“They’re Either Going to Find Ways to Include You or They’re Just Kind of Not”: Experiences of Students With Orthopedic Impairments in Integrated Physical Education

in Adapted Physical Activity Quarterly

Click name to view affiliation

Katherine Holland Norwegian University of Science and Technology, Trondheim, Norway

Search for other papers by Katherine Holland in
Current site
Google Scholar
PubMed Close
*
,
Justin A. Haegele Old Dominion University, Norfolk, VA, USA

Search for other papers by Justin A. Haegele in
Current site
Google Scholar
PubMed Close
,
Xihe Zhu Old Dominion University, Norfolk, VA, USA

Search for other papers by Xihe Zhu in
Current site
Google Scholar
PubMed Close
, and
Jonna Bobzien Old Dominion University, Norfolk, VA, USA

Search for other papers by Jonna Bobzien in
Current site
Google Scholar
PubMed Close
DOI:
https://doi.org/10.1123/apaq.2021-0184
Keywords:
adapted physical education; inclusion; physical disability; mobility impairment
First Published Online:
14 Mar 2022
In Print:
Volume 39: Issue 3
Page Range:
321–340
Restricted access

This study explored the experiences of students with orthopedic impairments in integrated physical education (PE) classes. An interpretative phenomenological analysis research approach was used, and six students with orthopedic impairments (age = 10–14 years) served as participants. Data sources were semistructured, audiotaped interviews and reflective interview notes. Based on data analysis, three themes were developed—“Without it, they probably would like, just treat me normal,” visibility, disclosure, and expectations; “I sit out,” limited participation and a lack of modifications/accommodations; and “PE doesn’t feel great,” social interactions and perception of self. The experiences portrayed throughout these themes highlight the marginalization and lack of access that the participants encountered in their integrated PE classes. The findings indicated that PE professionals working with students with orthopedic impairments may benefit from reflecting on personal biases and their instructional practices in an effort to improve the quality of PE experiences for these students.

  • Collapse
  • Expand

Adapted Physical Activity Quarterly

Cover Adapted Physical Activity Quarterly

  • Alquraini, T., & Gut, D. (2012). Critical components of successful inclusion of students with severe disabilities: Literature review. International Journal of Special Education, 27(1), 1–14.

    • Search Google Scholar
    • Export Citation

  • Beer, D.W. (1997). “There’s a certain slant of light”: The experience of discovery in qualitative interviewing. The Occupational Therapy Journal of Research, 17(2), 110–129. https://doi.org/10.1177/153944929701700206

    • Search Google Scholar
    • Export Citation

  • Blinde, E.M., & McCallister, S.G. (1998). Listening to the voices of students with disabilities: Experiences in the physical education classroom. Journal of Physical Education, Recreation, and Dance, 69(6), 64–68. https://doi.org/10.1080/07303084.1998.10605578

    • Search Google Scholar
    • Export Citation

  • Bricker, D. (1995). The challenge of inclusion. Journal of Early Intervention, 19(3), 179–194. https://doi.org/10.1177/105381519501900301

    • Search Google Scholar
    • Export Citation

  • Coates, J., & Vickerman, P. (2008). Let the children have their say: Children with special educational needs and their experiences of physical education—A review. Support for Learning, 23(4), 168–175. https://doi.org/10.1111/j.1467-9604.2008.00390.x

    • Search Google Scholar
    • Export Citation

  • Creswell, J.W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Sage.

  • Finlay, L. (1998). Reflexivity: An essential component for all research? British Journal of Occupational Therapy, 61(10), 453–456. https://doi.org/10.1177/030802269806101005

    • Search Google Scholar
    • Export Citation

  • Fitzgerald, H. (2005). Still feeling like a spare piece of luggage? Embodied experiences of (dis)ability in physical education and school sport. Physical Education & Sport Pedagogy, 10(1), 41–59. https://doi.org/10.1080/1740898042000334908

    • Search Google Scholar
    • Export Citation

  • Gieben-Gamal, E., & Matos, S. (2017). Design and disability: Developing new opportunities for the design curriculum. The Design Journal, 20(Suppl. 1), S2022–S2032. https://doi.org/10.1080/14606925.2017.1352721

    • Search Google Scholar
    • Export Citation

  • Goodwin, D.L. (2001). The meaning of help in PE: Perceptions of students with physical disabilities. Adapted Physical Activity Quarterly, 18(3), 289–303. https://doi.org/10.1123/apaq.18.3.289

