Inclusion of students with disability in physical education: a qualitative meta-analysis

Pocock, Tessa; Miyahara, Motohide

doi:10.1080/13603116.2017.1412508

Cited by 60 publications

(63 citation statements)

References 36 publications

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“…Unfortunately, only very limited evidence exists thus far for examining aspects of inclusion processes of students with disabilities in TPPs aimed at preparing these students to be PE teachers. Furthermore, in spite of considerable research and a number of recent systematic reviews on attitudes and perspectives of PE students and teachers toward inclusion [63][64][65][66][67][68], "there is a need to bridge the intention/ behavior gap that still exists in the research on inclusion of children with disabilities in PE" ( [68], p. 330).…”

Section: Tpps In Pementioning

confidence: 99%

Including Students with Disabilities in a Physical Education Teacher Preparation Program: An Institutional Perspective

Lidor¹,

Hutzler²

2019

Teacher Education in the 21st Century

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The increasing number of students with disabilities who have the goal of becoming a teacher in either elementary or high school is one of the challenges we are currently facing at the academic colleges of education in Israel. In this chapter, we address the inclusion challenge, namely how we have taken up the challenge to modify one existing teacher preparation program (TPP) in physical education (PE) to enable students with disabilities to study at the same level as the other students who are enrolled in the program. The chapter is composed of four sections. In the first section, we introduce the term inclusive education, elaborate upon its concepts, and highlight a number of developmental phases associated with this term. In the second section, we present the theoretical background and the practical frameworks of an inclusive pedagogy. In the third section, we describe a number of actions taken in one college that enabled students with disabilities to enroll in a PE TPP. In the fourth section, we conclude our discussion and provide a number of ideas for future research, in order to strengthen the understanding of how to integrate students with disabilities in PE TPP.

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Section: Tpps In Pementioning

confidence: 99%

Including Students with Disabilities in a Physical Education Teacher Preparation Program: An Institutional Perspective

Lidor¹,

Hutzler²

2019

Teacher Education in the 21st Century

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“…Teachers make decisions on inclusion based on factors including the skills and abilities of their students, their values and perspectives on inclusion, and the benefit of having students with disabilities in their classes (Timberlake, 2014). Challenges to collaboration in physical education includes teachers' attitudes, and their professional orientations (Block & Obrusnikova, 2007;Pocock & Miyahara, 2018;Tant & Watelain, 2016). Many physical education teachers find it difficult to overcome their personal orientations towards students with severe disabilities, particularly if the student is not able to easily participate in learning the content (Block & Obrusnikova, 2007;Nilsen, 2017).…”

Section: Collaborative Practices and Physical Educationmentioning

confidence: 99%

“…Team support enabled the teachers to increase their understanding of how to create learning environments where the needs of their students were met (Pocock & Miyahara, 2018). Decisions about what content would be accessed by students were guided by three factors-the needs of individual students, the content being taught, and the necessary curricular adjustments for student learning.…”

Section: It Makes Sense: Mutual Goals Between the Disciplinesmentioning

confidence: 99%

“…However, a significant barrier to inclusion is that most general educators do not feel prepared to teach students with disabilities (Block & Obrusnikova, 2007;Pocock & Miyahara, 2018), nor do they understand how to develop protocols for enabling students with severe disabilities to access the general education curriculum (Ryndak, Moore, Orlando & Delano, 2008). Pocock and Miyahara (2018) suggest the process of collaboration as a necessary step to respond to the student diversity.…”

Section: Introductionmentioning

confidence: 99%

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A Collaborative Approach for Engaging Students with Severe Disabilities in Physical Education

Grenier¹,

Patey²,

Lieberman³

et al. 2020

EUJAPA

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There is research on the barriers teachers face including students with disabilities, and the extant literature is limited with regard to collaboration between general and special education. To increase the likelihood of effective collaboration, relationships among colleagues should involve ongoing and sustained communication regarding students' skills. The purpose of this study was to examine the collaborative practices between general and special educators in providing access to the curriculum for students with severe disabilities in general physical education. Our primary questions included: How do general and special educators define and provide access to the general education curriculum for students with severe disabilities? How are educational goals between students with severe disabilities and their peers without disabilities developed in a general education setting? Semi-structured interviews were conducted on general and special educators (N = 9), field note observations (n=16) were conducted on one 2nd and 4th grade physical education class that included two students with severe disabilities and their peers (n = 35). Collected documents included lesson plans and a teacher journal across 15 weeks of one academic semester. Data were analyzed using a thematic analysis. Three themes were identified: 1) Taking the Mystery Away, 2) Building Relationships Between Peers Through Communication Strategies and 3) It Makes Sense: Mutual Goals Between the Disciplines. Collaborative practices between special and general educators can bridge knowledge differences on content, curriculum and modes of communication that facilitate student engagement between students with severe disabilities and their peers. Recommendations for identifying communication protocols and establishing collaborative practices are provided.

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“…It is in this context that technologies are an important tool that would contribute to inclusive education [11][12][13][14]. Despite this, studies on inclusive physical education are generally scarce, with small samples that are specific to the context and limited in their applicability to other environments [15]. If the studies on ICT and teacher training for Physical Education teachers are scarce, the ones that refer to the training of these teachers on the use of ICTs with people with disabilities are even more so.…”

Section: Introductionmentioning

confidence: 99%

Physical Education Teachers and Their ICT Training Applied to Students with Disabilities. The Case of Spain

et al. 2019

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1) Background: The introduction of Information and communication technologies (ICTs) in the area of Physical Education is a very recent phenomenon, and its implementation is a challenge for teachers in Spain. It implies pedagogic innovation for the improvement of the teaching and learning processes, especially for people with a disability (functional diversity). The aim of this study was to identify the degree of technological knowledge (ICT) of the physical education teachers for students with disabilities. (2) Methods: A sample of 341 Physical Education teachers from Spain volunteered for this cross-sectional study. A questionnaire named "DIFOTICyD", created "ad hoc" was used as the data-gathering instrument. (3) Results: the results revealed the low training of the participants with respect to the use of the ICTs in the field of disability. The degree of training of the teachers was determined by the personal (gender, age), professional (teaching experience) and educational (training received) outcomes. (4) Conclusions: the findings of the study point to the need for didactic training that can be used to train the Physical Education teachers to use ICTs in order to facilitate the learning and educational innovation of students with disabilities.

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Inclusion of students with disability in physical education: a qualitative meta-analysis

Cited by 60 publications

References 36 publications

Including Students with Disabilities in a Physical Education Teacher Preparation Program: An Institutional Perspective

Including Students with Disabilities in a Physical Education Teacher Preparation Program: An Institutional Perspective

A Collaborative Approach for Engaging Students with Severe Disabilities in Physical Education

Physical Education Teachers and Their ICT Training Applied to Students with Disabilities. The Case of Spain

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