The Integration of Handicapped and Nonhandicapped Children in Elementary Physical Education

in Adapted Physical Activity Quarterly
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  • 1 University of North Carolinaat Greensboro
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This paper describes physical education research completed in a university-based laboratory over a 2-year period. The purpose of various laboratory projects was to study the complexities associated when integrating handicapped with nonhandicapped children. All of the work was focused on children in the kindgerten through third grades. Variables studied were motor performance, self-concept, teacher expectations, student effort (how hard a student tried during class), age, and social climates (competitive and noncompetitive atmospheres). Implications for teachers of physical education are drawn from investigation results.

Request reprints from Dr. W.B. Karper, Motor and Social Behavior Laboratory, School of HPERD, The University of North Carolina, Greensboro, NC 27412.

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