    • Search Google Scholar
    • Export Citation

  • Goodwin, D.L., & Watkinson, E.J. (2000). Inclusive physical education from the perspective of students with physical disabilities. Adapted Physical Activity Quarterly, 17(2), 144–160. https://doi.org/10.1123/apaq.17.2.144

    • Search Google Scholar
    • Export Citation

  • Haegele, J.A. (2019). Inclusion illusion: Questioning the inclusiveness of integrated physical education. Quest, 71(4), 387–397. https://doi.org/10.1080/00336297.2019.1602547

    • Search Google Scholar
    • Export Citation

  • Haegele, J.A., & Hodge, S. (2016). Disability discourse: Overview and critiques of the medical and social models. Quest, 68(2), 193–206. https://doi.org/10.1080/00336297.2016.1143849

    • Search Google Scholar
    • Export Citation

  • Haegele, J.A., Hodge, S.R., Zhu, X., Holland, S.K., & Wilson, W.J. (2020). Understanding the inclusiveness of integrated physical education from the perspectives of adults with visual impairments. Adapted Physical Activity Quarterly, 37(2), 141–159. https://doi.org/10.1123/apaq.2019-0094

    • Search Google Scholar
    • Export Citation

  • Haegele, J.A., Zhu, X., & Holland, K. (2020). Fitness testing experiences in integrated physical education as reflected by adults with visual impairments. European Physical Education Review, 26(4), 747–763. https://doi.org/10.1177/1356336X19882057

    • Search Google Scholar
    • Export Citation

  • Holland, K., & Haegele, J.A. (2021). Perspectives of students with disabilities toward physical education: A review update 2014–2019. Kinesiology Review, 10(1), 78–87. https://doi.org/10.1123/kr.2020-0002

    • Search Google Scholar
    • Export Citation

  • Hopkins, R.M., Regehr, G., & Pratt, D.D. (2017). A framework for negotiating positionality in phenomenological research. Medical Teacher, 39(1), 20–25. https://doi.org/10.1080/0142159X.2017.1245854

    • Search Google Scholar
    • Export Citation

  • Hopple, C., & Graham, G. (1995). What children think, feel, and know about physical fitness testing. Journal of Teaching in Physical Education, 14(4), 408–417.

    • Search Google Scholar
    • Export Citation

  • Hutzler, Y., Fliess, O., Chacham, A., & Van den Auweele, Y. (2002). Perspectives of children with physical disabilities on inclusion and empowerment: Supporting and limiting factors. Adapted Physical Activity Quarterly, 19(3), 300–317. https://doi.org/10.1123/apaq.19.3.300

    • Search Google Scholar
    • Export Citation

  • Individuals with Disabilities Education Act, PL 108–446, 20 U.S.C. §1400 et seq. (2004).

  • Li, C., & Chen, S. (2012). Exploring experiences of physical activity in special school students with cerebral palsy: A qualitative perspective. European Journal of Adapted Physical Activity, 5(1), 7–17. https://doi.org/10.5507/euj.2012.001

    • Search Google Scholar
    • Export Citation

  • Makopoulou, K., Penney, D., Neville, R., & Thomas, G. (2019). What sort of “inclusion” is continuing professional development promoting? An investigation of a national CPD programme for inclusive physical education. International Journal of Inclusive Education. Advance online publication. https://doi.org/10.1080/13603116.2019.1647297

    • Search Google Scholar
    • Export Citation

  • Mitchell, J.P. (2020). Disability and the inhuman. In A. Daly, F. Cummins, J. Jardine, & D. Moran (Eds.), Perception and the inhuman gaze: Perspectives from philosophy, phenomenology, and the sciences (pp. 298–307). Routledge.

    • Search Google Scholar
    • Export Citation

  • Moola, F., Fusco, C., & Kirsch, J.A. (2011). “What I wish you knew”: Social barriers toward physical activity in youth with congenital heart disease (CHD). Adapted Physical Activity Quarterly, 28(1), 56–77. https://doi.org/10.1123/apaq.28.1.56

    • Search Google Scholar
    • Export Citation

  • National Center for Education Statistics. (2019). Children and youth with disabilities. https://nces.ed.gov/programs/coe/indicator_cgg.asp

    • Search Google Scholar
    • Export Citation

  • Obrusnikova, I., & Block, M.E. (2020). Historical context and definition of inclusion. In J.A. Haegele, S.A. Hodge, & D.R. Shapiro (Eds.), Routledge handbook of adapted physical education (pp. 65–80). Routledge.

