Social Inclusion of Students with Physical Disabilities in General Physical Education: A Behavioral Analysis

in Adapted Physical Activity Quarterly
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The purpose was to describe the behaviors of eighth-grade students with and without physical disabilities relative to social inclusion in a general physical education program. Participants were 3 girls with physical disabilities and 19 classmates (11 females, 8 males) without disabilities. The method was case study. Data for a 6-week softball unit were collected using videotapes, live observations, and interviews. Findings indicated that students with and without disabilities infrequently engaged in social interactions. Average percentage of time that classmates gave to students with disabilities was 2% social talk and less than 1% in each category for praise, use of first name, feedback, and physical contact. Two themes emerged in this regard: segregated inclusion and social isolation. Students with disabilities interacted with each other to a greater degree than with classmates without disabilities. Analysis of use of academic learning time revealed different percentages for students with and without disabilities.

Kimberly Place <> is an adapted physical education teacher at the Franklin County Board of Mental Retardation and Developmental Disabilities, Columbus, Ohio; Samuel R. Hodge <> is an Associate Professor in the School of Physical Activity and Educational Services at The Ohio State University, Columbus, OH 43210-1297.

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