Factors That Contribute to Successful Inclusion in General Physical Education

• Published in: Research quarterly for exercise and sport Vol. 87; no. S2; p. A111
• Main Authors: Hunter, Mackenzie, Tymeson, Garth, Jin, Jooyeon, Lee, Abbie
• Format: Journal Article
• Language: English
• Published: Washington Taylor & Francis Ltd 01.06.2016
• Subjects: Adapted Physical Education; Mainstreaming; Peer tutoring; Physical Education; Physical education teachers
• ISSN: 0270-1367; 2168-3824

Students with disabilities (SWD), aged 3 to 21 years old, are educated with their nondisabled peers to the greatest extent possible. The Individuals With Disabilities Education Act requires that SWD are educated in the least restrictive environment, which means that whenever possible and appropriate, they should attend general education classes with their nondisabled peers, including physical education. To facilitate successful inclusion in general physical education (GPE), adapted physical education (APE) specialists are often consulted regarding best practices and strategies for including SWD. This study examined the perspectives of APE teachers on the importance of certain factors/strategies for inclusive GPE as well as the frequency in which these factors are utilized and considered when facilitating inclusive GPE. An online survey was administered to gather the perspectives, opinions, and experiences of APE teachers who facilitate inclusion in GPE. The survey was distributed by e-mail to APE teachers and higher-education APE faculty in all 50 U.S. states. Individuals who received the survey through e-mail were asked to forward the survey to additional professionals. Only APE teachers who facilitated inclusion in GPE were able to complete the entire survey. A total of 688 responses were received, and of those, 453 participants completed the survey. Participants perceived attitudes of GPE teachers to be the most important factor for successful inclusion of SWD in GPE. In-service education/ professional development was perceived as the least important factor for facilitating successful inclusion in GPE. Paraprofessional support, modifications, and peer tutoring are utilized or considered more frequently while in-service education and coteaching are rarely, never, or sometimes considered. Increased time to collaborate with GPE teachers was reported by the majority of APE teachers to be necessary to increase the success of inclusive GPE. Although peer tutoring was perceived to be 2nd to last in terms of importance, it was reported to be used often in inclusive GPE. This finding may be due to ease of use or practicality reasons. Many participants reported administrative support as an additional factor that is important for the success of SWD in GPE. Important administrative supports included funding and time for consultation and planning.