Academic journal article Research Quarterly for Exercise and Sport

Collaborative Instruction between General Physical Education Teachers and an Adapted Physical Education. Teacher in an Inclusive Setting

Academic journal article Research Quarterly for Exercise and Sport

Collaborative Instruction between General Physical Education Teachers and an Adapted Physical Education. Teacher in an Inclusive Setting

Article excerpt

Social inclusion is the willingness and capacity of mixed ability students to engage in meaningful relationships (Place & Hodge, 2001; Sherrill, 2004). In order to encourage social inclusion, educators should strive to create and foster environments that facilitate appropriate behavior, accommodate differences in learning, collaborate, and create a sense of belonging for all students (Jubala, Bishop and Falvey, 2000). In the physical education setting, this teaching and learning process is affected by instructional strategies, curriculum, support, and the overall learning climate of the classroom (Suomi, Collier and Brown, 2003). The purpose of this study was to examine the collaborative instruction between adapted and general physical educators that promote social inclusion. A secondary objective was to describe teacher behaviors and instructional actions that facilitate effective inclusion. Three physical education teachers and an adapted physical education teacher at the high school level were selected as subjects of study (Patton, 1990). A multimethod approach to data collection was used which incorporated observations, interviews and documents. Observations occurred in 20 high school physical education classrooms over 12 weeks that included an adapted physical education teacher, at least one of the general physical education teachers, and students with and without disabilities. …

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