Including a Child with Severe Cerebral Palsy in Physical Education: A Case Study

in Adapted Physical Activity Quarterly
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The purpose was to examine an inclusive physical education kindergarten class containing a child with severe spastic diplegic cerebral palsy. An adapted physical educator served as a human resource. Participants were a kindergartner (6 years of age) with severe disability, 20 nondisabled peers (5-6 years of age), an adapted physical educator, and a regular physical educator. The research method was case study. Data were collected periodically by systematic observation and by interview during an 18-week period in the fall school semester. Twenty percent, or approximately one class per week (n = 19) were analyzed that were movement exploration in nature. Results indicated that inclusion classes were highly effective in time engagement and management, and the qualitative nature of inclusion was one of widespread social acceptance and successful motor participation. It was concluded that the use of a people resource model, with an adapted educator, is a highly effective educational practice.

E. William Vogler is with the Department of HPER, Illinois State University, Normal, IL 61790-5121; Patricia Koranda and Tom Romance are with the Metcalf Laboratory School, 7000, Illinois State University, Normal, IL 61790.

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