Parental Expectations of Adapted Physical Educators: A Hispanic Perspective

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Luis Columna State University of New Yorkat Cortland

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Jean Pyfer Texas Woman’s University

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Terry Senne Texas Woman’s University

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Luisa Velez Texas Woman’s University

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Nancy Bridenthrall Texas Woman’s University

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Maria Yolanda Canabal University of Puerto Ricoat Mayaguez

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The purpose of this study was to identify the perspectives of Hispanic parents of children with disabilities regarding adapted physical education (APE) professionals in relationship to their child’s purposeful play and transition to school programming. Participants (N = 11) were Hispanic parents of children with disabilities. Parents participated in one-on-one interviews in their preferred language (Spanish or English). Transcripts were analyzed through a constant comparative analysis. Three themes emerged from the data: (a) qualified APE professionals, (b) challenges for the family, and (c) normalcy. These themes were supported by subthemes. The results indicated that Hispanic families were not as familiar with APE services as Caucasian families were. Parental expectations among Hispanic parents were similar to Caucasian parents, but the preference for modes of communication and information differed.

Luis Columna is with the Physical Education Department at the State University of New York at Cortland. E-mail: columnal@cortland.edu. Jean Pyter, Terry Senne, Luisa Velez, and Nancy Bridenthrall are with the Department of Kinesiology at Texas Woman’s University in Denton. Maria Yolanda Canabal is with the Department of Physical Education at the University of Puerto Rico at Mayaguez.

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