    • Search Google Scholar
    • Export Citation

  • Qi, J., Wang, L., & Ha, A. (2016). Perceptions of Hong Kong physical education teachers on the inclusion of students with disabilities. Asia Pacific Journal of Education, 37(1), 86–102. https://doi.org/10.1080/02188791.2016.1169992

    • Search Google Scholar
    • Export Citation

  • Richardson, E.V., & Motl, R. (2020). A narrative exploration of an adapted physical activity space and its impact on persons with physical impairments. Disability & Society, 35(1), 89–110. https://doi.org/10.1080/09687599.2019.1617111

    • Search Google Scholar
    • Export Citation

  • Smith, B., & Sparkes, A.C. (2017). Interviews. In B. Smith & A.C. Sparkes (Eds.), Routledge handbook of qualitative research in sport and exercise (pp. 103–123). Routledge.

    • Search Google Scholar
    • Export Citation

  • Smith, J.A. (2017). Interpretative phenomenological analysis. In B. Smith & A.C. Sparkes (Eds.), Routledge handbook of qualitative research in sport and exercise (pp. 219–229). Routledge.

    • Search Google Scholar
    • Export Citation

  • Smith, J.A., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method, and research. Sage.

  • Smith, J.A., & Osborn, M. (2008). Interpretative phenomenological analysis. In J.A. Smith (Ed.), Qualitative psychology: A practical guide to research methods (pp. 54–80). Sage.

    • Search Google Scholar
    • Export Citation

  • Spencer-Cavaliere, N., & Watkinson, E.J. (2010). Inclusion understood from the perspectives of children with disability. Adapted Physical Activity Quarterly, 27(4), 275–293. https://doi.org/10.1123/apaq.27.4.275

    • Search Google Scholar
    • Export Citation

  • Stainback, W., & Stainback, S. (1996). Collaboration, support network, and community construction. In S. Stainback & W. Stainback (Eds.), Inclusion: A guide for educators (pp. 223–232). Paul H. Brookes Publishing Co.

    • Search Google Scholar
    • Export Citation

  • Tanure Alves, M.L., Grenier, M., Haegele, J.A., & Duarte, E. (2020). “I didn’t do anything, I just watched”: Perspectives of Brazilian students with physical disabilities toward physical education. International Journal of Inclusive Education, 24(10), 1129–1142. https://doi.org/10.1080/13603116.2018.1511760

    • Search Google Scholar
    • Export Citation

  • Tanure Alves, M.L., Haegele, J.A., & Duarte, E. (2018). “We can’t do anything”: The experiences of students with visual impairments in physical education classes in Brazil. British Journal of Visual Impairment, 36(2), 152–162. https://doi.org/10.1177/0264619617752761

    • Search Google Scholar
    • Export Citation

  • United Nations Educational, Scientific, and Cultural Organization. (2005). Guidelines for inclusion: Ensuring access to education for all.

    • Search Google Scholar
    • Export Citation

  • U. S. Department of Education. (2000). A guide to the individualized education program.

  • U.S. Governmental Accountability Office. (2010). Students with disabilities: More information and guidance could improve opportunities in physical education and athletics (GAO-10-519).

    • Search Google Scholar
    • Export Citation

  • Walker, S., Read, S., & Priest, H. (2013). Use of reflexivity in a mixed-methods study. Nurse Research, 20(3), 38–43. https://doi.org/10.7748/nr2013.01.20.3.38.c9496

    • Search Google Scholar
    • Export Citation

  • Wang, L. (2019). Perspectives of students with special needs on inclusion in general physical education: A social-relational model of disability. Adapted Physical Activity Quarterly, 36(2), 242–263. https://doi.org/10.1123/apaq.2018-0068

    • Search Google Scholar
    • Export Citation

  • Wilson, W.J., Haegele, J.A., & Kelly, L.E. (2019). Revisiting the narrative about least restrictive environment in physical education. Quest, 72(1), 19–32. https://doi.org/10.1080/00336297.2019.1602063

    • Search Google Scholar
    • Export Citation

  • Yardley, L. (2000). Dilemmas in qualitative health research. Psychology & Health, 15(2), 215–228. https://doi.org/10.1080/08870440008400302

    • Search Google Scholar
    • Export Citation

  • Yell, M.L. (1995). Least restrictive environment, inclusion, and students with disabilities: A legal analysis. The Journal of Special Education, 28(4), 389–404. https://doi.org/10.1177/002246699502800401

    • Search Google Scholar
    • Export Citation
All Time Past Year Past 30 Days
Abstract Views 2261 1005 45
Full Text Views 307 215 20
PDF Downloads 257 113 7