Parents' Perceptions of the Factors Essential for Integrated Physical Education Programs

Abstract

Since the passage of the Education for All Handicapped Children Act in 1975, problems remain regarding appropriate placement of children into least restrictive learning environments in physical education. Many educational placements are ineffective for reasons that have little relationship to the children's abilities, and this has resulted in an ongoing need to seek alternative methods of assessing children for appropriate class placements. Parents have always been involved in this decision-making process. As advocacy and training programs have increased their effectiveness as resource personnel, parents' roles in the education process have broadened. Because of parents' enhanced capabilities as support personnel, and the crucial roles they play in their children's educational programs, this study investigated parents' perspectives regarding the factors essential for placement of children with disabilities into integrated physical education programs. Seventy-five parents completed a 21-item survey to determine factors essential for integrated physical education programs. Results suggested that class size, program support, physical and communicative skills, health status, and motivation were prerequisites of an effectively integrated program.

Physical Education for Students with Spina Bifida: Mothers’ Perspectives

“…The mothers of this study concurred with previous studies that inclusive physical education contributed to the health and social skill development of children with disabilities (Block, 2000;Suomi et al, 2003;Downing & Rebollo, 1999). Physical education was recognized by the parents as an intervention to maintain a healthy body weight and to prevent obesity through engagement in a physically active lifestyle.…”

“…In one such study, Downing & Rebollo (1999) investigated the factors parents deemed essential for the placement of their children with disabilities into integrated physical education programs. One hundred parents of children with physical disabilities in mainstreamed classes from 6 elementary schools completed a 21 question survey.…”

“…Although the importance of parents' roles in the PPP process of their children (e.g., partners, collaborators, problem solvers, observers, mentors, and informants) (Erwin & Soodak, 1995;Gerber et al, 1986;Yoshida et al, 1978) has been documented, few studies have focused on specifically physical education (Downing & Rebollo, 1999). Therefore, the purpose of this study was to gain an understanding of parents' perspectives of their children's experiences in inclusive physical education.…”

Parental Expectations About Adapted Physical Education Services

“…In addition, communication with parents provides an opportunity to explore their knowledge regarding the child's disability and potential special education services. Downing and Rebollo (1999) conducted a research study to explore parents' perceptions of the factors essential for integrated physical education programs. A 21-question survey was distributed to parents (n = 100) of children with physical disabilities in mainstreamed classes across six different elementary schools in the United States.…”

How Affective Keeping Mainstreamed Referred Student’ Study Records With Individualized Memory Stick (Flash Memory) On Their Motivation

“…This notion is valid for elementary level courses such as mathematics (Avant & Heller, 2011) and physical education (Downing & Rebollo, 1999). Using technology in IEP is also affective to enhance motivation (Campbell and Mechling, 2008).…”