Inclusion in Physical Education

Tripp, April; Rizzo, Terry L.; Webbert, Linda

doi:10.1080/07303084.2007.10597971

Cited by 49 publications

(22 citation statements)

References 11 publications

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“…In the light of the results from Tripp, Rizzo and Webbert (2007) and Morley et al (2005) we argue that teachers may find pupils with physical disabilities easier to teach and also be more able to discuss them because of the observable and tangible nature of physical impairments.…”

Section: Survey Instrumentmentioning

confidence: 89%

Swedish primary‐school teachers’ attitudes to inclusion – the case of PE and pupils with physical disabilities

Jerlinder

Danermark

Gill

2010

European Journal of Special Needs Education

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Section: Survey Instrumentmentioning

confidence: 89%

Swedish primary‐school teachers’ attitudes to inclusion – the case of PE and pupils with physical disabilities

Jerlinder

Danermark

Gill

2010

European Journal of Special Needs Education

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“…Knowledge about and experience with including students with disabilities into mainstream schools has been gained over the years (Tripp, Rizzo, & Webbert, 2007;Wendelborg & Tøssebro). Taking this into account, it may have been expected that the participants in the study reporting the most negative experiences with PE would have been among the oldest participants.…”

Section: Discussionmentioning

confidence: 99%

Sitting and Watching the Others Being Active: The Experienced Difficulties in PE When Having a Disability

Bredahl

2013

Adapted Physical Activity Quarterly

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The experience of participation in physical activity was explored in a qualitative study with twenty Norwegian adults with physical and visual disabilities. The interviews showed that more than 75% of negative experiences reported in this study originated from physical education (PE), suggesting that this was a particularly challenging arena. The negative experiences were centered in these common themes: experiences of not being included, experiences of failing, and experiences of not being listened to. The interviews were analyzed applying an existential-phenomenological approach. The participants with relatively minor degrees of disability and with the least visible disabilities were the ones who most often reported negative experiences regarding PE. This suggests the experiences were not generated solely by the actual physical or sensory limitations, but equally by how well the participants' challenges were understood by their teachers and to what degree adaptations were implemented.

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“…Adapted physical educators are advocates for students with disabilities. They are knowledgeable about and stay current regarding legislative updates and reauthorizations (e.g., IDEIA) while working to promote a culture of inclusion and respect for individuals with disabilities in the district and schools where they teach (Tripp, Rizzo, & Webbert, 2007). For example, they may promote inclusion through "ability awareness" days in their schools or community or implement peer tutors to foster inclusion and social interaction among all students.…”

Section: Comprehensive Content Knowledge and Skillsmentioning

confidence: 97%