The primary purposes of this study were to compare (a) physical activity participation, screen-time habits, obesity, and (b) reported reasons for lack of participation in sport, between a nationally representative sample of Irish children with and without autism spectrum disorder (ASD). Participation in moderate to vigorous activity, light activity, and sports was significantly lower among the group with ASD. On examination of screen time variables, no significant differences were seen between groups. However, time spent watching TV was higher among children with ASD. Overweight or obese status was more prevalent among the group with ASD (34.4 vs. 24.7 %). The findings are discussed in relation to international statistics on youth physical activity, screen-time, and weight status, and recommendations are provided for future research.
The purpose of this qualitative study was to assess the effectiveness of a disability sport unit in shaping perceptions of disability. Data from interviews, observations, and documents were collected on 87 elementary-aged students, one physical education teacher, and one teaching intern. Comparisons were drawn between fifth graders engaged in a five-week disability sport unit to fourth graders participating in their standard physical education curriculum. Findings revealed differences in the way fourth and fifth graders came to view individuals with disabilities. The results support an analysis of curriculum development that underscores the significance of the social model in positively impacting constructions of disability. Recommendations include the use of disability sports in physical education as an effective strategy for educating students in game play, knowledge of the Paralympics, and the inclusion of individuals with disabilities in a variety of sporting venues.
The purpose of this qualitative case study was to examine an inclusive, third grade physical education class containing a child with severe cerebral palsy and a visual impairment from a social constructionist perspective. Data were collected from four primary sources over a six-month period: interviews, observations, document review, and journals. Boyzaitis’s (1998) five-step process was utilized in the data analysis, which uncovered three primary themes: the teacher’s belief in the development of social skills for students with and without disabilities, the teacher’s use of purposeful strategies to accommodate students with disabilities, and student learning shaped by personal experience. Student and teacher experiences were interpreted within the conceptual framework of social construction as a means of describing relevant and meaningful relationships.
Children with disabilities have mixed feelings about their inclusion experiences. The purpose of this study was to explore the validity and reliability of results from the Lieberman-Brian Inclusion Rating Scale for Physical Education. Experts in adapted physical education ( n = 10) established content and face validity (mean = 4.68 ± 0.56) on a five-point scale through three rounds of evaluation through the Delphi method. Next, elementary physical education teachers ( n = 15) and two independent raters established test–retest reliability ( r = 0.87, p < 0.001; intra-class correlations (ICC) = 0.93, p < 0.001) and inter-rater reliability ( r = 0.69, p < 0.001; ICC = 0.82, p < 0.001) respectively. Physical education teachers among others can use this valid and reliable scale to determine the extent to which teachers attempt to make an environment inclusive. Practical uses for this instrument are program evaluation, intervention research, and as a teaching tool.
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