Pedagogies for inclusion of junior primary students with disabilities in PE

Overton, Hannah; Wrench, Alison; Garrett, Robyne

doi:10.1080/17408989.2016.1176134

Cited by 49 publications

(75 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Partnerships of teachers with School Development Committee Associations promoted inclusion in PE as it facilitated collaborative pooling of resources. Previous research, similarly, indicates that inclusion in PE requires teachers to collaborate with school support systems and structures to aid children with disabilities to access and develop physical capital as a form of cultural capital and resources associated with regular physical activity, bodies and health (Block & Obrusnikova, 2007;Combs et al, 2010;Overton et al, 2017). In the same vein, inclusive pedagogy requires teachers to develop innovative ways of working with other stakeholders to create rich learning communities (Florian & Linklater, 2010;Florian & Spratt, 2013;Majoko, 2016).…”

Section: Discussionmentioning

confidence: 99%

Inclusion of Children With Disabilities in Physical Education in Zimbabwean Primary Schools

Majoko

2019

Sage Open

View full text Add to dashboard Cite

Since Zimbabwe adopted inclusion in 1994 in alignment with the world, the number of children with disabilities educated in regular schools has significantly increased. Teachers experience diverse challenges when including children with disabilities in physical education (PE) in regular classrooms. This qualitative study carried out individual interviews, document analysis and nonparticipant observations with 24 Zimbabwean primary school teachers to explore pedagogical practices for including children with disabilities in PE in regular classrooms. A comparative approach of organizing individual interviews, document analysis and observation data with continual adjustment was used throughout the analysis. Although participants had individual and institutional concerns, including inadequate preparation and resources, about the inclusion of children with disabilities in PE in regular classrooms, they had positive dispositions toward it. Knowing individual children, having positive social relationships with children, fostering positive social relationships among children, supporting collaborative structures and cultures, and utilizing adapted instruction facilitated the inclusion of children with disabilities in PE in regular classrooms. Individual and institutional capacity building, including comprehensive preservice and in-service teacher training and the passage and enforcement of specific policies and legislation on inclusion, could enhance the inclusion of children with disabilities in PE in regular classrooms. This study serves as a baseline for future studies on the subject.

show abstract

Section: Discussionmentioning

confidence: 99%

Inclusion of Children With Disabilities in Physical Education in Zimbabwean Primary Schools

Majoko

2019

Sage Open

View full text Add to dashboard Cite

show abstract

“…On the other hand, we support scientific approaches to ensure the effectiveness of the process of physical education for students with chronic diseases (Overton, et al, 2016;Koryahin, et al, 2018). Therefore, the states of psychological and physiological functions are important criteria of the effectiveness of this process (Adyrkhaiev, 2014), and their study provides additional information about the functional state of the students' organisms.…”

Section: Discussionmentioning

confidence: 78%

“…This is possible to achieve by ensuring high performance of all organs and systems and by increasing motor and sensory activity of students. The search for a mechanism to develop attention abilities in students with different diseases using a specific form of motor activity will contribute to solving the problem (Anikieiev, 2015;Overton, et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…The development of attention abilities is considered from the position of the regulatory function (Andreassi, 2009), in terms of successful learning, ensuring its efficiency and further professional activity. The development of attention abilities of students is important throughout the educational process at higher school (Overton, et al, 2016). Performing psychological and pedagogical research in the field of physical education is essential today because the improvement and preservation of the health of participants in the educational space is a complex interdisciplinary scientific problem.…”

Section: Introductionmentioning

confidence: 99%

“…There is no data related to these studies at the universities. Simultaneously, the data from psychological and pedagogical literature (Adyrkhaiev, 2014;Anikieiev, 2015;Overton, et al, 2016) show that the individual properties of attention abilities, which determine the course of educational activity, and subsequently the professional activity of students, are caused by the state of their health.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Untitled

2018

JPES

View full text Add to dashboard Cite

Purpose: To study experimentally the specifics of developing attention abilities of students with chronic diseases as affected by differentiated correction during physical education classes at a university. Material: During three academic years, the same students with chronic diseases participated in research into their attention abilities and the way they change under the influence of physical education. Results: An integrated final evaluation of the attention abilities parameters at the end of the experiment showed a tendency for the test results to improve. The students from the experimental group (EG) reached an average level. All indicators of the effectiveness of the proposed differentiated correction of the students' attention abilities due to physical education showed that the EG students demonstrated better results than the students from the control group (CG). Differentiated correction of the physical education program resulted in a significantly (p<0.05 to <0.001) higher result than that obtained after using a traditional approach of organization, formation and implementation of the physical education content. It has been established that the state of attention abilities of students with chronic diseases is affected by the nature of these diseases, and, therefore, has its essential specifics. Conclusions: The peculiarities of manifestation of attenuation abilities established in the students with certain chronic diseases should be taken into account during their physical education. The use of systematic control of the psychological and physiological functions of students during physical education is the reason for the appropriate correction of pedagogical actions and improvement of physical education (PE) programs, which will help ensure effectiveness of PE..

show abstract

Dysconscious ableism and exclusive potentials in physical education teacher education (PETE)

Grenier

Giese

2023

Ger J Exerc Sport Res

View full text Add to dashboard Cite

ZusammenfassungDieses Essay wirft einen kritischen Blick auf die universitäre Sportlehrkräfteausbildung im Kontext der Inklusion in Deutschland und den USA. Kernthese ist, dass die Sportlehrkräfteausbildung durch unreflektierte ableistische Grundannahmen geprägt ist und zur Reproduktion ableistischer Praktiken sowie zu den umfangreichen negativen Erfahrungen beiträgt, die Schülerinnen und Schüler mit Behinderung im (inklusiven) Sportunterricht machen. Das weitgehende Fehlen eines ableismkritischen Diskurses innerhalb der universitären Sportlehrkräfteausbildung behindert angehende Sportlehrkräfte dabei, Schülerinnen und Schülern mit Behinderung inklusionssensibel zu begegnen. Hochschullehrende messen der Aufgabe zu wenig Gewicht bei, die eigene Abhängigkeit von binären Kategorisierungen nach dem Muster behindert vs. nichtbehindert sowie die eigene Abhängigkeit von ableistischen Prägungen kritisch zu hinterfragen. In einer konstruktiven Wendung geben wir Hinweise zur Modifikation der universitären Sportlehrkräfteausbildung, die nach unserer Vorstellung eine diversitätssensible Betrachtung von Behinderung unterstützt und angehenden Lehrkräften hilft, differente Körper angemessen zu adressieren.

show abstract

Pedagogies for inclusion of junior primary students with disabilities in PE

Cited by 49 publications

References 31 publications

Inclusion of Children With Disabilities in Physical Education in Zimbabwean Primary Schools

Inclusion of Children With Disabilities in Physical Education in Zimbabwean Primary Schools

Untitled

Dysconscious ableism and exclusive potentials in physical education teacher education (PETE)

Contact Info

Product

Resources

About