physical Educators

Autor/inn/en	Wilson, Wesley J.; Theriot, Elizabeth A.; Haegele, Justin A.
Titel	Attempting Inclusive Practice: Perspectives of Physical Educators and Adapted Physical Educators
Quelle	In: Curriculum Studies in Health and Physical Education, 11 (2020) 3, S.187-203 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wilson, Wesley J.) ORCID (Haegele, Justin A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2574-2981
DOI	10.1080/25742981.2020.1806721
Schlagwörter	Inclusion; Adapted Physical Education; Physical Education Teachers; Teacher Attitudes; Regular and Special Education Relationship; Student Needs; Severe Disabilities; Barriers; Teacher Education Programs; Public Schools; Teamwork; Socialization; School Culture; School Policy; Virginia + Suchen Sie Ihr Suchwort? Inklusion; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehrerverhalten; Severe disability; Schwerbehinderung; Public school; Öffentliche Schule; Socialisation; Sozialisation; Schulkultur; Schulleben; Schulpolitik
Abstract	Inclusive education has become a global area of study, yet research has highlighted challenges with inclusive practices among teachers in integrated physical education contexts. The purpose of this study was to examine physical education and adapted physical education teachers' perspectives on how they attempt inclusive practice in integrated physical education. Using a qualitative description design, 78 teachers (30 physical education, 48 adapted physical education) responded to an open-ended survey item related to their inclusive practice. While the teachers believed that they did the best they could with their inclusive practices, which often relied on collaborative efforts to meet students' needs, they highlighted challenges of inadequate support, unqualified staff, and integrating students with severe disabilities. To mitigate these challenges, teacher education can better prepare preservice PE and APE teachers to navigate the sociopolitics of working in public schools and to collaborate effectively with other personnel to meet the needs of students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01