Inclusion in Physical Education: A Review of the Literature from 1995-2005

Abstract

The purpose of the review is to critically analyze English-written research articles pertaining to inclusion of students with disabilities in physical education published in professional journals both within and outside of the United States from 1995-2005. Each study included in this review had to meet seven a priori criteria. Findings of the 38 selected studies were divided into six focus areas: (a) support, (b) affects on peers without disabilities, (c) attitudes and intentions of children without disabilities, (d) social interactions, (e) ALT-PE of students with disabilities, and (f) training and attitudes of GPE teachers. Recommendations for future practice and research are embedded throughout the article.

Negotiating the discursive spaces of inclusive education: narratives of experience from contemporary Physical Education

“…In this paper we explore the discursive possibilities for young people with a disability in the core subject of Physical Education (PE) in Norway by adopting a narrative approach (Gubrium and Holstein 2009). There have been relatively few European studies of inclusion in PE, and even fewer research projects in Scandinavia (Block and Obrusnikova 2007;Smith 2009), so we aim to make a modest contribution to knowledge about this area of schooling. Barton (2009) recently characterised the need to critically analyse the conditions, relations and practices of the subject as urgent due, in part, to the overall lack of a focus on disability and rather a tokenistic, 'bolt-on' approach when first adopted, but also due to revelations in the existing research which point to large discrepancies between the rhetoric of inclusive practice and what is actually taking place in PE lessons.…”

Physical Education Classes and Inclusion of Children With Disability: Brazilian Teachers’ Perspectives

“…The assistant teacher supporting during class should not affect or restrict the interaction of students 1241 with disability with other students or teacher. The instruction of an adapted physical education specialist, even when absent from classes, is considered to positively influence both learning and participation of students with and without disability OBRUSNIKOVA, 2007).These professionals can instruct physical education teachers to make curricular and pedagogical changes, according to the needs of their students.…”

“…Although the presence of this support can be beneficial for the inclusion of students with disability (BLOCK; OBRUSNIKOVA, 2007), some aspects should be considered. The assistant teacher supporting during class should not affect or restrict the interaction of students 1241 with disability with other students or teacher.…”

“…The presence of an assistant teacher in educational settings has already proven to be a useful strategy to promote inclusion (BLOCK; OBRUSNIKOVA, 2007;CONROY, 2013).These authors proposed that several professionals can provide support for teachers during physical education classes, such as special educators (responsible for providing general assistance to all school teachers), adapted physical education specialists (able to provide guidance to schools from the same region), or even assistant teachers or paraeducators without specific training in the area (to support the needs of students with severe disability).…”

“…In fact, Block and Obrusnikova (2007) stated that physical education teachers in general do not feel prepared to teach children with disability. They felt this stemmed from their poor knowledge and lack of practical experience to meet the needs of students with disability.…”