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The intent of this study was to examine how students (ages 5.9 to 10.9 years) with and without disabilities benefit from an inclusive mastery climate intervention. Participants were randomly distributed into intervention (19 participants with disabilities and 31 participants without disabilities) and comparison (17 participants with disabilities and 37 without disabilities) groups. Participants performed the Test of Gross Motor Development before and after the intervention. The analyses revealed that children with and without disabilities who received the 12-week intervention demonstrated significant improvement in motor skill performance from pre- to post- intervention while the comparison group did not. These findings suggest that the mastery climate intervention provided similar learning opportunities for students with and without disabilities.
Nadia Cristina Valentini is with the Department of Physical Education, Universidade Federal do Rio Grande do Sul, Porto Alegre, RS, Brasil. E-mail: email@example.com. Mary E. Rudisill is with the Department of Health and Human Performance, 2050 Beard-Eaves Coliseum, Auburn University, Auburn, Alabama 36849-5323. E-mail: firstname.lastname@example.org.