The purpose of this research was to develop and test an adapted physical education consultant model to assist regular elementary school classroom teachers to include children with special needs into regular physical education. The consultation model consisted of (a) Level 1, conducting a needs assessment, (b) Level 2, designing/implementing the program, and (c) Level 3, evaluating the program. The model was tested in two communities in Finland using the intensive and the limited consulting approaches. Data collection methods included videotaped observations of teacher and students, interviews, dialogue at interdisciplinary team meetings, and journals. Results are presented as case studies, which describe the process and product over a 2-month period of model implementation. Analysis of data indicate that classroom teachers, paraprofessionals, and students benefited from the consultant model. The adapted physical education consultant model appears to be a viable approach in facilitating the integration of children with special needs.
Pilvikki Heikinaro-Johansson and Heikki Huuhka are with the Department of Physical Education, University of Jyväskylä, P.O. Box 35, SF-40351 Jyväskylä, Finland. Claudine Sherrill and Ronald French are with the Department of Kinesiology, Texas Woman’s University, Denton, TX 76204.